Textbook Chapters Research Articles

Applications of the core concepts of physiology

The decades-long movement to shift life science education, including physiology, toward students’ conceptual understanding and away from rote memorization has had limited success. In an attempt to promote conceptual learning in physiology, over a decade ago we asked faculty what they thought the core concepts of physiology were. In this way, we identified 15 core concepts of physiology. Five of these (flow down gradients, homeostasis, cell-cell communication, cell membrane, and mass balance) have been “unpacked” to create a conceptual framework for each. These concepts, and their conceptual frameworks, can be used in teaching, assessment, and aiding students to make sense of physiology. Students need opportunities to practice the application of these concepts (and the sub-ideas present in the frameworks) if they are to use them successfully. Data from physiology faculty surveys have shown that in some departments, some core concepts (e.g., homeostasis) are addressed across the curriculum while others (e.g., mass balance) are not as consistently addressed. The core concepts, however, are applicable across essentially all topics and organ systems. Our purpose here is to illustrate that these core concepts apply “all over the place.” We have mapped the five “unpacked” core concepts onto typical physiology topics (organ systems) which may be the subject of textbook chapters, units in a course, or an entire course. For each topic, we have identified one or more examples of a phenomenon or mechanism for which one of the core concepts is applicable. We show that within each organ system there are a number of opportunities to introduce and/or reinforce core concepts by giving students structured practice with them aligned to appropriate formative assessment. We also demonstrate that each of these five core concepts is applicable to many topics within in a physiology course or curriculum. We recognize that each physiology teacher will have to select those core concepts that she wants her students to master, and that not every core concept can or will be incorporated in every course.

The Development of an Academic Collocation List for Undergraduate Mechanical Engineering Students

Acquiring collocations is widely considered to be essential in language learning. The question arises, however, as to what collocations merit students’ and teachers’ attention in ESP classes at a tertiary level. Thus, this corpus-based study aims to systematically develop an academic collocation list for undergraduate mechanical engineering students who learn English as a foreign language. To identify such a collocation list, the current study relied on a corpus-based approach and an expert-judged approach. The Sample Corpus of Mechanical Engineering containing 2.1 million words was compiled from required and supplementary textbook chapters, reading texts and research articles as specified in the course syllabi for the undergraduate program in Mechanical Engineering at a public university in Thailand. The development of the list involved five stages: 1) compilation of materials 2) creating a specialized corpus 3) extracting high-frequency node words and identifying lexical collocations 4) expert judgement; and 5) ordering the entries. These steps are in line with those proposed by Ackermann and Chen (2013) with some modifications. It is expected that this corpus-informed collocation list consisting of 282 entries will be highly useful for students majoring in Mechanical Engineering as well as ESP teachers and material developers. The complete list of collocations is provided in the appendix.

Using DIME maps and STEM project-based learning to teach physics

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

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Recommended standardized anatomic terminology of the posterior female pelvis and vulva based on a structured medical literature review

Anatomic terminology in both written and verbal forms has been shown to be inaccurate and imprecise. Here, we aimed to (1) review published anatomic terminology as it relates to the posterior female pelvis, posterior vagina, and vulva; (2) compare these terms to "Terminologia Anatomica," the internationally standardized terminology; and (3) compile standardized anatomic terms for improved communication and understanding. From inception of the study to April 6, 2018, MEDLINE database was used to search for 40 terms relevant to the posterior female pelvis and vulvar anatomy. Furthermore, 11 investigators reviewed identified abstracts and selected those reporting on posterior female pelvic and vulvar anatomy for full-text review. In addition, 11 textbook chapters were included in the study. Definitions of all pertinent anatomic terms were extracted for review. Overall, 486 anatomic terms were identified describing the vulva and posterior female pelvic anatomy, including the posterior vagina. "Terminologia Anatomica" has previously accepted 186 of these terms. Based on this literature review, we proposed the adoption of 11 new standardized anatomic terms, including 6 regional terms (anal sphincter complex, anorectum, genital-crural fold, interlabial sulcus, posterior vaginal compartment, and sacrospinous-coccygeus complex), 4 structural terms (greater vestibular duct, anal cushions, nerve to the levator ani, and labial fat pad), and 1 anatomic space (deep postanal space). In addition, the currently accepted term rectovaginal fascia or septum was identified as controversial and requires further research and definition before continued acceptance or rejection in medical communication. This study highlighted the variability in the anatomic nomenclature used in describing the posterior female pelvis and vulva. Therefore, we recommended the use of standardized terminology to improve communication and education across medical and anatomic disciplines.

Brian M Davies

Brian Davies, Victoria’s first professor of psychiatry, has died at the age of 92. He taught a generation of Melbourne University medical students and postgraduates. He established Melbourne’s first academic...

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Effectiveness of a digital interactive multimedia tutorial for preparing veterinary students to perform ultrasonography in horses.

