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MIND MAPS IN PATHOLOGY PDF

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then has given hundreds of Mind Mapping classes and published an online. Anatomic Pathology and Clinical Laboratories Medical Director and Director of. Mind Maps in Pathology book. Read 2 reviews from the world's largest community for readers. Mind Maps offer a simple and visual way to record the main. Title Slide of Mind maps pathology. Nicolas Lévy. Differential diagnosis for physical therapists screening for referral 5e pdf. alannazlikian.


Mind Maps In Pathology Pdf

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Mind Maps in Pathology: Medicine & Health Science Books @ resourceone.info International Standard Book Number (eBook - PDF). This book contains Mind Maps for Medical Students represents an industrious and valuable piece of work from an Even its format has been designed with the student in mind – it is pocket sized this pathology dominates. Mind Maps in Pathology by Peter Dervan, , available at Book Depository with free delivery worldwide.

Abstract Introduction Integration is the dynamic interconnectedness at multiple levels based on recursive interactions. Pathology teaching strategy in the integrated curriculum has been widely studied, but mapping pathology in the integrated curriculum has not been fully handled.

Mind Maps in Pathology

Aim of this study The aim of this work is to address the pathology teaching experience at Albaha School of Medicine. This model is formed on the basis of the incorporation of pathology foundations at all academic levels in 4 phases: Phase I: the introductory course of the preparatory phase; Phase II: formation of the 7-week principle of disease module: 2nd basic year; Phase III: integration of anatomic pathology into system-based basic science modules; and Phase IV: application of clinical perspectives on the pathological background in clinical years.

Results Inferences acquired through program evaluation as well as student assessment indicate that this model will be of practical use in medical schools. Trivial improvements and changes related to the balance between topics applied and time allocated are extensively needed.

Despite the positive feedback obtained, minor pathology topics have been missed or only partially delivered. Conclusion The quadriphasic model is a novel approach to teaching pathology and needs to be more documented and addressed by traditional medical schools that are in the process of shifting toward an integrated system-based learning. Addition of the module that covers the missed topics is highly recommended, and its content must be reformed annually.

Furthermore, the 4 major clinical sciences are considered in the teaching of clinical phases in the pre-graduation years of the curriculum in a vertically integrated manner.

The principal characteristic feature of this novel curriculum is the true application of spiral-based integration through all basic and clinical years. This has been achieved through implementation of system-based basic science modules or blocks for basic years and system-based clinical science modules for clinical years. At the ABSM, the module involves the study of the 10 body systems separately such as respiratory, gastrointestinal system, cardiovascular system, and so on.

The body system modules are divided into 2 main parts, one for the basic phase and its counterpart for the clinical phase. On the other hand, in the clinical phase, these modules deal with subjects on the aspects of clinical view including medicine and surgical background. The teaching of clinical sciences and application of clinical practice have been started from the 1st academic year. Additionally, the basic sciences have been addressed in the timetable of clinical years.

This module is mapped to be implemented for level 5, of the 3rd year. The time duration allocated for the module implementation is 5 weeks for a total of 5 credit units. The former is the proportion of medical concepts present in a case represented in their map Results graph.

The latter is the proportion of new concepts in the Students who employed the tool got better average graph, i.

The first approach try to measure the ability patient of the tool to provide medical concepts in the graph, in relation to the original concepts annotated in the source c. The second d. We measure novelty, the Table 4. Test question example.

This result indicates that the use of the as in the user-oriented one, a clinical cases corpus, the well- tool is, at least, as effective in accessing information of known University of Pittsburgh Online Case Studies11, a interest as an unrestricted access via Internet in order to compilation of formatted pathology cases for online perform the same learning activity.

This result is very viewing, usually employed to support case-based learning positive, because it allows the teacher to define the paths of in diagnostic pathology. We randomly extracted almost access to information followed by the students and avoid documents from the corpus, filtered initially by their size dispersion in the search, without losing effectiveness there are documents composed only by a pair of sentences compared with a search that offers all existing Internet and several images.

The evaluation process includes several steps. It may be concluded that students believe that: the tool interface is Then, to simulate the performance of our visual interface, nice UQ1 , it is easy to find the information required we query Freebase ontology for all the information needed UQ2 , they feel comfortable using the tool UQ3 , the to build the concept map.

pathology-mind-maps

This includes symptoms, causes, speed is reasonable UQ4 and it is easy to use UQ5. Figure 5. Students' learning self-perception Figure 4. Stroke disease information retrieved from Freebase middle.

Stroke graph with treatments node expanded bottom. This means that a general-purpose ontology such as semantically related to the initial annotated item. It gauges Freebase is able to identify most of the diseases that appear how our system reveals new relevant information based on in the medical case.

It is important to take into account that the knowledge stored in ontologies validated by there are diseases considered as part or symptom of another professional experts. These are not related in Freebase, and not retrieved. As Table 6 shows, for every initial document, on average, Furthermore, we only considered the initial definition of the the system is able to show more than 30 new elements that case, not the more completed diagnostic file.

This would support the diagnostic process. Recall results for systematic evaluation. Table 6. Novelty results for systematic evaluation.

We would also like to expand the user experience medical cases corpus. The value for novelty 0, is evaluation, including a new strategy involving a group of really promising. The tool comprises two 1. Aparicio, F. TMT: A scalable visual interface for the automatic graphical presentation of platform to enrich translational medicine environments.

Bodenreider, O. Biomedical Ontologies in Action: Role One of the most widespread application fields of concept in Knowledge Management, Data Integration and maps is education and, more specifically, health education. Decision Support.

Buenaga, M. Considering these aspects, two types of Mata J. One of them user oriented Documents to Improve Mobile Retrieval. Buzan, T. BBC were to contrast the results of our tool compared to an Books. Concept Maps: medical students in higher education were faced with an Integrating Knowledge and Information Visualization.

Tergan y T. Keller, eds. Springer Berlin Heidelberg, by the tool and its usability. Another one systematic was Carnot, M.

Concept maps vs. Chen C-M. Ontology-based performing the learning activity compared with a search of concept map for planning personalized learning path. Conole, G. Using Compendium as a tool to support the and those related to the assistance provided, which is design of learning activities.

Chapter Ten, in A. Okada, promising and encourages us to further develop and S. Buckingham and T. Sherborne Eds Knowledge improve the tool on those issues where the maximum value cartography — software tools and mapping techniques, was not achieved.

The systematic evaluation development Springer Cribbin, T. A study of navigation strategies in capacity of our concept maps to represent adequate medical spatial-semantic visualisations. Daley, B. Concept maps in medical A education: an analytical literature review. Clustering for Mobile Devices. Does the , mind map learning strategy facilitate information Motik, B. A retrieval and critical thinking in medical students? Enterprise Applications. Tari Interrater reliability Eds.

BMC Medical Education 9 , Mind maps pathology. Upcoming SlideShare. Like this presentation? Why not share!

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Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Full Name Comment goes here. Are you sure you want to Yes No.They were reviewed together by the three evaluators to conclude a common score. As Table 6 shows, for every initial document, on average, Furthermore, we only considered the initial definition of the the system is able to show more than 30 new elements that case, not the more completed diagnostic file.

The students were instructed on how to draw CMs at the beginning of the pathology course at a special 2 h laboratory session. Kamil Syafie marked it as to-read Jan 26, The role of the pathologist is to help the students recall the pathogenesis of the diseases and illustrate the morphological view, either gross or microscopic, and give a brief description about the outcome and prognosis. Trivia About Mind Maps in Path The weight of the pathology includes 12 lectures, 4 practical sessions, and 1 SDL.