CAVEman: Standardized anatomical context for biomedical data mapping

The authors have created a software system called the CAVEman, for the visual integration and exploration of heterogeneous anatomical and biomedical data. The CAVEman can be applied for both education and research tasks. The main component of the system is a three‐dimensional digital atlas of the adult male human anatomy, structured according to the nomenclature of Terminologia Anatomica. The underlying data‐indexing mechanism uses standard ontologies to map a range of biomedical data types onto the atlas. The CAVEman system is now used to visualize genetic processes in the context of the human anatomy and to facilitate visual exploration of the data. Through the use of Java? software, the atlas‐based system is portable to virtually any computer environment, including personal computers and workstations. Existing Java tools for biomedical data analysis have been incorporated into the system. The affordability of virtual‐reality installations has increased dramatically over the last several years. This creates new opportunities for educational scenarios that model important processes in a patient's body, including gene expression patterns, metabolic activity, the effects of interventions such as drug treatments, and eventually surgical simulations. Anat Sci Ed 1:10–18, 2008. © 2007 American Association of Anatomists.     

植物命名中的模式标本

植物命名中的模式标本是名称的依附实体。是用作描述及发表新种的依据，它在植物命名中是必不可少的组成成分，在植物分类中也是重要的鉴定标本。模式标本也是在植物的发现和鉴定中确立的。中国植物分类学工作拥有的模式标本非常有限，给他们的研究工作造成了一定的困难，但是随着科学技术的不断进步能最终解决这个问题。     

若干类有机物的CA命名原则与系统命名法的差异

CA(Chemical Abstracts)在每次累积索引中,都要更改某些化合物的检索名称。更改的特点是趋向于系统命名法。系统命名法也采用CA的某些命名原则,如“接合命名法”。但两者在很多化合物命名上仍存在差异,如CA对许多化合物的命名采用“对应结构命名法”。本文讨论了这些差异。     

学科建设视野下的汉水文化研究

从学科建设的视野看待汉水文化研究,主要涉及其命名、学科定位和学科内容等涉及学科发展的大问题。所以提出“汉水文化”的命名,是因为更符合这一区域属于多种文化特征分布区的现实,更符合我国以水命名的传统,还可以以一个空间上的概念包容其时间上的历史发展。汉水文化的学科定位,首先,应将汉水文化的学科性质界定为以社会科学为主的人文社会科学;其次,在文化学、历史学和地理学这三个学科的互动中,确定汉水文化的学科的综合性、边缘性、应用性性质,而在这种互动中确定文化地理学的立场更为现实。汉水文化的研究内容应从汉水流域及其略略延伸的周边地区的移民迁徙活动和方言、居民的组织方式和风俗习惯、宗教巫术和祭祀、娱乐活动和文艺活动等方面,采用以田野调查为主、结合传统文献的综合研究路径,进而总结出汉水文化的基本模式。     

Collaborative development of anatomy workshops for medical and dental students in Cambodia

After Phnom Penh was liberated from the Khmer Rouge in 1979, health science education in Cambodia had to be completely rebuilt. In this article, the authors report the results of a teaching collaboration between the University of Melbourne (Australia), the International University (Cambodia), and the University of Health Sciences (Cambodia). The main objectives in this collaboration were to provide the opportunity for dental and medical students in Cambodia to attend resourced anatomy workshops and to provide an opportunity for anatomy teachers in Cambodia to gain experience in implementing anatomy workshops of the style that are routinely used in the medical and dental curricula at the University of Melbourne. Experienced anatomy educators from the Department of Anatomy and Cell Biology, University of Melbourne, designed and resourced a series of workshops and then delivered these in collaboration with Cambodian teaching staff in Phnom Penh. The Cambodian students who participated in the workshops were incredibly engaged and enthusiastic. The students' evaluations (by questionnaire) indicated a very positive response to the workshops. All of the workshop resources were donated to the two universities so that the staff could continue to implement similar workshops, and plans were developed to continue our collaboration by developing more resourced workshops for this purpose in the future. Two staff members from Cambodia will travel to Melbourne to participate in anatomy workshops and dissection classes at the University of Melbourne. We hope that this extension of the collaboration provides further support and impetus for the development of anatomy education in Cambodia in the future.     

Anatomical Sciences Education Vol. 4, Issue 4, 2011 Cover Image

Medical students at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University receive instruction from a resident at the cadaver during their anatomy course. As discussed by McBride and Drake in this issue of ASE, residents teaching in the anatomy course at his institution who satisfy specific requirements qualify for an academic appointment as a Clinical Instructor.     

南方红豆杉木材解剖特征研究

通过对南方红豆杉木材宏观、显微构造及管胞长度分布频率的研究,并与国产红豆杉属其他种木材进行对比.结果表明,南方红豆杉木材构造特征与红豆杉属其它种的木材十分近似,但在早晚材变化缓急、木射线细胞组成及早材交叉场纹孔类型与紫杉明显不同;南方红豆杉管胞弦向宽度与红豆杉和云南红豆杉相近,但长度较短,紫杉管胞则比南方红豆杉粗短;南方红豆杉管胞长度分布频率早晚材均呈正态分布;天然林的南方红豆杉管胞长度比人工林的明显要短.     

Design and validation of a novel learning tool, the "Anato-Rug," for teaching equine topographical anatomy

Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection‐based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug (“Anato‐Rug”) depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of “live animal” anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the “Anato‐Rug,” or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. Anat SciEduc. © 2012 American Association of Anatomists.     

Quality management of body donation program at the University of Padova

Quality management improvement has become a recent focus of attention in medical education. The program for the donation of bodies and body parts (Body Donation Program) at the University of Padova has recently been subjected to a global quality management standard, the ISO 9001:2008 certification. The aim of the present work is to show how the above standard is useful in enhancing the efficiency of body donation procedures and the quality and output of medical education. The program is managed by means of the following interlinked procedures: the collection of body donations, death certificates, data, and body parts from living donors; the transportation and identification of cadavers; the management of bodies, body parts, equipment, instruments, purchasing of necessary materials, and setting up anatomical training sessions; the management of preventive and corrective actions; the management of documents and registration; the management of internal and external quality audits; and the review of outcomes and improvement planning. Monitoring indicators are identified in the numbers of donors and of donated body parts per year, education sessions, and satisfaction of learners and donors, as evaluated by questionnaires. The process management approach, the integrated involvement of medical, technical, and administrative staff in defining procedures, and the application of monitoring indicators allow quality improvement in all aspects of the Body Donation Program. Anat Sci Educ. © 2012 American Association of Anatomists.     

Loosely‐guided,self‐directed learning versus strictly‐guided,station‐based learning in gross anatomy laboratory sessions

Anatomy students studying dissected anatomical specimens were subjected to either a loosely‐guided, self‐directed learning environment or a strictly‐guided, preformatted gross anatomy laboratory session. The current study's guiding questions were: (1) do strictly‐guided gross anatomy laboratory sessions lead to higher learning gains than loosely‐guided experiences? and (2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? The design was a randomized controlled trial. The participants were 360 second‐year medical students attending a gross anatomy laboratory course on the anatomy of the hand. Half of the students, the experimental group, were subjected without prior warning to station‐based laboratory sessions; the other half, the control group, to loosely‐guided laboratory sessions, which was the course's prevailing educational method at the time. The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. The strictly‐guided group scored higher than the loosely‐guided group at all time‐points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between‐subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly‐guided group than for the loosely‐guided group at all times. It was concluded that gross anatomy laboratory sessions with strict instructions resulted in the recall of a larger amount of anatomical knowledge, even after eight months. Anat Sci Educ. © 2012 American Association of Anatomists.