Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

Team-Based Ultrasound Objective Structured Practice Examination (OSPE) in the Anatomy Course     

Taylor M. Weiskittel  Nirusha Lachman  Anjali Bhagra  Kylie Andersen  Jeff St. Jeor  Wojciech Pawlina 《Anatomical sciences education》2021,14(3):377-384

The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.  相似文献   

Why is Anatomy Difficult to Learn? The Implications for Undergraduate Medical Curricula     

Chun Chung Cheung  Susan M. Bridges  George L. Tipoe 《Anatomical sciences education》2021,14(6):752-763

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开辟医学影像学期刊品牌专栏"图文讲座"   总被引：5，自引：3，他引：2  

汪晓  汪玲 《编辑学报》2006,18(2):127-128

探讨创办医学影像学期刊"图文讲座"新栏目的经验.认为以图文讲座为品牌栏目,不仅适应了"读图时代"受众心理和阅读取向,而且显示了该类专业杂志的突出特色,有利于期刊国际化的交流,提升了核心竞争力.  相似文献   

从一则实例认识医学论文结构式摘要的编辑加工     

夏庆民 《编辑学报》2006,18(2):125-126

结合一则医学论文的结构式摘要,分析存在的问题,总结结构式摘要的一般编辑原则.  相似文献   

电子档案的安全维护   总被引：3，自引：0，他引：3  

陈剑 《现代情报》2005,25(9):143-145

电子档案的安全保管涉及到多方面因素，它有赖于信息技术的进步、管理水平的提高以及建立并执行一整套科学、合理、严密的管理制度，确保电子档案的安全保管。  相似文献   

培养医学创新人才,建设创新型国家   总被引：1，自引：0，他引：1  

袁建林 《技术与创新管理》2007,28(4):88-90

21世纪全球经济与社会快速发展,科技发展进入信息时代,面对"增强自主创新能力,建设创新型国家"的呼声,我国的医学教育迫切需要培养创新型医学人才。通过对新世纪医学发展的趋势和特点的分析,阐明了医学创新的内涵和医学创新人才的素质,提出了创新型医学人才培养的方法和途径。  相似文献   

基于实践应用能力培养为核心的《壮医针刺学》课程的实践教学探索     

范小婷  林辰  张云  温海成 《大众科技》2016,(5)

《壮医针刺学》是壮医学专业的一门主干课程,壮医针刺疗法是壮医的特色临床治病技法之一,学生对壮医针刺疗法在临床实践应用中的掌握熟练程度,是衡量壮医学专业人才培养掌握临床技法方面的重要指标之一。文章针对《壮医针刺学》教学中存在的一些问题,进行了初步的探讨,提出并在教学中初步开展了从课堂到课外实践教学的一些措施,为培养和提高壮医学专业学生的临床实践应用能力提供了参考。  相似文献   

发展中医药产业是西部全面现代化的重大机遇     

马晓彤 《软科学》2005,19(3):88-90

西部实现跨越式发展的关键是能够建立以自己为主导的产业体系,并逐渐改变与东部的不平衡态势,在某些方面从配角变为主角。中医药产业恰恰为西部提供了这样的一个机遇,它本身的特质与发展条件,均与西部的实际状况相吻合,如能使之按照正确的途径健康发展,不仅会改变西部的经济面貌,而且还将全面影响西部社会的方方面面。为抓住这个机遇,要明确什么是中医药产业;为什么中医药产业对西部有这么大的价值;西部应该怎么做;可预期的结果等主要问题。  相似文献   

移动互联网环境下医疗服务模式创新   总被引：3，自引：1，他引：3  

张平  甘筱青 《科技管理研究》2016,(1):108-113

推进公立医院改革是当前深化医药卫生体制改革的主要任务。应用系统方法分析医疗服务模式创新系统的结构、个体动力机制、关联性障碍和环境与技术支撑约束,给出相关政策建议和优先度分析。认为在医院服务模式向医师服务模式变革中,医院是主要阻力,医院对医师的培养培训、职称晋升和医疗风险责任构成核心障碍;而政策实施重点在于发展和完善初级医疗卫生服务网络,把综合医院专科医师从日常门诊和繁重的常见病治疗中解放出来开展移动医疗服务;医疗服务效率的快速提升将促进其他相关配套管理制度发生变革,最终构建起适应新的医疗模式的制度框架。  相似文献