The Case Anatomical Knowledge Index (CAKI): A novel method used to assess anatomy content in clinical cases

There are concerns in the literature that the use of case‐based teaching of anatomy could be compromising the depth and scope of anatomy learned by students in a problem‐based learning curriculum. Poor selection of clinical cases that are used as vehicles for teaching/learning anatomy may be the root problem because some clinical cases do not provide enough opportunities to learn anatomy and are, therefore, inappropriate for case‐based teaching. Although anatomy educators are expected to respond to the identified deficiencies of case‐based anatomy teaching, making sure that students acquire sufficient anatomical knowledge to practice safely and successfully, there are no tools available that can help improve the selection of clinical cases for case‐based teaching. The author proposes a composite index, which incorporates considerations of anatomical knowledge for evaluating clinical cases/conditions for suitability in case‐based anatomy teaching. The development of the case anatomical knowledge index (CAKI) using a modified Guttman procedure is described. The scalability of the index was measured using the coefficient of reproducibility. A total of 47 clinicians participated in the validation activities that measured interrater and intraclass reliability. The CAKI was able to consistently discriminate between clinical cases/conditions with higher demand for anatomical knowledge than those with lower demand for anatomical knowledge. A review of the literature suggests that such an index has not been previously reported. Given the concerns about the depth and scope of anatomy learning in case‐based teaching, these findings have international relevance. Anat Sci Ed 2:9–18, 2009. © 2009 American Association of Anatomists.     

Near‐peer teaching in anatomy: An approach for deeper learning

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near‐peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near‐peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first‐ and second‐year medical students and evaluates the perceptions of the near‐peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first‐ and second‐year students, who themselves view the inclusion of near‐peer teachers as a positive element in their learning. Anat Sci Educ 2:227–233, 2009. © 2009 American Association of Anatomists.     

基于知识组织的术语服务体系研究

针对术语的集成、共享与服务问题,以知识组织理论为基础,提出一种自底向上的层次型术语服务体系结构模型,通过数据层、管理层、服务层三个层次实现术语的集成服务以及知识组织与术语服务的紧密对接。对网络环境下术语服务基本机制、功能模块和相关技术进行分析,并构建术语服务系统的基本原型,初步证实术语服务体系的可行性。     

中文叙词表本体共建共享系统研究

本文阐述了中文叙词表本体(OntoThesaurus,即基于中文叙词表建立的本体知识库)共建共享系统的设计思想和总体结构.描述了中文叙词表转换为OWL本体的扩展TBox定义,叙词表文本的ABox实例自动转换,OntoThesaurus的一致性检测机制;OntoThesaurus在图书情报界及语义Web界的广泛共享应用前景;在共享应用中采集标引员、领域专家和一般检索者知识实现本体共建和动态完善的完整过程.最后对我国叙词表编纂机构快速实现现有中文叙词表(主题词表)的网络化共建和共享服务提出了建议.     

中国人文社科中术语区分能力差异的比较分析研究

[目的/意义]索引词的质量是信息检索系统评估重要影响因素之一,且术语质量很大程度上决定了索引词的质量。[方法/过程]文章提出一种术语质量评价指标:术语区分能力(Term Discriminative Capability,TDC),探索中国人文社科中的汉语术语质量差异。以中国社会科学引文索引(Chinese Social Sciences Citation Index,CSSCI)数据库的学术论文为实验对象,比较不同学科和不同字段的术语TDC并分析各因素间的相互作用。[结果/结论]实验结果表明,来自不同学科的术语在区分能力中有显著差异,考古学(Archaeology,AC)术语水平最高,马克思主义(Marxism,MX)术语质量最低;不同字段间的术语也有显著的差异,总体上题名(Title,TI)术语质量水平最高,摘要(Abstract,AB)其次,而关键词(Keyword,KW)和附加关键词(Keyword Plus,KP)则由于汉语短语术语的特性未能有较好的表现;另外学科和字段之间有一定的相互作用。     

“体育科学”的英文不同表达方式

对“体育科学”这一术语的中、英文概念和英文的不同表达方式进行了研究,探讨了该术语的含义范围和多种内涵,对于加深理解这一科学概念具有一定意义;特别是通过对英文中sport sci-ence,sports science,sport sciences,以及sports sciences等词语间细微差异的辨析,论述了它们间的不同含义,介绍了国外体育科学界对于这些词语的用法,从而有助于我国学者正确理解和使用这些词语。     

