1.
From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education
Trelease, Robert B.
Anatomical sciences education,
11/2016, Volume:
9, Issue:
6
Journal Article
Until the late‐twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard‐ and ...
photographic projection‐based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first‐generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high‐resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid‐1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer‐based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583–602. © 2016 American Association of Anatomists.
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2.
Diffusion of innovations: Smartphones and wireless anatomy learning resources
Trelease, Robert B.
Anatomical sciences education,
November/December 2008, Volume:
1, Issue:
6
Journal Article
The author has previously reported on principles of diffusion of innovations, the processes by which new technologies become popularly adopted, specifically in relation to anatomy and education. In ...
presentations on adopting handheld computers personal digital assistants (PDAs) and personal media players for health sciences education, particular attention has been directed to the anticipated integration of PDA functions into popular cellular telephones. However, limited distribution of early “smartphones” (e.g., Palm Treo and Blackberry) has provided few potential users for anatomical learning resources. In contrast, iPod media players have been self‐adopted by millions of students, and “podcasting” has become a popular medium for distributing educational media content. The recently introduced Apple iPhone has combined smartphone and higher resolution media player capabilities. The author successfully tested the iPhone and the “work alike” iPod touch wireless media player with text‐based “flashcard” resources, existing PDF educational documents, 3D clinical imaging data, lecture “podcasts,” and clinical procedure video. These touch‐interfaced, mobile computing devices represent just the first of a new generation providing practical, scalable wireless Web access with enhanced multimedia capabilities. With widespread student self‐adoption of such new personal technology, educators can look forward to increasing portability of well‐designed, multiplatform “learn anywhere” resources. Anat Sci Ed 1:233–239, 2008. © 2008 American Association of Anatomists.
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3.
Transforming clinical imaging and 3D data for virtual reality learning objects: HTML5 and mobile devices implementation
Trelease, Robert B.; Nieder, Gary L.
Anatomical sciences education,
July/August 2013, Volume:
6, Issue:
4
Journal Article
Web deployable anatomical simulations or “virtual reality learning objects” can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the ...
declining support for web browser plug‐ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android tablets. This article describes complementary methods for creating comparable, multiplatform VR learning objects in the new HTML5 standard format, circumventing platform‐specific limitations imposed by the QuickTime VR multimedia file format. Multiple types or “dimensions” of anatomical information can be embedded in such learning objects, supporting different kinds of online learning applications, including interactive atlases, examination questions, and complex, multi‐structure presentations. Such HTML5 VR learning objects are usable on new mobile devices that do not support QuickTime VR, as well as on personal computers. Furthermore, HTML5 VR learning objects can be embedded in “ebook” document files, supporting the development of new types of electronic textbooks on mobile devices that are increasingly popular and self‐adopted for mobile learning. Anat Sci Educ 6: 263–270. © 2012 American Association of Anatomists.
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4.
A complex scalenus muscle variant: Case report
Miller, Joseph M. A.; Trelease, Robert B.
The FASEB journal,
April 2018, 2018-04-00, Volume:
32, Issue:
S1
Journal Article
During dissection in a first year dental gross anatomy laboratory, we identified an unusual, complex muscle variant in the left posterior triangle of an 87 year‐old, Caucasian female cadaver. This ...
consisted of the left anterior scalene divided longitudinally into two approximately equal ‘heads', superficial and deep, with the fifth and sixth cervical nerve roots passing between them, along with a small but substantial muscle bundle passing between and attaching to portions of the anterior and middle scalene muscles. This extra muscle bundle passed antero‐medially from the middle of the anterior surface of the middle scalene, to attach inferiorly on the superficial aspect of the deep head of the anterior scalene. This ‘bridging’ muscle also passed anterior to and in contact with the middle trunk (C7) of the brachial plexus. The left subclavian artery was observed to pass as expected between the anterior scalene (both superficial and deep heads) and middle scalene insertions. Scalene muscle anatomy and neurovascular relationships on the right side were observed to be normal. Amidst the numerous reports of morphological variations in scalene muscles, particularly in association with the clinical anatomy of thoracic outlet syndrome, myofascial pain, and upper brachial plexopathies, we were unable to find any accounts of a similar complex scalene muscle variant. Most certainly, our specimen did not fit the accepted morphological descriptions of ‘scalenus anticus', scalenus minimus, or Sibson's muscle variants. Although we had no available clinical records, the muscular variations we described were arranged in configurations that other investigators have recognized as contributing to compression of brachial plexus roots associated with thoracic outlet syndrome.
This is from the Experimental Biology 2018 Meeting. There is no full text article associated with this published in The FASEB Journal.
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5.
Transforming clinical imaging data for virtual reality learning objects
Trelease, Robert B.; Rosset, Antoine
Anatomical sciences education,
March/April 2008, Volume:
1, Issue:
2
Journal Article
Advances in anatomical informatics, three‐dimensional (3D) modeling, and virtual reality (VR) methods have made computer‐based structural visualization a practical tool for education. In this ...
article, the authors describe streamlined methods for producing VR “learning objects,” standardized interactive software modules for anatomical sciences education, from newer high‐resolution clinical imaging systems data. The key program is OsiriX, a free radiological image processing workstation software capable of directly reformatting and rendering volumetric 3D images. The transformed image arrays are then directly loaded into a commercial VR program to produce a variety of learning objects. Multiple types or “dimensions” of anatomical information can be embedded in these objects to provide different kinds of functions, including interactive atlases, examination questions, and complex, multistructure presentations. The use of clinical imaging data and workstation software speeds up the production of VR simulations, compared with reconstruction‐based modeling from segmented cadaver cross‐sections, while providing useful examples of normal structural variation and pathological anatomy. Anat Sci Ed 1:50–55, 2008. © 2008 American Association of Anatomists.