To determine the effectiveness of a digital interactive multimedia tutorial (DIMT) for preparing veterinary students to perform ultrasonography in horses. 42 third-year veterinary students. Students were randomly assigned to 3 instructional methods: independent study (ie, 45 minutes to read a highlighted textbook chapter), lecture (ie, 45-minute lecture by a faculty member), or digital interactive multimedia tutorial (DIMT; ie, 45-minute narrated, interactive module). Written and practical tests were administered after each instruction session. For the practical test, each student was required to obtain a series of ultrasound images of a live horse, and images were later scored for quality by an individual unaware of the instructional method used. Higher-quality ultrasound images were obtained by veterinary students who had reviewed the DIMT rather than the analogous information in textbook chapters. No difference in scores was identified between students in the lecture group and those in the DIMT group. Students' perceptions suggested that practical instruction facilitated by clinicians was a key component of learning how to perform ultrasonography in horses. Results supported the use of DIMTs in preparing veterinary students to perform ultrasonography in horses.

Traumatic joint luxations in cats: Reduce, repair, replace, remove.

Traumatic joint luxations are usually associated with significant trauma and there may be concomitant systemic injury. Joints are unstable as a result of injury to one or more supporting structures and the clinician should aim to determine which structures are damaged with physical examination, diagnostic imaging and careful assessment under sedation/anaesthesia. The aim is to reduce the joint back to its anatomical position, and then to maintain this through repair of damaged structures. However, where this is not possible, replacement or removal (arthrodesis/excision arthroplasty) of the joint remain viable options. Owing to the small size of feline joints and the severity of damage often seen, surgical management of these cases can be challenging. The first priority is to ensure the patient is systemically well before embarking on any specific surgical treatment of a luxated joint. Cats also present challenges in the postoperative period and a lack of patient and owner compliance can be detrimental to postoperative outcomes. This article aims to help the reader diagnose joint luxations and to assist decision-making with an overview of the management and treatment options available. There are a number of original articles and textbook chapters in the literature covering aspects of different joint luxations, particularly for the more common luxations. This article draws on information from key feline research and, where necessary, extrapolates from relevant canine research. The authors also offer practical guidance based on their own clinical experience.

The Study of English Curriculum at Secondary Level for Developing Critical Thinking

The original input of this study involves in creating a critical thinking structure that can be used to explore the elements of critical thinking in the textbooks. The teachers, who are concerned with the improvement of students’ critical thinking skills, can also use this structure as a guideline. This study attempts to find out the extent to which critical thinking has been manifested in the two selected English textbooks, Punjab Textbook Board (PTB) and Oxford Progressive English (OPE) taught at secondary level in different Pakistani schools. It is the text that determines how effectively the critical thinking and knowledge is being developed in the learners. Both critical thinking and knowledge are the need of students at secondary level and these skills are essential for the English Language classrooms. These skills enable the students to learn concepts more thoroughly and without this learning outcome cannot be achieved. The questions given at the end of chapters of English textbooks (PTB) and (OPE) have been qualitatively analyzed. The proposed model of critical thinking used by Janpha Thadphoothon (2005) has been employed in this study. The findings of the content revealed that both text books contained the elements of critical thinking helpful in enhancing the knowledge of the students. The PTB textbook covers 25.37% and OPE covers 43.18% of critical thinking content for the secondary students. The findings revealed that the textbook published by OPE is playing a more significant role in developing critical thinking and enhancing knowledge in the students as compared to the PTB textbook.

A Tribute to Katherine H. Taber, Ph.D., F.A.N.P.A.

A Tribute to Katherine H. Taber, Ph.D., F.A.N.P.A.

Robotic Surgery: The Impact of Simulation and Other Innovative Platforms on Performance and Training

To review the current status of robotic training and the impact of various training platforms on the performance of robotic surgical trainees. Literature review of Google Scholar and PubMed. The search terms included a combination of the following: "robotic training," "simulation," "robotic curriculum," "obgyn residency robotic training," "virtual reality robotic training," "DaVinci training," "surgical simulation," "gyn surgical training." The sources considered for inclusion included peer-reviewed articles, literature reviews, textbook chapters, and statements from various institutions involved in resident training. A literature search of Google Scholar and PubMed using terms related to robotic surgery and robotics training, as mentioned in the "Data Sources" section. Multiple novel platforms that use machine learning and real-time video feedback to teach and evaluate robotic surgical skills have been developed over recent years. Various training curricula, virtual reality simulators, and other robotic training tools have been shown to enhance robotic surgical education and improve surgical skills. The integration of didactic learning, simulation, and intraoperative teaching into more comprehensive training curricula shows positive effects on robotic skills proficiency. Few robotic surgery training curricula have been validated through peer-reviewed study, and there is more work to be completed in this area. In addition, there is a lack of information about how the skills obtained through robotics curricula and simulation translate into operating room performance and patient outcomes. Data collected to date show promising advances in the training of robotic surgeons. A diverse array of curricula for training robotic surgeons continue to emerge, and existing teaching modalities are evolving to keep up with the rapidly growing demand for proficient robotic surgeons. Futures areas of growth include establishing competency benchmarks for existing training tools, validating existing curricula, and determining how to translate the acquired skills in simulation into performance in the operating room and patient outcomes. Many surgical training platforms are beginning to expand beyond discrete robotic skills training to procedure-specific and team training. There is still a wealth of research to be done to understand how to create an effective training experience for gynecologic surgical trainees and robotics teams.