Spatial abilities and anatomy knowledge assessment: A systematic review

Anatomy knowledge has been found to include both spatial and non‐spatial components. However, no systematic evaluation of studies relating spatial abilities and anatomy knowledge has been undertaken. The objective of this study was to conduct a systematic review of the relationship between spatial abilities test and anatomy knowledge assessment. A literature search was done up to March 20, 2014 in Scopus and in several databases on the OvidSP and EBSCOhost platforms. Of the 556 citations obtained, 38 articles were identified and fully reviewed yielding 21 eligible articles and their quality were formally assessed. Non‐significant relationships were found between spatial abilities test and anatomy knowledge assessment using essays and non‐spatial multiple‐choice questions. Significant relationships were observed between spatial abilities test and anatomy knowledge assessment using practical examination, three‐dimensional synthesis from two‐dimensional views, drawing of views, and cross‐sections. Relationships between spatial abilities test and anatomy knowledge assessment using spatial multiple‐choice questions were unclear. The results of this systematic review provide evidence for spatial and non‐spatial methods of anatomy knowledge assessment. Anat Sci Educ 10: 235–241. © 2016 American Association of Anatomists.     

Three‐dimensional printing of X‐ray computed tomography datasets with multiple materials using open‐source data processing

Advances in three‐dimensional (3D) printing allow for digital files to be turned into a “printed” physical product. For example, complex anatomical models derived from clinical or pre‐clinical X‐ray computed tomography (CT) data of patients or research specimens can be constructed using various printable materials. Although 3D printing has the potential to advance learning, many academic programs have been slow to adopt its use in the classroom despite increased availability of the equipment and digital databases already established for educational use. Herein, a protocol is reported for the production of enlarged bone core and accurate representation of human sinus passages in a 3D printed format using entirely consumer‐grade printers and a combination of free‐software platforms. The comparative resolutions of three surface rendering programs were also determined using the sinuses, a human body, and a human wrist data files to compare the abilities of different software available for surface map generation of biomedical data. Data shows that 3D Slicer provided highest compatibility and surface resolution for anatomical 3D printing. Generated surface maps were then 3D printed via fused deposition modeling (FDM printing). In conclusion, a methodological approach that explains the production of anatomical models using entirely consumer‐grade, fused deposition modeling machines, and a combination of free software platforms is presented in this report. The methods outlined will facilitate the incorporation of 3D printed anatomical models in the classroom. Anat Sci Educ 10: 383–391. © 2017 American Association of Anatomists.     

《论语》何晏注训诂研究

<论语>何晏注是对汉魏<论语>训解的一个总结,对后世的影响远胜过汉魏说<论语>其他诸家.何注既注意文字训诂,又重视经理阐释,其视角较为合理.何注主要是从词的语义系统和语境角度对词义加以训释的,此外也用本字训释通假字、以方俗语训释通语.何注所采用的训诂术语不多,基本继承汉代学者的用法,也有创新.     

Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation

This research effort compared and contrasted two conceptually different methods for the exploration of human anatomy in the first‐year dissection laboratory by accomplished students: “physical” dissection using an embalmed cadaver and “digital” dissection using three‐dimensional volume modeling of whole‐body CT and MRI image sets acquired using the same cadaver. The goal was to understand the relative contributions each method makes toward student acquisition of intuitive sense of practical anatomical knowledge gained during “hands‐on” structural exploration tasks. The main instruments for measuring anatomical knowledge under this conceptual model were questions generated using a classification system designed to assess both visual presentation manner and the corresponding response information required. Students were randomly divided into groups based on exploration method (physical or digital dissection) and then anatomical region. The physical dissectors proceeded with their direct methods, whereas the digital dissectors generated and manipulated indirect 3D digital models. After 6 weeks, corresponding student anatomical assignment teams compared their results using photography and animated digital visualizations. Finally, to see whether each method provided unique advantages, a visual test protocol of new visualizations based on the classification schema was administered. Results indicated that all students, regardless of gender, dissection method, and anatomical region dissected performed significantly better on questions presented as rotating models requiring spatial ordering or viewpoint determination responses in contrast to requests for specific lexical feature identifications. Additional results provided evidence of trends showing significant differences in gender and dissection method scores. These trends will be explored with further trials with larger populations. Anat Sci Ed 1:27–40, 2008. © 2007 American Association of Anatomists.