Textbooks as Topic: Books used in the study of a subject that contain a systematic presentation of the principles and vocabulary of a subject.TextbooksLibraries, Digital: Libraries in which a major proportion of the resources are available in machine-readable format, rather than on paper or MICROFORM.BooksPhysiology: The biological science concerned with the life-supporting properties, functions, and processes of living organisms or their parts.Anatomy: A branch of biology dealing with the structure of organisms.Educational Technology: Systematic identification, development, organization, or utilization of educational resources and the management of these processes. It is occasionally used also in a more limited sense to describe the use of equipment-oriented techniques or audiovisual aids in educational settings. (Thesaurus of ERIC Descriptors, December 1993, p132)PrintingHistory, 19th Century: Time period from 1801 through 1900 of the common era.History, 18th Century: Time period from 1701 through 1800 of the common era.Medical Illustration: The field which deals with illustrative clarification of biomedical concepts, as in the use of diagrams and drawings. The illustration may be produced by hand, photography, computer, or other electronic or mechanical methods.Online Systems: Systems where the input data enter the computer directly from the point of origin (usually a terminal or workstation) and/or in which output data are transmitted directly to that terminal point of origin. (Sippl, Computer Dictionary, 4th ed)History, 20th Century: Time period from 1901 through 2000 of the common era.Education, Medical: Use for general articles concerning medical education.Computer-Assisted Instruction: A self-learning technique, usually online, involving interaction of the student with programmed instructional materials.History, 15th Century: Time period from 1401 through 1500 of the common era.CD-ROM: An optical disk storage system for computers on which data can be read or from which data can be retrieved but not entered or modified. A CD-ROM unit is almost identical to the compact disk playback device for home use.History, 16th Century: Time period from 1501 through 1600 of the common era.Reference Books, Medical: Books in the field of medicine intended primarily for consultation.History, 17th Century: Time period from 1601 through 1700 of the common era.Programmed Instruction as Topic: Instruction in which learners progress at their own rate using workbooks, textbooks, or electromechanical devices that provide information in discrete steps, test learning at each step, and provide immediate feedback about achievement. (ERIC, Thesaurus of ERIC Descriptors, 1996).Science: The study of natural phenomena by observation, measurement, and experimentation.History, Medieval: The period of history from the year 500 through 1450 of the common era.Teaching: The educational process of instructing.LouisianaBiology: One of the BIOLOGICAL SCIENCE DISCIPLINES concerned with the origin, structure, development, growth, function, genetics, and reproduction of animals, plants, and microorganisms.Education, Medical, Undergraduate: The period of medical education in a medical school. In the United States it follows the baccalaureate degree and precedes the granting of the M.D.

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Divided into nine sections, the textbook analyses pain as a multifactorial problem to give the reader a comprehensive ... The Oxford Textbook of Paediatric Pain brings together an international team of experts to provide an authoritative and ... comprehensive textbook on all aspects of pain in infants, children and youth. ... Evidence-based chapters look in depth at topics ranging from the long-term effects of the pain in children, to complementary ...
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So on April 28, Kielhorn put on his glasses, took out his textbook and gave his last lecture through a laptop that was perched ... Customize your news feed by choosing the topics that interest you.. To save your interests across all devices Log In or Sign Up ...
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(1/118) Paradigms in epidemiology textbooks: in the footsteps of Thomas Kuhn.

This article attempts to contribute to the debate on the future of epidemiology by combining Thomas Kuhn's ideas on scientific paradigms with the author's observations on some epidemiology textbooks. The author's interpretations were based on his readings of Kuhn's The Structure of Scientific Revolutions, epidemiology textbooks, and papers on the future of epidemiology. Thomas Kuhn's view is that sciences mostly work with a single paradigm driven by exemplars of successful work, and that proposals for paradigm change are resisted. Sciences that are maturing or changing do not have a dominant paradigm. Epidemiology textbooks showed diversity in their concepts, content, and approach. Most exemplars related to etiologic research rather than public health practice. One key focus of the recent controversy regarding the role of epidemiology has been the increasing inability of epidemiology to solve socially based public health problems. Kuhn's views help explain the polarization of views expressed. Kuhn's philosophy of science offers insights into controversies such as whether a paradigm shift is needed or imminent and the gap between epidemiology and public health practice. Interaction between science philosophers, epidemiologists, and public health practitioners may be valuable.  (+info)

(2/118) Did Osler suffer from "paranoia antitherapeuticum baltimorensis"? A comparative content analysis of The Principles and Practice of Medicine and Harrison's Principles of Internal Medicine, 11th edition.

