IN-CLASS INSTRUCTION PLAN
OBJECTIVES
· Distinguish abstract and concrete concepts in FM and relate this to the use of visualization for representing anatomical information
· Facilitate the development of mental images for efficiently visualizing anatomical entities
· Assure consensus on the definition of the lung
· Assure consensus on ASA fields of KOT for ‘lobular parenchymatous viscus’
· Fill in values for lung (left lung right lung) in KOT for ‘lobular parenchymatous viscus’
· Illustrate KOT fields with images
ACTIVITIES
Using examples of lung organ parts (subdivision and organ component) in the FM, assess the extent to which students grasp the relationship between abstract and concrete concepts.
Use this as an example to illustrate the suitability of various information representation methods for capturing different types of knowledge.
Refer back to ontologies students generated about kinds of anatomy information and methods used for their representation.
Ask the students to describe the differences between the right and left lungs as they imagine each lung with their mind’s eye.
Ask students to draw a left lung and right lung.
Ask them to insert fissures in the drawing.
Ask them to label drawing.
Solicit opinion whether these differences are major or trivial?
(For your present purpose the right and left
lungs may be considered identical, but later we may get into the differences to
illustrate different levels of knowledge)
Show a 3D model of the two lungs, either with quick-time movie rotating, from CD, or scene generator, and ask students to compare it to their mental model.
Verify the correctness of labels students used on their drawing by having them name parts of projected lung images.
Explain the pleural sac as an organ.
Show different kinds of images of the pleural sacs.
Then ask students to explain, and if possible draw the mental image they have formulated of the sac.
Review student definitions; anatomical and functional
Compare with resource definitions;
Solicit feed back about the FM definition;
Assure students understand criteria, concepts in definition.
If need be show sections of lung and histology to illustrate parenchymatous, parenchyma.
Assure consensus on ASA fields of KOT for
‘lobular parenchymatous viscus’
Go through set of questions about lung and correlate with students’ questions (see resource: Lung Questions)
Fill in values for lung (left lung, right lung) in KOT for ‘lobular parenchymatous viscus’
Finalize KOT for lobular viscus (see KOT in resource)
Do this from DA atlas and slides as we proceed through KOT fields.
ALTERNATIVES
IDEAS FOR FUTURE
We need to develop a mini-tutorial as a plug-in for guiding the student
to formulate definitions, based on the rules we use in FM authoring (manuscript
in preparation). Professor could guide the student to this tutorial when he/she
has difficulty.
Tutorial will be question-based relying on defining attributes of organ
in question (represented in FM) and the definition rules.
FM only contains anatomical definitions. For entities we will deal with
in the class we need to generate functional definitions as well, and add them
to the knowledge base.
They should not be in Protégé definition slot of the anatomical
structure.
Develop mini-tutorial on naming.
ITEMS TO GET READY
Paper for students to draw mental images of lung and pleural sac.
Slides pleural sac; drawings and clinical images from radiology tutorial including pleural effusion.
Need some slides of web images histology of lung to show what is meant by ‘parenchymatous’, or parenchyma.
Make sure radiology tutorial works for lung
Make students buy Thoracic viscera CD from Barrett. Quick time movies are useful. Or we should give each student a CD if there are not more than a dozen students.
Could the text of the tutorials be fixed up so that when I refer students to a resource which has a url, clicking on a blue word in the text, takes them to it?
What gets them back to the text. Netscape navigation control ‘back’ is not sufficient.
Problem is CD does not have updated terminology; does the web atlas have it?
In Exercise 2: mental image of the lung, it would make preparation for class much less arduous if we could select different types of images of the lung from the different web resources, (to include 3D graphical models, artist’s Netter type art, line drawing, cadaver lung photo, VH section, chest x-ray), or point them to the image in the original url.
FM is missing many definitions that we have written, but they have not yet been integrated with FMB. We must have these for the deliverables and for the class. Can Darren do this?
Resource: definitions
Dorland’s: Either of the pair of organs that
effect aeration of the blood.
Webster’s (much better): Either of the two sponge-like respiratory organs in the thorax of vertebrates, that oxygenate the blood and remove carbon dioxide from it.
Prepare web document of lung chapter.
It really would be best to chop out parts of this chapter from the web document, rather than tell them what to omit as the tutorial now does.
Then we could generate a different edited version for the microscopic anatomy and the respiratory movements. But we may not have time to do this.
See ‘lung questions’ document separately; will provide plan for in-class interaction
Prepare KOT for lobular parenchymatous viscus
Generate 4-5 questions (possible multiple choice) about lung anatomy, to satisfy last tutorial objective.
NOTES