基于Web电机模具虚拟制造体系的研究

根据对虚拟制造及其体系结构的理解,本文建立了一个基于web的电机模具虚拟制造体系结构,该体系结构可以由系统结构逻辑、系统网络分布来表示。所得结论可以指导建立一个新型的产品开发环境,为电机模具制造开发的高效、并行提供了有力支持。     

虚拟研究中心的道德风险及其控制

虚拟研究中心具有在广泛的范围内实现资源共享、优势互补以及高度的灵活性和反应快速性等诸多优势,但同时也蕴涵着道德风险,这些风险在其优势的掩盖下,往往被人们所忽视．分析了虚拟研究中心道德风险的表现及其产生的原因,提出了控制道德风险的对策,试图为虚拟研究中心的道德风险防范提供参考．     

欧美图书情报机构虚拟信息服务评估指标研究综述

简要介绍9个信息机构开展的虚拟信息服务评价指标研究项目,井以NCLIS执行长官Y.R.彼德提出的5种统计指标划分法为主线,对项目所涉及的重要指标(可用的电子资源、用户互动指标、时间性指标、价格成本指标、用户行为与用户培训)进行分析比较,在此基础上,对部分指标提出改进建议。     

美国新泽西州的合作虚拟参考咨询服务

介绍新泽西州图书馆界合作开展在线参考咨询的概况;描述该系统的虚拟参考咨询功能、作业辅导功能及在系统运行中,如何采用员工培训、定期交流、记录分析、用户反馈等一系列措施来保证咨询服务质量的经验;并总结新泽西州虚拟参考咨询在树立市场营销意识、保障服务质量与通过服务创新获取经济效益方面的成绩。     

虚拟参考咨询服务的质量与效益评估

探讨虚拟参考咨询服务进行质量评估与效益评估的意义,介绍国内外虚拟咨询服务质量评估与效益评估的现状,着重论述两种比较成型的质量评估标准,即VRD数字参考服务质量标准、美国佛罗里达州立研究所与雪城大学信息研究所的数字参考服务质量评估草案：数字参考服务评估的统计、指标与质量标准。在此基础上,以北京大学图书馆的虚拟参考咨询服务为案例,对此项服务的质量与效益进行评估。     

清华大学图书馆虚拟参考咨询案例分析与服务对策－表单咨询问题统计分析

阐述提高图书馆虚拟参考咨询服务质量的必要性;对清华大学图书馆虚拟参考咨询系统THLVRS接受的访问量及表单咨询问题的类型进行统计分析,以了解用户范围、咨询问题类型;从FAQ库的建设、咨询解答的深度与广度三个方面提出提高服务质量的对策。     

NOMENs land: The place of eponyms in the anatomy classroom

The law of Non-Original Malappropriate Eponymous Nomenclature (NOMEN) states that no phenomenon is named after its discoverer. However, eponymous terms are rife in the anatomical and medical literature. In this viewpoint commentary, the authors discuss the history of anatomical eponyms, explain the additional cognitive load imposed by eponyms that can negatively impact student learning and explore the view that eponyms are “pale, male and stale” in the socially conscious 21st century. The authors probe two of the most common arguments used to keep eponyms in anatomy education: (1) clinicians use them because they are easy, and (2) eponyms remind us of anatomy's history. Educators, clinicians and students need to work together to progress this movement and bring a modern lens to this discussion. Based on the arguments presented in this commentary, the authors propose that eponyms should be removed from anatomy curricula, textbooks and have no place in the anatomy classroom.     

Anatomy Terminology Performance is Improved by Combining Jigsaws,Retrieval Practice,and Cumulative Quizzing

Science courses containing English-language terminology are a common implement in “English as a foreign language” (EFL) countries across the globe. In many of these countries, licensing examinations place added significance on terminology competence by requiring health science graduates to demonstrate mastery of English-language anatomy terms. In recent years, a wealth of research has shown active learning can offer many benefits over lecture-based, didactic approaches. Despite this work, very little has been done to test the potential of active learning in improving medical terminology performance. The present study explores this potential in two human gross anatomy lecture courses in South Korea, collecting performance and survey data from 399 undergraduates over a period of four years. Jigsaws, retrieval practice, and regular cumulative quizzing were used to mitigate three learning challenges specific to the study context: high vocabulary volume, low feelings of control over learning, and difficulties with exam preparation. The results show the reforms significantly improved both performance and learning attitudes, with students overwhelmingly favoring the use of new methods over lecture when taught using a mixture of both. Given that science learning often resembles the process of learning a foreign language, this study offers broad potential for improving terminology competence across disciplines, even for non-EFL students.     

The Use of Clinical Reasoning Skills in the Setting of Uncertainty: A Case of Trial Femoral Head Migration

Clinical skills and medical knowledge enable physicians to overcome the uncertainty of emergent and rare clinical scenarios. Recently, a growing emphasis on evidence-based medicine (EBM) has flooded medical curricula of universities across the globe with guideline-based material, and while it has given teachers and students new tools to improve medical education, clinical reasoning must be reaffirmed in its capacity to provide physicians with the ability to solve unexpected clinical scenarios. Anatomical education in medical school should have two main objectives: to acquire anatomical knowledge and to develop the skill of applying that knowledge in clinical scenarios. The authors present a clinical scenario in which an unexpected and rare complication occurred during a routine elective hip replacement surgery. The general surgeon presiding over the case, also an anatomy professor, solved the problem using clinical reasoning and anatomical knowledge. It was a clear example of how clinical reasoning is key in approaching unprecedented, rare, or unknown complications. The intention of this scenario is to remind colleagues and medical schools that, although EBM is the standard, educators must uphold sound clinical reasoning to best prepare health care providers for their careers.