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6.
Patterns of beat-to-beat heart rate variability in advanced heart failure
Woo, M A; Stevenson, W G; Moser, D K ...
The American heart journal,
03/1992, Volume:
123, Issue:
3
Journal Article
Diminished heart rate variability is associated with high sympathetic tone and an increased mortality rate in heart failure cases. We constructed Poincaré plots of each sinus R-R interval plotted ...
against the subsequent R-R interval from 24-hour Holter recordings of 24 healthy subjects (control group) and 24 patients with heart failure. Every subject in the control group had a comet-shaped Poincaré plot resulting from an increase in beat-to-beat dispersion as heart rate slowed. No patient with heart failure had this comet-shaped pattern. Instead, three distinctive patterns were identified: (1) a torpedo-shaped pattern resulting from low R-R interval dispersion over the entire range of heart rates, (2) a fanshaped pattern resulting from restriction of overall R-R interval ranges with enhanced dispersion, and (3) complex patterns with clusters of points characteristic of stepwise changes in R-R intervals. Poincaré pattern could not be predicted from standard deviations of R-R intervals. This first use of Poincaré plots in heart rate variability analysis reveals a complexity not readily perceived from standard deviation information. Further study is warranted to determine if this method will allow refined assessment of cardiac-autonomic integrity in heart failure, which could help identify patients at highest risk for sudden death.
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SBJE
7.
Diffusion of innovations: Anatomical informatics and iPods
Trelease, Robert B.
The anatomical record. Part B, New anatomist,
September 2006, 2006-Sep, 2006-09-00, 20060901, Volume:
289B, Issue:
5
Journal Article
Over the course of many centuries, evolving scientific methods and technologies have advanced the study of anatomy. More recently, such dissemination of innovations has been formally studied in ...
multidisciplinary psychosocial contexts, yielding useful knowledge about underlying principles and processes. We review these precepts and show how diffusion of innovations theory and principles apply to the development and dissemination of anatomical information methods and resources. We consider the factors affecting the late‐20th‐century dissemination of personal computers and World Wide Web hypermedia into widespread use in anatomical research and instruction. We report on the results of a small experiment in applied diffusion, the development and Internet‐based distribution of learning resources for a popular, widely distributed personal media player. With these wearable microcomputer devices already in use by a variety of students, new opportunities exist for widespread dissemination of anatomical information. The continuing evolution of wearable computing devices underscores the need for maintaining anatomical information transportability via standardized data formats. Anat Rec (Part B: New Anat) 289B:160–168, 2006. © 2006 Wiley‐Liss, Inc.
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8.
Anatomy meets architecture: Designing new laboratories for new anatomists
Trelease, Robert B.
The anatomical record. Part B, New anatomist,
November 2006, 2006-Nov, 2006-11-00, 20061101, Volume:
289B, Issue:
6
Journal Article
General notions of architecture are familiar to anatomists, and they frequently use the word in describing the functional structures of cells, tissues, and whole organisms. Beyond concepts relating ...
to orderly structure, anatomists infrequently encounter the profession of architecture and practicing architects. Significantly, anatomists can work with architects in the design and building of laboratories and classrooms, efforts that can have sustained effects on the practice of anatomy. In this paper, we consider cooperative interactions between anatomists and architects in designing new laboratories that accommodate educational innovations and increasingly valuable dissection resources. We begin by introducing architecture and architects in their roles in design and building. We next consider essential features and technologies for new laboratories that support a combination of classical dissection, prosection, models, and computer‐based information. Different working conditions are reviewed for designing renovations of existing facilities, long‐term planning for new, same‐institution buildings, and extramural planning and construction for new medical schools. Whatever the project, anatomists work with architects in repeated interactive planning meetings that arrive at working laboratory designs by a process similar to successive approximation. In consulting on designs for extramural institutions, anatomists must balance client administration and faculty needs with objective oversight of practice‐side design features, constraints, and capacity for innovative uses with new curricula. Architects are the key agents in producing laboratories designed for flexible and innovative anatomical education, although client‐favored models for Internet‐based technology can limit future use of cadavers in multiyear teaching of medical and health sciences students. Anat Rec (Part B: New Anat) 289B:241–251, 2006. © 2006 Wiley‐Liss, Inc.
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9.
10.
Anatomical reasoning in the informatics age: Principles, ontologies, and agendas
Trelease, Robert B.
The anatomical record. Part B, New anatomist,
March 2006, 2006-Mar, 2006-03-00, 20060301, Volume:
289B, Issue:
2
Journal Article
Reasoning about anatomy shares historical scientific roots with formal logic and artificial intelligence. With advances in computer‐based intelligent programming, high‐level biological structural ...
knowledge may be exploited directly for biomedical research, clinical tasks, and educational applications. We consider the special nature of anatomical domain knowledge, emphasizing the complex concepts and semantics that must be represented in the development of ontologies, formally structured databases of biological information. We review the evolution of the fundamental scientific principles of logic and artificial intelligence needed for building machines that can make use of anatomical knowledge. We look at methods for compiling ontologies and compare the structural designs of the Foundational Model of Anatomy and Open GALEN ontologies. We further consider issues related to mapping developing anatomy resources with other biological ontologies in genomics, proteomics, and physiology. Although early results are promising, considerable resources and continuing effort must be committed to completing and extending anatomical ontologies for the ultimate success of computer‐based anatomical reasoning. Anat Rec (Part B: New Anat) 289B:72–84, 2006. © 2006 Wiley‐Liss, Inc.
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