scholarly journals First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort

2021 ◽  
Vol 27 (1) ◽  
Author(s):  
Kirstin Nackers ◽  
Raquel Tatar ◽  
Eileen Cowan ◽  
Laura Zakowski ◽  
Katharina Stewart ◽  
...  
Keyword(s):  
Knowledge Acquisition ◽  
Integrated Curriculum ◽  
Medical Knowledge ◽  
Do No Harm

Social media as a primary source of medical knowledge acquisition and dissemination

2016 ◽  
Vol 127 ◽  
pp. A1 ◽  
Author(s):  
Chieh-Chen Wu ◽  
Richard Lu ◽  
Hsuan-Chia Yang ◽  
Yu-Chuan (Jack) Li
Keyword(s):  
Social Media ◽  
Knowledge Acquisition ◽  
Medical Knowledge ◽  
Primary Source

International Criminal Prosecution of Physicians: A Critique of Professors Annas and Grodin's Proposed International Medical Tribunal

2004 ◽  
Vol 30 (4) ◽  
pp. 419-452 ◽  
Author(s):  
Benjamin Mason Meier
Keyword(s):  
Twentieth Century ◽  
Human Rights ◽  
International Criminal ◽  
Medical Knowledge ◽  
International Medical ◽  
Human Rights Violations ◽  
Criminal Prosecution ◽  
Human Rights Abuses ◽  
Physician Participation ◽  
Do No Harm

Society benefits from physicians who seek truth and healing for the good of humanity. Despite ethical admonishments to “do no harm,” however, physicians have caused some of the most appalling human rights abuses of the twentieth century. Physicians, alone or in concert with the state, have willfully abused their medical knowledge and debauched their profession in furtherance of human rights violations. Compounding their crimes, physicians often have been complicit in following oppressive regimes in abusive practices against their citizens. Ironically, it is their knowledge of this healing art that allows physicians to take part in this injurious conduct; and it is this knowledge that states seek to harness in buttressing violative policies. In fact, for nations bent on violating human rights, it is “much easier for governments to adopt inherently evil and destructive policies if they are aided by the patina of legitimacy that physician participation provides.”

Guideline-Enabled Data Driven Clinical Knowledge Model for the Treatment of Oral Cavity Cancer Acquired Through a Refined Knowledge Acquisition Method

2019 ◽  
Author(s):  
Maqbool Hussain ◽  
Muhammad Afzal ◽  
Khalid M. Malik ◽  
Taqdir Ali ◽  
Wajahat Ali Khan ◽  
...  
Keyword(s):  
Oral Cavity ◽  
Knowledge Acquisition ◽  
Formal Verification ◽  
Medical Knowledge ◽  
Knowledge Model ◽  
Validation Process ◽  
Hybrid Knowledge ◽  
Verification Process ◽  
Acquisition Method

Validation and verification are the critical requirements in the knowledge acquisition method for the clinical decision support system (CDSS). After acquiring the medical knowledge from diverse sources, the rigorous validation and formal verification process are required before creating the final knowledge model. Previously, we have proposed a hybrid knowledge acquisition method for acquiring medical knowledge from clinical practice guidelines (CPGs) and patient data in the Smart CDSS for treatment of oral cavity cancer. The final knowledge model was created by combining knowledge models obtained from CPGs and patient data after passing through a rigorous validation process. However, detailed analysis shows that due to lack of formal verification process, it involves various inconsistencies in knowledge relevant to the formalism of knowledge, conformance to CPGs, quality of knowledge, and complexities of knowledge acquisition artifacts. Therefore, it is required to enhance a hybrid knowledge acquisition method that thwarts the inconsistencies using formal verification. This paper presents the verification process using the Z formal method and its outcome as an enhanced acquisition method – known as the refined knowledge acquisition (ReKA) method. The ReKA method adopted verification method and explored the mechanism of theorem proving using the Z notation. It enables to identify inconsistencies in the validation process used for hybrid knowledge acquisition. Additionally, it refines the hybrid knowledge acquisition method by discovering the missing steps in the current validation process at the acquisition stage. Consequently, ReKA adds a set of nine additional criteria to be used to have a final valid refined clinical knowledge model. The criteria ensure the validity of final knowledge model concerning formalism of knowledge, conformance to GPGs, quality of the knowledge, usage of stringent conditions and treatment plans, and inconsistencies possibly resulting from the complexities. Evaluation, using four medical knowledge acquisition scenarios, shows that newly added knowledge in CDSS due to the addition of criteria by ReKA method always produces a valid knowledge model. The final knowledge model was also evaluated with 1229 oral cavity patient cases, which outperformed with an accuracy of 72.57\% compared to a similar approach with an accuracy of 69.7\%. Furthermore, ReKA method identified a set of decision paths (about 47.8%) in the existing approach, which results in a final knowledge model with low quality, non-conformed from standard CPGs. In conclusion, ReKA is formally proved method which always yields valid knowledge model having high quality, supporting local practices, and influenced from standard guidelines.

Knowledge-Acquisition Tools for Medical Knowledge-Based Systems

1995 ◽  
Vol 34 (01/02) ◽  
pp. 25-39 ◽  
Author(s):  
G. Lanzola ◽  
S. Quaglini ◽  
M. Stefanelli
Keyword(s):  
Knowledge Acquisition ◽  
Medical Knowledge ◽  
Knowledge Based Systems ◽  
Medical Problems ◽  
Computational Framework ◽  
Domain Experts ◽  
Knowledge Based ◽  
Strategic Issue ◽  
Epistemological Model ◽  
Medical Task

Abstract:Knowledge-based systems (KBS) have been proposed to solve a large variety of medical problems. A strategic issue for KBS development and maintenance are the efforts required for both knowledge engineers and domain experts. The proposed solution is building efficient knowledge acquisition (KA) tools. This paper presents a set of KA tools we are developing within a European Project called GAMES II. They have been designed after the formulation of an epistemological model of medical reasoning. The main goal is that of developing a computational framework which allows knowledge engineers and domain experts to interact cooperatively in developing a medical KBS. To this aim, a set of reusable software components is highly recommended. Their design was facilitated by the development of a methodology for KBS construction. It views this process as comprising two activities: the tailoring of the epistemological model to the specific medical task to be executed and the subsequent translation of this model into a computational architecture so that the connections between computational structures and their knowledge level counterparts are maintained. The KA tools we developed are illustrated taking examples from the behavior of a KBS we are building for the management of children with acute myeloid leukemia.

scholarly journals Integrated curriculum: a contemporary innovation strategy in medical education

2020 ◽  
Vol 27 (4) ◽  
pp. 51-61 ◽  
Author(s):  
O. E. Osadchii
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Vertical Integration ◽  
Basic Science ◽  
Integrated Curriculum ◽  
Medical Knowledge ◽  
Horizontal Integration ◽  
Basic Sciences ◽  
Team Working ◽  
Science Disciplines

In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.

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