Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.     

Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching

Prior to the challenges imposed by the Covid-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.     

Real time exploration and management of large medical volumetric datasets on small mobile devices—Evaluation of remote volume rendering approach

In this paper I present the architecture of system that can be used for real time exploration and management of large medical volumetric datasets. The new state of the art solution presented in this paper is an example of visual data management system. System prototype evaluation proved that it is possible to use low-powered (and cheap) up-to-date mobile devices with programmable GPUs as the remote interfaces for exploration of large volumetric medical data. The implementation was done with high-level programming language that enables portability between different hardware models. The lack of lossy compression enables to display high quality medical images visualizations without any simplifications and noises in frequency domain. The prototype of system is capable to remotely render and send to a client (for example cell phone or tablet) rendered data with frequency 30 fps with limited resolution during interaction. One second after the interaction is finished client machine receives full resolution image. The evaluation of the system was performed on volumetric computed tomography angiography image with approximate size 512³ voxels.     

城镇职工医疗保险统筹住院次均费用增长分析和对策

次均费用反映了当今社会普遍关注的看病贵难题,体现医疗保险制度效率。次均费用受多种因素影响,经济、人口结构和质量、医药卫生体制和新诊疗技术的使用是主要影响因素。增加过度治疗的机会成本,当边际成本超过边际收益时定点机构才会加强自律,规范治疗。引导就医流向可以降低来自参保人行为导致的费用增长。医保管理者在控制次均费用增长问题上责任重大,并大有作为。实行按病种支付、对三级医院重点检查、增加平均住院日指标、规定大型设备阳性检查率、充分利用信息平台加强管理等有利于控制次均费用不合理增长。     

二维材料：从基础到应用

信息社会的飞速发展对信息存储、加工、传输能力提出了与日俱增的迫切需求。随着“摩尔定律”逐渐逼近极限,半导体工业急需寻求新的解决方案。二维材料因为原子级厚度的尺寸特点,表面无悬挂键的结构优势加上极大比表面积导致的对电、光等调控手段的敏感性被认为是“后摩尔定律”时代半导体工业新的突破口。松山湖材料实验室引进一批国内外顶级科学家,组建二维材料团队,以基础科研为根基,以工程应用为导向,重点攻关其中关键问题。其目标在于取得有世界级重大影响力的科研成果,布局我国二维材料产业。     

循证决策视角下的患者健康咨询主题分析

[目的/意义]为了将大数据更好地用于循证决策,文章构建了循证决策视角下的患者健康主题分析模型。[方法/过程]首先使用LDA主题模型对高血压问答数据进行主题探测,并结合文献提炼出高血压八大主题;再次使用问卷调查法和层次分析法对主题探测结果进行评估;最后对得到的证据进行实践讨论。[结果/结论]文章对大数据和循证决策的结合做了尝试性探索,结果表明循证决策视角下的患者健康主题分析模型,具有一定的实用性和创新性。     

循证决策视角下的患者健康咨询主题分析

[目的/意义]为了将大数据更好地用于循证决策,文章构建了循证决策视角下的患者健康主题分析模型。[方法/过程]首先使用LDA主题模型对高血压问答数据进行主题探测,并结合文献提炼出高血压八大主题;再次使用问卷调查法和层次分析法对主题探测结果进行评估;最后对得到的证据进行实践讨论。[结果/结论]文章对大数据和循证决策的结合做了尝试性探索,结果表明循证决策视角下的患者健康主题分析模型,具有一定的实用性和创新性。     

CAI结合PBL教学模式对于提高学生免疫学学习能力的探讨

笔者结合多年来的教学经验和体会,发现计算机辅助教学（CAI）与问题式学习（PBL）相结合的教学模式在医学免疫的教学中发挥着非常重要的作用。 CAI技术可增加课堂信息量,节约时间,使教学内容生动、形象。 PBL教学则可以激发学生的学习热情和求知欲望,使学生动手能力、文献查找能力、分析问题和解决问题能力等综合素质得到提高。二者的结合可以使枯燥的教学内容变得生动、活泼,从而达到理想的教学效果。     

医学院校信息工作面临的挑战与对策

分析了医学院校信息工作的特点及面临的挑战,并提出了应对措施。