One of the most important legacies of Sir William Osler was his textbook The Principles and Practice of Medicine. A common criticism of the book when it was first published was its deficiency in the area of therapeutics. In this article, the 1st edition of The Principles and Practice of Medicine is compared with the 11th edition of Harrison's Principles of Internal Medicine. The analysis focuses on the treatment recommendations for 4 conditions that were covered in both books (diabetes mellitus, ischemic heart disease, pneumonia and typhoid fever). Osler's textbook dealt with typhoid fever and pneumonia at greater length, whereas Harrison's placed more emphasis on diabetes mellitus and ischemic heart disease. Notwithstanding Osler's reputation as a therapeutic nihilist, the 2 books devoted equivalent space to treatment (in terms of proportion of total sentences for the conditions). For all conditions except ischemic heart disease, Osler concentrated on general measures and symptomatic care. Throughout Osler's textbook numerous negative comments are made about the medicinal treatment of various conditions. A more accurate statement about Osler's therapeutic approach was that he was a "medicinal nihilist." His demand for proof of efficacy before use of a medication remains relevant.  (+info)

(3/118) Influence of the Digital Anatomist Foundational Model on traditional representations of anatomical concepts.

A principled and logical representation of the structure of the human body has led to conflicts with traditional representations of the same knowledge by anatomy textbooks. The examples which illustrate resolution of these conflicts suggest that stricter requirements must be met for semantic consistency, expressivity and specificity by knowledge sources intended to support inference than by textbooks and term lists. These next-generation resources should influence traditional concept representation, rather than be constrained by convention.  (+info)

(4/118) Knowledge requirements for automated inference of medical textbook markup.

Indexing medical text in journals or textbooks requires a tremendous amount of resources. We tested two algorithms for automatically indexing nouns, noun-modifiers, and noun phrases, and inferring selected binary relations between UMLS concepts in a textbook of infectious disease. Sixty-six percent of nouns and noun-modifiers and 81% of noun phrases were correctly matched to UMLS concepts. Semantic relations were identified with 100% specificity and 94% sensitivity. For some medical sub-domains, these algorithms could permit expeditious generation of more complex indexing.  (+info)

(5/118) Automation and integration of components for generalized semantic markup of electronic medical texts.

Our group has built an information retrieval system based on a complex semantic markup of medical textbooks. We describe the construction of a set of web-based knowledge-acquisition tools that expedites the collection and maintenance of the concepts required for text markup and the search interface required for information retrieval from the marked text. In the text markup system, domain experts (DEs) identify sections of text that contain one or more elements from a finite set of concepts. End users can then query the text using a predefined set of questions, each of which identifies a subset of complementary concepts. The search process matches that subset of concepts to relevant points in the text. The current process requires that the DE invest significant time to generate the required concepts and questions. We propose a new system--called ACQUIRE (Acquisition of Concepts and Queries in an Integrated Retrieval Environment)--that assists a DE in two essential tasks in the text-markup process. First, it helps her to develop, edit, and maintain the concept model: the set of concepts with which she marks the text. Second, ACQUIRE helps her to develop a query model: the set of specific questions that end users can later use to search the marked text. The DE incorporates concepts from the concept model when she creates the questions in the query model. The major benefit of the ACQUIRE system is a reduction in the time and effort required for the text-markup process. We compared the process of concept- and query-model creation using ACQUIRE to the process used in previous work by rebuilding two existing models that we previously constructed manually. We observed a significant decrease in the time required to build and maintain the concept and query models.  (+info)

(6/118) The race of the millennium: CD-ROM versus the textbook.

OBJECTIVE: To determine whether CD-ROMs are as fast as everyone thinks they are. METHODS: A grand contest between 2 textbooks and their electronic versions, held with the help of 10 victims. RESULTS AND INTERPRETATION: We can't be expected to tell you that now. You'll have to read the paper.  (+info)

(7/118) Brandon/Hill selected list of print books and journals in allied health.

This list of 424 books and 77 journals is intended as a selection guide for print literature to be used in a library supporting allied health educational programs or allied health personnel in either an academic or health care setting. Because of the impossibility of covering the large number and wide variety of allied health professions and occupations, the recommended publications are focused primarily on the educational programs listed and recognized by the American Medical Association and other accrediting bodies. Books and journals are categorized by subject; the book list is followed by an author/editor index, and the subject list of journals by an alphabetical title listing. Items suggested for initial purchase (167 books and 31 journals) are indicated by asterisks. To purchase the entire collection of books and journals (2000 subscriptions) would require an expenditure of about $31,970. The cost of only the asterisked items totals $12,515.  (+info)

(8/118) Evolution of microbiology as seen in the textbooks of Edwin O. Jordan and William H. Park.

Historians of science account the appearance of textbooks as an important step in the formation and consolidation of a new discipline. The texts of Park and Jordan were both very important in this light; however; they also can be used as a gauge of changing concepts within microbiology in the first four decades after its consolidation as a discipline, 1900-1940. This paper tracks these important texts and through them changing attitudes toward several important concepts: bacterial variation, human/bovine tuberculosis, and the existence of a non-symptomatic carrier state in infectious disease. The two texts are also compared regarding their view of microbes as pathogens vs. microbes as important and ubiquitous ecological agents.  (+info)

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