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.     

基于智能视觉的假肢虚拟再生仿真技术的算法研究

研究假肢虚拟再生仿真方法。腿部结构较为复杂,残缺再生过程需要根据不同腿部残缺根源部位进行方向和角度的预测,但是由于腿部角度和生长方向推断过程信息过少,造成传统的虚拟腿部残缺再生仿真无法取得足够信息,只能根据简单的向上,造成模拟效果不好。为此,提出了一种基于智能视觉的假肢虚拟再生仿真方法。根据误差四元数状态变换相关理论,能够对假肢虚拟再生的方向和旋转角度进行有效的预测,从而为假肢虚拟再生仿真提供准确的依据。根据双目立测三维模拟方法,建立假肢虚拟再生仿真三维模型。实验结果表明,利用该算法进行假肢虚拟再生仿真,可以真实的反映残肢不同位置特征点的相关性,从而为假肢虚拟再生手术提供依据。     

虚拟学习社区中团队学习的社会网络分析

运用社会网络分析方法研究虚拟学习社区中团队学习的互动过程具有准确、直观的优点,《在线学习辅导》是英国开放大学和国家开放大学合作课程,其主要学习模式为虚拟学习社区中学习者之间的互动学习,因此,本文尝试应用UCINET软件从网络关系图、中心度分析和个体网指标三类分析指标对该课程进行社会网络分析,以期为今后此类问题的研究探索一个新的思路。     

论《二十四诗品》虚拟人物背后的“五然”理想人格

“诗品映衬人品,风格返现人格。”从这个意义上来说,《二十四诗品》绝对不是教我们如何作诗,如何对句,而是陶冶人的性情,求得人格上的提升。其实在二十四种意境之中,在虚拟人物背后,突出表现的是超然的人格理想、淡然的生命意识和自我完善、自然实现的精神。这对今人在修身养性方面有着极大的启示作用。     

高校大学生网络虚拟群体的特征分析及对策探究

新时期计算机网络正在以强大的影响力改变着当代大学生的生活与学习,同时也成为高校学生在学习生活中不可或缺的媒介和手段。本文通过设立调查问卷并且对问卷数据进行分析,对大学生网络虚拟群体群体结构、群体规范、群体规模、群体气氛进行了深刻的剖析,从而对大学生网络虚拟群体思想道德行为特征进行探究。     

“3S”技术在现代地理教学中的创新性应用研究

“3S”技术带来了巨大的社会效益和经济效益,已受到世界各国的高度重视和社会公众的广泛关注。现代地理学是地理学和现代科技结合的最新阶段．同样也需要先进的“3S”技术的支持。文中以网络GIS与远程教育、基于LBS的位置共享与野外地理实习、虚拟现实与现实教学等例子说明了“3S”在现代地理教学的创新性工作。引入该技术也将会提高课堂教学效率降低教学成本．适应现代地理学的发展,增强学生的理解能力。     

基于Kano模型的学科服务平台优化探究——以FULink学科服务平台为例

[目的/意义]当前各大高校图书馆对于学科服务平台的建设已经进入瓶颈期,而互联网虚拟学术社区正不断发展,将虚拟学术社区的服务引进学科服务平台,将改善平台用户的交流方式,提高用户与学科馆员之间交流的效率,也为用户之间的科研合作提供平台.[方法/过程]通过网络调研总结归纳学科服务平台与虚拟学术社区所提供的服务,利用问卷调查法...     

Virtual Microscopy as a Learning Tool in Brazilian Medical Education

Virtual microscopy (VM) is a widely used teaching method in Medical Education in many developed countries. In Brazil, however, this is not the case for most medical schools, considering Brazilian social inequality and uneven access to technology. Recently, the Covid-19 pandemic has also challenged Universities to seek and make a transition toward more effective methods of full-time online education. Thus, the main goal of this work was to verify student's perception and academic performance, assessed upon VM implementation in a Brazilian Medical School. Ribeirao Preto Medical School students answered a 26-question survey with regards to optical microscopy (OM) and VM. Academic performance was compared between participants that were (year of 2019) or were not (year of 2015) exposed to VM. Taken the results together, subjective impressions such as handling, suitability, learning effectiveness, and pleasure using the tools, have shown a higher score for virtual microscopy (median = 29), when compared to optical microscopy (median = 24) with a P-value < 0.001 by Wilcoxon rank test, upon measurement using an ordinal scale. Regarding academic performance, no statistically significant differences were found between groups (P-value = 0.38, Cohen's d = 0.19). Therefore, VM proved to be adequate to the Brazilian medical education in light of Brazilian social contexts and Covid-19 pandemic.