Integrating Genomic Knowledge Sources through an Anatomy Ontology

Modern genomic research has access to a plethora of knowledge sources. Often, it is imperative that researchers combine and integrate knowledge from multiple perspectives. Although some technology exists for connecting data and knowledge bases, these methods are only just begin-ning to be successfully applied to research in modern cell biology. In this paper, we argue that one way to integrate multiple knowledge sources is through anatomy—both generic cellular anatomy, as well as anatomic knowledge about the tissues and organs that may be studied via microarray gene expression experiments. We present two examples where we have combined a large ontology of human anatomy (the FMA) with other genomic knowledge sources: the gene ontology (GO) and the mouse genomic databases (MGD) of the Jackson Labs. These two initial examples of knowledge integration provide a proof of concept that anatomy can act as a hub through which we can usefully combine a variety of genomic knowledge and data

Intelligent Queries over BIRN Data using the Foundational Model of Anatomy and a Distributed Query-Based Data Integration System

We demonstrate the usefulness of the Foundational Model of Anatomy (FMA) ontology in reconciling different neuroanatomical parcellation schemes in order to facilitate automatic annotation and “intelligent” querying and visualization over a large multisite fMRI study of schizophrenic versus normal controls

Surgical and Bioengineering Integration in the Anatomy Course of Medicine and Surgery High Technology: Knowledge and Perception of Anatomy

The Locomotor System Anatomy (LSA) course, placed in the first semester of the first year of the new Master’s degree in Medicine and Surgery High Technology (MSHT) at the Sapienza University of Rome, was integrated with surgical and bioengineering content. This study investigated the educational value and the students’ perceptions of the effectiveness of these two types of integration, comparing surgical integration (SI) with engineering integration (EI). Anatomy knowledge and students’ opinions attending the LSA course in MSHT degree (n = 30) were compared with those of students (n = 32) attending another medical and surgery course not comprising EI. Data show that students in the MSHT course like in-depth SI much more than in-depth EI. However, those who like in-depth SI also like in-depth EI. Significant differences were in anatomy knowledge between the two groups in the three sections of the test. There was no significant correlation between the three test scores and the levels of liking, while there was a significant correlation between students liking SI and those liking EI. A statistically significant correlation was also found in students who correctly responded to questions on the head and trunk, with students responding correctly to questions on the upper limbs. This study will be important in optimizing the deepening of SI and EI in the LSA course. Keywords: human anatomy; anatomical sciences education; gross anatomy teaching; locomotor system; neurosurgery; orthopedics; surgical integration; bioengineering integration; technical physician; technical medicin

Rendering techniques for multimodal data

Many different direct volume rendering methods have been developed to visualize 3D scalar fields on uniform rectilinear grids. However, little work has been done on rendering simultaneously various properties of the same 3D region measured with different registration devices or at different instants of time. The demand for this type of visualization is rapidly increasing in scientific applications such as medicine in which the visual integration of multiple modalities allows a better comprehension of the anatomy and a perception of its relationships with activity. This paper presents different strategies of Direct Multimodal Volume Rendering (DMVR). It is restricted to voxel models with a known 3D rigid alignment transformation. The paper evaluates at which steps of the render-ing pipeline must the data fusion be realized in order to accomplish the desired visual integration and to provide fast re-renders when some fusion parameters are modified. In addition, it analyzes how existing monomodal visualization al-gorithms can be extended to multiple datasets and it compares their efficiency and their computational cost.Postprint (published version

Improving Anatomical Knowledge Through Interactive Modules on the OB/GYN Clinical Clerkship

