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21.
针对小型医学图书馆的特点,对工具书在图书馆工作中的作用以及工具书收藏进行了探讨,并且对工具书的利用策略进行分析。 相似文献
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John Bramble Shawn Steidinger Claire Hamasu Melissa Austin 《Medical reference services quarterly》2018,37(3):306-311
In hospitals and clinics, anyone who “touches” a patient has a license authorizing them to do so—from the phlebotomist to the cardiologist, from the genetic counselor to the social worker, and so on, except for the clinical medical librarian. This column discusses the intent versus the realities of occupational licensure for clinical medical librarians and provides recommendations for next steps. 相似文献
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Tamara M. Nelson 《Medical reference services quarterly》2018,37(3):312-318
This column describes the development and implementation of a responsive library course designed to train third-year medical students as they begin their clerkships. The course design consisted of a brief face-to-face introduction during third-year orientation and an online course developed in Canvas, an online learning management system. The objective of the course was to not only introduce students to the resources but also to teach them how to effectively use those resources at the point-of-care. Students evaluated the course to assess the overall effectiveness of the instruction. Course development and content, feedback provided by students, as well as suggestions for improvement are discussed. 相似文献
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通过分享笔者工作中遇到的6篇论文的审稿经验,分析学术造假论文产生的可能原因,提出医学编辑应该采取的应对策略。同时给审稿编辑以新的启示:利用但不依赖相似度检测软件;警惕书写规范但存在某些破绽的论文;发现造假论文及时与作者合理沟通,以净化学术环境。 相似文献
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Atsushi Sugiura Toshihiro Kitama Masahiro Toyoura Xiaoyang Mao 《Anatomical sciences education》2019,12(5):561-571
Human anatomical specimen museums are commonly used by medical, nursing, and paramedical students. Through dissection and prosection, the specimens housed in these museums allow students to appreciate the complex relationships of organs and structures in more detail than textbooks could provide. However, it may be difficult for students, particularly novices, to identify the various parts of these anatomical structures without additional explanations from a docent or supplemental illustrations. Recently, augmented reality (AR) has been used in many museum exhibits to display virtual objects in videos captured from the real world. This technology can significantly enhance the learning experience. In this study, three AR-based support systems for tours in medical specimen museums were developed, and their usability and effectiveness for learning were examined. The first system was constructed using an AR marker. This system could display virtual label information for specimens by capturing AR markers using a tablet camera. Individual AR markers were required for all specimens, but their presence in and on the prosected specimens could also be obtrusive. The second system was developed to set the specimen image itself as an image marker, as most specimens were displayed in cross section. Visitors could then obtain the label information presented by AR without any markers intruding on the display or anatomical specimens. The third system was comprised of a head-mounted display combined with a natural click interface. The system could provide visitors with an environment for the natural manipulation of virtual objects with future scalability. 相似文献
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近年来,大学生身体素质不佳,已成为"老大难",也是刻不容缓需要解决的问题,多地曾出现在体测、运动会、马拉松中晕倒甚至猝死事件,这给学校体育工作的开展带来不小的考验。带着因涉跑引起猝死的疑问,通过猝死案例分析,探究高校大学生猝死的病理学的非运动成因。研究认为:涉跑猝死的主因是先天性生理疾病,运动不是引发猝死的主要诱因,并提出了预防运动猝死的"堵疏结合"的医学监控策略和体医融合防卫机制构建方法。建议通过入校时医学筛查、跑前医学检查、跑中医学观察、猝死现场急救、跑后跟踪复查降低猝死风险;建立宿舍、运动场地、运动项目的全覆盖的心脏复苏志愿队伍,实施"黄金8分钟"内的急救生存链;建立学生、学校、政府、社会四方体育运动分级分类保险制度,从风险转移和人道主义援助进行关怀;建立涉跑猝死、猝死、非正常死亡的数据库,开展非正常死亡人员的病理学研究;建立全生命周期医学监控和健康安全宣传教育,形成全方位、全过程、全人员的体医融合防卫机制。 相似文献
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Dylan J.H.A. Henssen Loes van den Heuvel Guido De Jong Marc A.T.M. Vorstenbosch Anne-Marie van Cappellen van Walsum Marianne M. Van den Hurk Jan G.M. Kooloos Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365
Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. 相似文献