艺用人体解剖学的多媒体教学研究

艺用人体解剖学是一门重要的美术类专业基础理论课。传统艺用人体解剖学教学方法已不能适应现代教学的发展。多媒体技术在艺用人体解剖学教学中的运用是对传统教学模式的改革。教学实践证明,多媒体应用到艺用人体解剖学教学,使课程讲授具有直观性、高效性、生动性和互动性等特点,明显调动了学生的学习积极性,获得较好的教学效果。     

介入放射解剖学

随着介入放射学的迅速发展,介入放射解剖学作为一门新兴学科亦应运而生,阐述了介入放射解剖学的定义、内容和分类,提出了介入放射解剖学工作的主要任务与对策,并对该学科未来的发展前景予以展望,是对传统解剖学的重要扩展和补充,也是临床介入性诊断与治疗的基础.     

从Golig染色到cDNA原位杂交

从Ｇｏｌｉｇ染色到ｃＤＮＡ原位杂交山西医学院科技处（太原０３０００１）郭旭方，李琳，宋修珍解剖学研究有着极其悠久的历史，神经解剖学的研究也有上百年的历史，但因脑本身结构的复杂性以及各种研究条件的局限，一直处于缓慢发展状态。随着本世纪以来，各行业技术革...     

西方人体造型解剖学发展简史

人体造型解剖学在当代绘画教学中具有重要性,而当今许多艺术院校受各种条件的制约,却忽略了它在艺术绘画教学中的意义。文章论述了各个不同时期的绘画解剖学的发展,通过历代绘画大师对解剖学的研究。     

解剖实习中以"误作知害"培养医学生的仁爱之心

解剖学是一门以实践为主的医学基础课,不仅可以使学生获得解剖学知识、锻炼动手能力,还可以获得医学人文教育的真实体验.加强德育工作是全体教师的共同职责.教师应当把德育贯穿和渗透到教育教学的全过程中.     

论人的本性

一、人性概念马克思与现代的许多社会学家和心理学家不同,他不相信人的本性那样的东西是不存在的;他不相信人生下来就象一张白纸,教养在这白纸上刻上了它的烙印。与这种社会学的相对主义完全不同,马克思从这样一种思想出发:即人作为人是一个可认识的和可确定的实体;人不仅在生物学上、在解剖学上和生理学上可以被规定为人,而且在心理学上也可以被规定     

浅议人体解剖学教学中的人文关怀问题

医学教育主要分为基础医学和临床医学两大块,基础医学教育不仅为医学生的职业,并且为医学生终身的自我学习和发展能力奠定坚实的基础.人体解剖学就是一门医学基础课,是一门医学主干课,是医学生的启蒙课.提高医学教育质量的关键之一是搞好基础医学的课程建设.现就在多年来解剖学教学和管理中发现的一些人文关怀问题,不揣拙见与同行探讨.     

学习和记忆及其神经基质和机理(连载)

三、无脊椎动物中小系统的神经元研究学习与记忆的基质是神经元及其突触它们的可塑性为经验所改变。神经生物学家的责任在于揭示中介行为的特殊神经环路的解剖学、生理学、生物物理和生物化学的实质。然而,对哺乳动物来说,即使最简单的学习形式——习惯化也是很复杂的;就是脊髓反射的“习惯化”,也是难以确认在哪一类神经元上的哪一类突触传递发生变化。相反,无脊椎     

心理学与教学论

这是塔雷齐娜(莫斯科大学心理学系)在苏联《心理学问题》杂志所举行的心理学教育学“圆桌会议”上的发言,题目是编者加的。教学论如同整个教育学是与一系列科学联系着的,这些科学作为它的基础,在很大程度上决定它的成就。教育科学的境况与技术科学、医学的境况相类似。大家知道,如果不利用生物化学、解剖学、生理学和其他科学的成就,医学是突不出民间范围的。在教学论的基础科学中,心理学首先是教育心理学和年龄心理学占有重要的地位。     

关于早期经验对脑影响的实验研究

近年来,强调早期教育(或训练)对儿童智力和行为发展重要性的文章很多,其理论根据是:早期教育(或训练)是一种早期经验,早期经验对个体后来的发展和学习具有重要作用。动物方面的实验研究证明,早期经验对脑解剖学和脑化学有明显影响,这些结果正在为早期教育理论提供生理上的根据。本文准备介绍有关研究情况,希望对于发展心理学的研究有参考价值。     

Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention

A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer graphical models of the human brain. Both groups learned whole anatomy first with a three-dimensional model of the brain. One group then learned sectional anatomy using two-dimensional sectional representations, with the expectation that there would be transfer of learning from whole to sectional anatomy. The second group learned sectional anatomy by moving a virtual cutting plane through the three-dimensional model. In tests of long-term retention of sectional neuroanatomy, the group with graphically integrated representation recognized more neural structures that were known to be challenging to learn. This study demonstrates the use of graphical representation to facilitate a more elaborated (deeper) understanding of complex spatial relations.     