The goal of this study is to evaluate the impact of a newly designed interactive method of teaching clinically relevant anatomy to medical students on the OB/GYN clerkship. A 20-question multiple-choice exam was administered to 143 consenting third-year medical students at the beginning and end of each OB/GYN rotation. Students participated in a skills lab with preparatory e-modules that linked anatomy to clinical applications during each rotation. Topics included perineal muscle anatomy (laceration), anterior abdominal wall anatomy (cesarean section), vulvovaginal and uterine anatomy (IUD), and pelvic organ, vasculature, and neural anatomy (hysterectomy). Mean scores improved significantly after the nesting of interactive modules, increasing from 55.1% to 67.4% (p\u3c0.001). In comparing mean scores from questions that were covered in the e-modules (intervention) and questions that were not covered in the e-modules (non-intervention), students improved significantly after receiving an intervention (9.4% difference; p\u3c0.001). Therefore, completing the clerkship without an intervention did not yield significant improvement in relevant anatomical knowledge, compared to intervention. Thus, nesting anatomical science into the clinical curriculum through preparatory e-modules and hands-on anatomy lab sessions may improve clinically-significant anatomy knowledge. This data may be used to increase longitudinal integration of the various disciplines across the undergraduate medical curriculum

“The impact of teaching-learning anatomy in the training and performance of medical doctors in Mozambique"

Student Number : 9713472V - PhD thesis - School of Anatomical Sciences - Faculty of Health SciencesThe medical professional requires expertise in a wide range of disciplines as well as competence encompassing knowledge, skills and attitudes. Of these, the knowledge and skills gained in Anatomy play a fundamental role in contributing to the quality and performance of the medical practitioner. The present study aimed to evaluate the role of the teaching-learning Anatomy in the training of doctors at Universidade Eduardo Mondlane in Mozambique and therefore to contribute to the effectiveness of the medical curriculum to ensure that it produces high quality medical professionals. The following questions were addressed: i) Is the Anatomy course perceived by the students to be structured to address their needs regarding medical practice? ii) Is there a relationship between performance in Anatomy and other disciplines as recalled by the students? iii) Do medical students demonstrate a satisfactory knowledge of Anatomy in dealing with patients in practice? The study involved the medical students in the clinical cycle and the junior doctors employed at the Central Hospital of Maputo City. Data obtained by means of questionnaires, examination of clinical reports and interviews was analysed statistically by the SPSS programme. The results showed that overall the students have a positive view of how well the Anatomy course meets their clinical needs, and that there is a direct relationship between knowledge of Anatomy and the ability to perform in the clinical setting. There is however a need to review the current medical curriculum in order to achieve better integration between the courses and cycles and particularly to improve the efficacy of the teaching-learning process by selecting the content more appropriately and adjusting the assessment procedures. From this study recommendations may be made to help improve the students’ application of anatomical knowledge by increasing vertical and horizontal integration in the curriculum and introducing earlier exposure to clinical problem solving. Further studies are needed to better understand the impact of assessing the outcomes of the basic sciences such as Anatomy on the educational process as well as on medical practice

On Designing Interactive Online Atlas of Reptile Anatomy (Mabouya multifacsiata)

This research is an integration between fields of Biology, Photography, Design, and Informatics Engineering. The study aimed to build an interactive online atlas of reptile anatomy to improve the accessibility and data sharing (free access) of reptile anatomy. Website was developed using SDLC (System Development Life Cycle) which consist of five steps as follows: website’s strategic planning, determine the scope of website, website’s requirements analysis, design and implementations of website, and testing. Based on the results of testing and system implementation, it can be concluded that online interactive atlas (AtlasAnatomy.org) had been successfully built as anatomical educational media of reptile

Neural Circuit Inference from Function to Structure

Advances in technology are opening new windows on the structural connectivity and functional dynamics of brain circuits. Quantitative frameworks are needed that integrate these data from anatomy and physiology. Here, we present a modeling approach that creates such a link. The goal is to infer the structure of a neural circuit from sparse neural recordings, using partial knowledge of its anatomy as a regularizing constraint. We recorded visual responses from the output neurons of the retina, the ganglion cells. We then generated a systematic sequence of circuit models that represents retinal neurons and connections and fitted them to the experimental data. The optimal models faithfully recapitulated the ganglion cell outputs. More importantly, they made predictions about dynamics and connectivity among unobserved neurons internal to the circuit, and these were subsequently confirmed by experiment. This circuit inference framework promises to facilitate the integration and understanding of big data in neuroscience