So Who Cares? Taking Livingston out of Africa

So Who Cares? Taking Livingston out of Africa

Implementation of a protocol to increase the academic productivity of cardiothoracic surgery resident physicians

ObjectiveAcademic productivity during cardiothoracic surgery residency training is an important program metric, but is highly variable due to multiple factors. This study evaluated the influence of implementing a protocol to increase resident physicians' academic productivity in cardiac surgery. MethodsA comprehensive protocol for cardiac surgery was implemented at our institution that included active pairing of residents with academically productive faculty, regular research meetings, centralized data storage and analysis with a core team of biostatisticians, a formal peer-review protocol for analytic requests, and project prioritization and feedback. We compared cardiothoracic surgery residents’ academic productivity before implementation (July 2015-June 2017) versus after implementation (July 2017-June 2019). Academic productivity was measured by peer-reviewed articles, abstract presentations (oral or poster) at national cardiothoracic surgery meetings, and textbook chapters. ResultsThirty-four resident physicians (from traditional and integrated programs) trained at our institution during the study. A total of 122 peer-reviewed articles were produced over the course of the study: 74 (60.7%) cardiac- and 48 (39.3%) thoracic-focused. The number of cardiac-focused resident-produced articles increased from 10 preimplementation to 64 postimplementation (0.61 vs 2.03 articles per resident; P < .01). Abstract oral or poster presentations also increased, from 11 to 40 (0.61 vs 1.33 abstracts per resident; P = .01). Textbook chapters increased from 4 to 15 following the intervention (0.22 vs 0.5 chapters per resident; P = .01). ConclusionsImplementation of a dedicated protocol to facilitate faculty mentoring of resident research and streamline the data access, analysis, and publication process substantially improved cardiothoracic surgery residents’ academic productivity.

Effects of Elaborations Included in Textbooks: Large Time Cost, Reduced Attention, and Lower Memory for Main Ideas

Textbooks currently include many elaborations that describe, illustrate, and explain main ideas, increasing the length of these textbook chapters. The current study investigated if the cost in additional reading time that these elaborations impose is outweighed by benefits to memory for main ideas. Given that elaborations in textbooks sometimes fail to produce memory benefits, the current study also investigated if the reason is that less time is spent reading main ideas sentences in elaborated versus unelaborated texts. In two experiments, participants read a textbook passage with just the main ideas or with these main ideas and elaborations. Two days later, participants completed tests of their memory for the main ideas. Conceptually replicating previous research, elaborations did not provide a memory benefit commensurate with the time cost they imposed. Results also indicated that the lack of benefit is at least partially attributable to less time spent reading main ideas for the elaborated versus unelaborated text. To further investigate why students spent less time on main idea sentences, Experiment 2 provided evidence that this difference may be due to difficulty discriminating main ideas from elaborations while reading. In sum, textbook elaborations may impair memory for main ideas due to less time spent on these main ideas despite the large overall time cost imposed; thus elaborated texts can be less effective than unelaborated texts.

The evolution of Kraepelin's nosological principles.

Emil Kraepelin developed a new psychiatric nosology in the eight editions of his textbook. Previous papers have explored his construction of particular diagnoses, including dementia praecox and manic-depressive insanity. Here we are providing a close reading of his introductory textbook chapter, that presents his general principles of nosology. We identify three phases: 1) editions 1-4, in which he describes nosological principles in search of data; 2) editions 5-7, in which he declares the mature version of his nosological principles and develops new disease categories; 3) edition 8, in which he qualifies his nosological claims and allows for greater differentiation of psychiatric disorders. We propose that Kraepelin's nosology is grounded in three principles. First, psychiatry, like other sciences, deals with natural phenomena. Second, mental states cannot be reduced to neural states, but science will progress and will, ultimately, reveal how nature creates abnormal mental states and behavior. Third, there is a hierarchy of validators of psychiatric diagnoses, with the careful study of clinical features (signs, symptoms and course) being more important than neuropathologic and etiological studies. These three principles emerged over the course of the eight editions of Kraepelin's textbook and were informed by his own research and by available scientific methods. His scientific views are still relevant today: they have generated and, at the same time, constrained our current psychiatric nosology.

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Editorial introductions

East Tennessee State University James H. Quillen College of Medicine.

East Tennessee State University James H. Quillen College of Medicine.

My Beloved Community

My Beloved Community

Editorial introductions

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