Combining fiber dissection,plastination, and tractography for neuroanatomical education: Revealing the cerebellar nuclei and their white matter connections

In recent years, there has been a growing interest in white matter anatomy of the human brain. With advances in brain imaging techniques, the significance of white matter integrity for brain function has been demonstrated in various neurological and psychiatric disorders. As the demand for interpretation of clinical and imaging data on white matter increases, the needs for white matter anatomy education are changing. Because cross‐sectional images and formalin‐fixed brain specimens are often insufficient in visualizing the complexity of three‐dimensional (3D) white matter anatomy, obtaining a comprehensible conception of fiber tract morphology can be difficult. Fiber dissection is a technique that allows isolation of whole fiber pathways, revealing 3D structural and functional relationships of white matter in the human brain. In this study, we describe the use of fiber dissection in combination with plastination to obtain durable and easy to use 3D white matter specimens that do not require special care or conditions. The specimens can be used as a tool in teaching white matter anatomy and structural connectivity. We included four human brains and show a series of white matter specimens of both cerebrum and cerebellum focusing on the cerebellar nuclei and associated white matter tracts, as these are especially difficult to visualize in two‐dimensional specimens and demonstrate preservation of detailed human anatomy. Finally, we describe how the integration of white matter specimens with radiological information of new brain imaging techniques such as diffusion tensor imaging tractography can be used in teaching modern neuroanatomy with emphasis on structural connectivity. Anat Sci Educ. 7: 47–55. © 2013 American Association of Anatomists.     

The analysis and treatment of child abuse by behavioural psychotherapy

The results from use of behaviour therapy with child abuse cases is very encouraging. Data has been presented to show the approach both economical and rewarding. Our experience suggests that selected social workers may be able to learn to use the approach with a relatively short period of training.     

Information needs of specialist healthcare professionals: a preliminary study based on the West of Scotland Colorectal Cancer Managed Clinical Network

OBJECTIVES: Funded by Research in the Workplace Award (RIWA) 2001, the study investigated the information needs and use of NHS library services by members of the West of Scotland Colorectal Cancer Managed Clinical Network (MCN), a single subject, cross boundary, multi-professional organization. METHOD: A postal questionnaire sent out in October 2002 was returned by 100 members and follow-up interviews were held in March 2003 with 11 of the respondents. The questions related to access to resources, library services such as literature searches, current awareness and training. They also explored the use of electronic resources and the Internet. RESULTS: Respondents were mainly hospital doctors and a few nurses from across five health boards. Most had access to a library, although not all made use of it, possibly an indication of the need for improved communications between librarians and health-care staff. Generally, research and professional development were reported as reasons for needing cancer information, but on further investigation the motivation to conduct literature searches was more related to patient care. Examples included treatment of unusual cases, locating information for patients and identifying guidelines. There are indications of unmet needs for local contact information and evaluated patient information. CONCLUSION: Development of a cancer portal within the NHS Scotland e-Library available from May 2004 based on the Managed Knowledge Network (MKN) concept is attempting to address many of the issues raised in the survey, including inequities of access to services and signposting to a variety of types of information.     

Extending the reference desk experience: Information Resources for the Nursing Care Plan

Both nursing and library science literature discuss the information needs and information-seeking behavior of nurses. Some research has focused on information needs of nursing students, but little research is available regarding information-seeking behavior of nursing students, specifically baccalaureate nursing students. Only a few key references were identified addressing nursing students' information seeking with regard to nurse care planning. At the University of Medicine and Dentistry of New Jersey, George F. Smith Library, a wide range of nursing students from those in traditional BSN programs, to students in accelerated BSN programs, to masters' nursing students of all types visit the reference desk asking direct and indirect questions involving the nursing care plan. This article highlights repeated categories of information sought by nursing students at the University of Medicine and Dentistry of New Jersey, George F. Smith Library via both formal and informal reference interviews. Information sought most frequently was categorized and formed the basis for a new library workshop entitled "Information Resources for the Nursing Care Plan."     

From 'Special Needs' to 'Quality Education for All': a participatory,problem-centred approach to policy development in South Africa

This paper provides insight into the unique process of education policy development in South Africa, in particular the work of the National Commission on Special Needs in Education (NCSNET) and the National Committee on Education Support Services (NCESS). The process has been characterized by a fully democratic, participatory approach ensuring maximum involvement of all stakeholders at all levels of society. In addition, the process has been problem-centred—focusing on meeting the complex challenges within a developing context. The most significant aspect of the Report of the NCSNET and NCESS is that it provides conceptualizations that reflect a break away from traditional models of special needs education. The shift in thinking from ‘special needs education’ to ‘barriers to learning and development’ has broadened the concern from a small group of learners who are vulnerable to exclusion from education to all learners who are subject to exclusionary pressures within school and community. Finally, the delays in finalizing the policy process since the release of the Report of the NCSNET and NCESS are analysed and interpreted in the light of complexities in the transformation process in South Africa.     

Discipline‐based academic development through a tripartite partnership

Abstract

This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships.