Symbolic modeling of structural relationships in the Foundational Model of Anatomy

The need for a sharable resource that can provide deep anatomical knowledge and support inference for biomedical applications has recently been the driving force in the creation of biomedical ontologies. Previous attempts at the symbolic representation of anatomical relationships necessary for such ontologies have been largely limited to general partonomy and class subsumption. We propose an ontology of anatomical relationships beyond class assignments and generic part-whole relations and illustrate the inheritance of structural attributes in the Digital Anatomist Foundational Model of Anatomy. Our purpose is to generate a symbolic model that accommodates all structural relationships and physical properties required to comprehensively and explicitly describe the physical organization of the human body

Imaging Informatics and the Human Brain Project: the Role of Structure, Review

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The Role of Foundational Relations in the Alignment of Biomedical Ontologies

The Foundational Model of Anatomy (FMA) symbolically represents the structural organization of the human body from the macromolecular to the macroscopic levels, with the goal of providing a robust and consistent scheme for classifying anatomical entities on the basis of explicit definitions. This scheme also provides a template for modeling pathology, physiological function and genotype-phenotype correlations, and it can thus serve as a reference ontology in biomedical informatics. Here we articulate the need for formally clarifying the is-a and partof relations in the FMA and similar ontology and terminology systems. We diagnose certain characteristic errors in the treatment of these relations and show how these errors can be avoided through adoption of the formalism we describe. We then illustrate how a consistently applied formal treatment of taxonomy and partonomy can support the alignment of ontologies

Pragmatic Feminist Empiricism: An Original Analytical Framework for Technical Communication

Focusing on issues of embodiment and power in technical communication specifically through visual discourses of health and medicine created through data, the research is an introduction to an original methodology called pragmatic feminist empiricism. Pragmatic feminist empiricism urges technical communicators to acknowledge their own embodiments to inform the creation, reflection, and transformation of medical discourse; value differences in the embodiments that are both represented and served by medicine; and consider the multiple aims inquiry may serve and their impact in both private and public spheres. Pragmatic feminist empiricism draws upon Miller's notion of the social construction of knowledge as well as Hayles's concept of skeuomorphic design in creating more inclusive definitions of health and disease. The research centers on tropes in medical rhetoric that lean toward creating standardized visual representations of bodies to represent norms and their dangers to public health, as well as the effect of medical discourse on embodiment of health and disease that are represented in medical models. Case studies of the Visible Human Project[registered] and several anatomy textbooks use pragmatic feminist empiricism to identify exigencies in visual medical technical communications and to reimagine how images may be designed to create more inclusive definitions of health and disease. In addition, a study of pragmatic feminist empiricism as a pedagogical tool for teaching Scientific Writing demonstrates the power of education as a change agent in expanding discourses about health and disease to acknowledge and value multiple embodiments

TrauMAP - Integrating Anatomical and Physiological Simulation (Dissertation Proposal)

In trauma, many injuries impact anatomical structures, which may in turn affect physiological processes - not only those processes within the structure, but also ones occurring in physical proximity to them. Our goal with this research is to model mechanical interactions of different body systems and their impingement on underlying physiological processes. We are particularly concerned with pathological situations in which body system functions that normally do not interact become dependent as a result of mechanical behavior. Towards that end, the proposed TRAUMAP system (Trauma Modeling of Anatomy and Physiology) consists of three modules: (1) a hypothesis generator for suggesting possible structural changes that result from the direct injuries sustained; (2) an information source for responding to operator querying about anatomical structures, physiological processes, and pathophysiological processes; and (3) a continuous system simulator for simulating and illustrating anatomical and physiological changes in three dimensions. Models that can capture such changes may serve as an infrastructure for more detailed modeling and benefit surgical planning, surgical training, and general medical education, enabling students to visualize better, in an interactive environment, certain basic anatomical and physiological dependencies

Analysis of a foundational biomedical curriculum: exploring cumulative knowledge-building in the rehabilitative health professions

This study was motivated by the researcher's experience that students in the rehabilitative health professional programmes were finding it difficult to access fundamental knowledge upon which their professional practices and clinical contexts are based. An important focus of the research was the extent to which cumulative knowledge-building was impacted after the foundational biomedical curriculum became an interdisciplinary programme. The study explored whether the organisation of the interdisciplinary foundational curriculum served the fundamental needs of the professions, and whether, as a matter of social justice, students' access to powerful knowledge was enabled by the form that the fundamental curriculum assumed. This curriculum study at a particular Faculty of Health Sciences foregrounds the structuring, organisation and differentiation of disciplinary knowledge, and reflects a twenty year period that included not only transitions in professional education but also extensive transformation in, and a different approach to, health delivery. At the institution, physiology and anatomy, the biomedical sciences basic to the health professions, underwent disciplinary merging and subsequent altered positioning in curricula. Medicine opted for a problem-based learning approach whereas the rehabilitation health sciences did not. Legitimation Code Theory (LCT) provided the means for analysis of the extent to which interdisciplinary organisation in the foundational curriculum for Physiotherapy and Occupational Therapy enabled integrative, cumulative building of knowledge for professional and clinical contexts. Specialisation and Semantics dimensions of Legitimation Code Theory were used to reveal the principles underpinning practices, contexts and dispositions of Anatomy and Physiology at the Faculty of Health Sciences over a twenty year period post democratisation in South Africa (1994 - 2013). Disciplinary positioning in curriculum prior- and post-merger, were compared and contrasted. LCT were used to characterise the distinctiveness of Physiotherapy and Occupational Therapy at the university including the kind of knowledge and the kind of knower that specialises the different professions, and what is valorised and legitimated for each kind of professional. Semantic gravity was used to explore the expected knowledge recontextualisations in diverse and complex clinical settings for each of the professions. Registered professionals who are clinical educators as well as curriculum designers for clinical studies were interviewed. Profession-specific course outlines were further data sources. The biomedical disciplines Anatomy and Physiology were characterised for their measures of distinction and their respective knowledge-knower structures. Analysis traced each discipline from its strongly classified form in autonomous curricula when there were separate learner-cohorts for physiotherapists and occupational therapists, to post-merger when the disciplines were framed as human biology in an integrated foundational curriculum for a joint cohort of students. Curricular documents for the twenty year period were analysed quantitatively and qualitatively to establish the positioning of Physiology and Anatomy before and after the disciplines merged to a single course of Human Biology. Teaching staff were interviewed for their understanding of what specialises the physiological and anatomical components of the Human Biology curriculum, what they considered as powerful knowledge for the professions, and who they envisaged as the ideal student-knower exiting the basic sciences platform to enter more advanced clinical studies. The degree of context-dependence for meaning-making in the different disciplinary domains and the condensation of meanings inherent in the respective practices and contexts, were analysed. The thesis argues that following the merger Anatomy is preferentially legitimated as powerful knowledge at the expense of Physiology; that the ideal of disciplinary integration is not reached, and that the segmental organisation and structuring of the curriculum negatively impacted on cumulative knowledge-building and application of professional knowledge in the clinical arena. After the merger the disciplines lost their shape, and in particular the hierarchical knowledge structure of Physiology collapsed. By not having access to the necessary disciplinary knowledge structures and their associated practices, students' ability for scaffolding and integrating knowledge into the clinical arena was constrained. The organisation of the current Human Biology curriculum does not facilitate cumulative learning, and in so doing may not contribute to the envisaged graduate professional who is required to practice within a complex and demanding healthcare work environment. The significance of this study conveys that interdisciplinary programmes should be carefully considered, and there is an added imperative in the health professions which ultimately realise treatment of patients. If, aside from interdisciplinary teaching, there are also merged cohorts of participant students, then a sound understanding of the epistemic requirements of each profession is required. Those involved in curriculum development in various fields need to take these recommendations into account to enable cumulative learning and enable epistemological access to powerful knowledge for an increasingly diverse student body

Exploring Current Topics and Trends in Anatomy Education: A Scoping Review

Within the field of health professional education, one finds that anatomy often presents students with a great deal of difficulty. The literature in this area is piecemeal and there is limited work available examining the whole of this topic. A scoping review was conducted to determine how students are taught anatomy across multiple disciplines (medicine, dentistry, rehabilitation sciences, and undergraduate education) and to assess for any notable differences between these populations. The results found that scholarship on anatomy instruction varies based on educational context, and medical students are the most frequently targeted student population. It also found that the use of medical imaging and computer aided instruction is increasing while the use of cadaveric dissection has remained constant. Furthermore, the lack of cadaveric dissection in an anatomy curriculum does not necessarily hinder student learning when alternative teaching modalities are implemented

Artist as rhetor: strategies for the visual communication of artistic & scientific concepts

The notion that art, like science, contributes to scholarly discourse remains a contentious issue in academic debate. However an increased interest in the visual image within intellectual inquiry and a shift in the scholarly position concerning the image as a valid form of inquiry has provided an avenue in which to argue that art is a legitimate form of knowledge. This argument is premised on the notion that images are significant to both artistic and scientific discourse in that both disciplines have long utilised the image as a means to construct meaning and communicate concepts. Consequently the key insights derived from this study’s research findings are understood through a framework of visual rhetoric. This study, through a constructivist grounded theory approach, presents a substantive theory of the visual image in academic discourse and in doing so advances the understanding that art is an authoritative way of knowing. In this way this study identifies the image, which is the product of an image-making process, as knowledge artefact whereby knowledge exists through a plurality of practices involving both verbal and visual forms of representation. For this study the image-maker is considered significant to the production, representation and dissemination of knowledge. This is because as rhetor the image-maker, whether artisan or artist, utilises the image to bring forth new findings and thus new knowledge