OQAFMA Querying agent for the Foundational Model of Anatomy: a prototype for providing flexible and efficient access to large semantic networks.
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The development of large semantic networks, such as the UMLS, which are intended to support a variety of applications, requires a flexible and efficient query interface for the extraction of information. Using one of the source vocabularies of UMLS as a test bed, we have developed such a prototype query interface. We first identify common classes of queries needed by applications that access these semantic networks. Next, we survey StruQL, an existing query language that we adopted, which supports all of these classes of queries. We then describe the OQAFMA Querying Agent for the Foundational Model of Anatomy (OQAFMA), which provides an efficient implementation of a subset of StruQL by pre-computing a variety of indices. We describe how OQAFMA leverages database optimization by converting StruQL queries to SQL. We evaluate the flexibility and efficiency of our implementation using English queries written by anatomists. This evaluation verifies that OQAFMA provides flexible, efficient access to one such large semantic network, the Foundational Model of Anatomy, and suggests that OQAFMA could be an efficient query interface to other large biomedical knowledge bases, such as the Unified Medical Language System. (+info)
Enhancing the Metathesaurus with clinically relevant concepts: anatomic representations.
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To create a comprehensive taxonomy for medical concepts it is necessary to identify gaps and reconcile differences that exist between clinical, bibliographic, and other source vocabularies. As part of the Unified Medical Language System project, we have proposed enhancements to the Metathesaurus by the inclusion of terms from two source vocabularies with different unique perspectives or views. This process has disclosed a number of issues that arise as complexity increases. These issues must be resolved if the resultant Metathesaurus is to support the variety of uses for which it is intended. (+info)
ATLAS-plus: multimedia instruction in embryology, gross anatomy, and histology.
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ATLAS-plus [Advanced Tools for Learning Anatomical Structure] is a multimedia program used to assist in the teaching of anatomy at the University of Michigan Medical School. ATLAS-plus contains three courses: Histology, Embryology, and Gross Anatomy. In addition to the three courses, a glossary containing terms from the three courses is available. All three courses and the glossary are accessible in the ATLAS-plus environment. The ATLAS-plus environment provides a consistent set of tools and options so that the user can navigate easily and intelligently in and between the various courses and modules in the ATLAS-plus world. The program is a collaboration between anatomy and cell biology faculty, medical students, graphic artists, systems analysts, and instructional designers. (+info)
Testing spatial understanding of anatomy.
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A system was designed to test the medical student's ability to recognize and locate anatomical cross-sections. The computer was used to prepare the data, present the test and track the user's responses. The nature of the test was such that it could be prepared, presented and used much more easily on the computer than on paper. The system was used successfully by anatomists and medical students. (+info)
Cognition and anatomy in three variants of primary progressive aphasia.
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We performed a comprehensive cognitive, neuroimaging, and genetic study of 31 patients with primary progressive aphasia (PPA), a decline in language functions that remains isolated for at least 2 years. Detailed speech and language evaluation was used to identify three different clinical variants: nonfluent progressive aphasia (NFPA; n = 11), semantic dementia (SD; n = 10), and a third variant termed logopenic progressive aphasia (LPA; n = 10). Voxel-based morphometry (VBM) on MRIs showed that, when all 31 PPA patients were analyzed together, the left perisylvian region and the anterior temporal lobes were atrophied. However, when each clinical variant was considered separately, distinctive patterns emerged: (1) NFPA, characterized by apraxia of speech and deficits in processing complex syntax, was associated with left inferior frontal and insular atrophy; (2) SD, characterized by fluent speech and semantic memory deficits, was associated with anterior temporal damage; and (3) LPA, characterized by slow speech and impaired syntactic comprehension and naming, showed atrophy in the left posterior temporal cortex and inferior parietal lobule. Apolipoprotein E epsilon4 haplotype frequency was 20% in NFPA, 0% in SD, and 67% in LPA. Cognitive, genetic, and anatomical features indicate that different PPA clinical variants may correspond to different underlying pathological processes. (+info)
Loved one's body in the anatomy laboratory.
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An Australian medical student recognized parts of her father's body during classes in an anatomy laboratory and suffered considerable trauma as a consequence. While the risk of a further case may be small, the potential for trauma could be minimized by adopting appropriate policy and procedures. Institutions that receive donations of bodies may benefit from considering suggestions for minimizing that risk and for responding appropriately should it ever occur. The article draws on the investigation into this case to offer some suggestions for minimizing the chance of recognition of bodies or body parts by students and academic or professional staff and for managing those circumstances should they ever occur. The suggestions extend to minimizing the risk of recognition of deceased persons or their body parts through photographic records, video material, and case studies presented in a number of different formats. (+info)
Increasing active student participation in histology.
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As have many institutions, the New York University School of Medicine (NYUSM) has instituted curriculum revisions that allow for increased independent study but impose significant time constraints on laboratory courses. Challenged by decreased laboratory time, we sought creative solutions for our histology course, "Cell Biology of Tissues and Organs," using computer- and Web-based materials. While these solutions have facilitated independent study, they have not fostered the subtler lessons learned in the laboratory, such as communication skills and team approaches to learning. To retain these elements and enrich our course, we focused on increasing student participation in the laboratory through unit reviews presented by students, student-generated comprehensive reviews, and practice exams. The active engagement of students in the learning process has resulted in a more exciting laboratory experience for all. (+info)
Traditional teaching supported by computer-assisted learning for macroscopic anatomy.
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Over the years we have observed that there is a very low passing rate for the Anatomy and Neuroanatomy courses in our department, and for that reason we decided to implement the use of student-learning resources. The objective of this study was to compare the results of traditional methodology with those obtained with the support of computer-assisted learning (CAL). We performed a retrospective and joint study for Anatomy and Neuroanatomy groups during the period of September 2001 to February 2003, to establish a comparison between traditional learning and traditional learning supported by CAL. In the Anatomy group, students who used the traditional method (n1 = 365) received an average final grade of 58 (SD = 14.94), while the average final grade for students who used the traditional method supported by CAL (n2 = 283) was 68 (SD = 14.56). In the Neuroanatomy group, the students who used the traditional method (n3 = 217) had an average final grade of 61 (SD = 14.51), while the students who used the traditional method supported by CAL (n4 = 134) received an average final grade of 68 (SD = 13.52). A z-test was conducted to determine the difference in averages between the two groups (alpha = 0.05), and the results showed that the averages were significantly different (P <.001). The modified traditional method with CAL support was shown to be the best option in comparison with the traditional method. (+info)