The Life Satisfaction of Owner-Manager Entrepreneurs When the Business of Business is not only Business

This paper studies the anatomy of entrepreneurs’ satisfaction with life, which refers to the relationship between life satisfaction, satisfaction in domains of life, and affective, evaluative, and sensory experiences of being well. The paper focuses on owner-manager entrepreneurs, who, as managers, lead their firms and take major business decisions and, as owners, have room to deviate from the exclusive procurement of profits to pursue their happiness. The study of entrepreneurs’ anatomy of life satisfaction provides insight on how they lead their firms and how they weight the well-being repercussions of their business decisions. The paper distinguishes between family-firm and nonfamily-firm entrepreneurs, and it shows that there is heterogeneity in entrepreneurs’ anatomy of life satisfaction; with the life satisfaction of family-firm entrepreneurs being strongly driven by family satisfaction and by negative affect, while the life satisfaction of nonfamily-firm entrepreneurs is strongly driven by work satisfaction. These differences in the anatomy of entrepreneurs’ life satisfaction do correspond with observed differences in the organization and behavior of family and nonfamily firms, which suggests that the anatomy of life satisfaction provides insight on how entrepreneurs weight their business decisions and lead their firms. The empirical exercise is based on an original survey applied to Spanish entrepreneurs in 2019.

     

The humanities and gross anatomy: Forgotten alternatives

Researchers in medical education have extensively studied negative reactions to gross anatomy, sometimes grouped under the term “the cadaver experience.” Although there has been disagreement about the extent and importance of such phenomena, several attempts at curricular reform have been designed to “humanize” the student-cadaver encounter. However, some obvious sources linking gross anatomy and the humanities have been consistently overlooked. Such sources—from the history of art, the history of anatomy, and autobiographical and imaginative literature—not only bear witness to the “cadaver experience” for anatomists of the past, but also offer forgotten alternatives for placing present-day reactions in perspective. Former methods of teaching which used such material might serve as models for reintegrating the humanities into the study of gross anatomy as a possible humanizing force.     

GENDER BIAS IN HUMAN ANATOMY TEXTBOOK ILLUSTRATIONS

The hypothesis that female and male bodies are equally represented in human anatomy text illustrations was tested to determine whether medical students are shown both females and males as possessing equally important and normal bodies in medical school instructional material. All anatomy texts currently in use in a major western medical school (N = 8) were surveyed. In text sections dealing with standard (non-gender-specific) anatomy, male subjects were shown in 64% of the illustrations in which gender was discernable, females were shown in 11%, and gender-neutral or equal representations were shown in 25%. Females and males were found to be represented approximately equally in chapters on urogenital (gender-specific) anatomy (45 % female, 48% male, 7% neutral or equal representation). The implications of these findings for the perpetuation of sexist attitudes in the medical profession are discussed.     

Towards a new functional anatomy of language

The classical brain-language model derived from the work of Broca, Wernicke, Lichtheim, Geschwind, and others has been useful as a heuristic model that stimulates research and as a clinical model that guides diagnosis. However, it is now uncontroversial that the classical model is (i) empirically wrong in that it cannot account for the range of aphasic syndromes, (ii) linguistically underspecified to an extent that prohibits contact with the language sciences, and (iii) anatomically underspecified. We briefly summarize some of the central issues that motivate why a new functional anatomy of language is necessary, in the context of introducing a collection of articles that describe systematic new attempts at specifying the new functional anatomy. The major convergent observations are highlighted and the emergent conceptual and empirical trends are identified.     

Virtual Anatomy: From the Body in the Text to the Body on the Screen

This paper analyzes the transformations in anatomical representation introduced by the Visible Human Project, the first complete virtual anatomy object. By comparing the process of production of book based classical anatomy with that of the Visible Human Project, the paper identifies the medium specificity of anatomical knowledge, the extent to which its powers of demonstration and analysis are conditioned by the medium in which they take place. The paper argues that anatomy can be productively thought of as a kind of writing practice, in which material flesh is written into different media as traces. Because the production of such traces always involves the destruction of the body involved the paper also interrogates the biopolitical hierarchies involved in anatomical knowledge.     

Enchanted nature,dissected nature: the case of Galen’s anatomical theology

Through the historical portrait of Galen, I argue that even an enchanted nature does not prevent the performance of violence against nature. Galen (129–c. 216 CE), the great physician-philosopher of antiquity, is best known for his systematization and innovation of the Hippocratic medical tradition, whose thought was the reigning medical orthodoxy from the medieval period into the Renaissance. His works on anatomy were the standard that Vesalius’ works on anatomy overturned. What is less known about Galen’s study of anatomy, however, is its philosophical and theological edge. In this paper, I show that it is precisely because nature is enchanted that Galen undertakes the grisly practices of anatomical dissection and vivisection, which entail violence against nature. First, I illustrate the violent character of Galen’s anatomical experiments. Second, I elucidate Galen’s anatomical methodology as a form of philosophizing and theologizing with a scalpel. Third, I explicate the importance of the demonstration of divine teleology that anatomical dissection reveals. Fourth, I sketch how anatomical dissection as a way of knowing nature and God becomes a kind of anatomical, liturgical theology. I conclude that, at least for Galen, an enchanted nature is not in itself exempt from violence.     

Comparison of Rorschach anatomy responses from psychosomatic out-patients and a matched group of psychiatric controls.

35 out-patient Ss with demonstrable psychosomatic symptoms were matched with 35 psychiatric out-patients with "milder" forms of psychopathology, i.e., neurosis, personality disorders and latent schizophrenia. The psychosomatic group showed significantly more anatomy responses on the Rorschach but there was much overlap, leading to the conclusion that anatomy does not directly reflect simply psychosomatic disturbances but, rather, is associated with psychodynamics which tend to underlie psychosomatic illnesses.