PubMed · 8213247
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K Grauer. Exercise stress test training.. https://pubmed.ncbi.nlm.nih.gov/8213247/
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Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.
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During a period of unprecedented growth in technology that allows imaging of the body in elegant detail, anatomy as a discipline has, in some instances, become marginalized. This may be seen in a reduction of time allotted to anatomy, reduction or elimination of laboratory experiences, or shifting of anatomy teaching to clinical departments. One potential cause of this marginalization is the fact that anatomy is frequently taught in a format that is not useful in, or even applicable to, the clinical setting. At the University of Mississippi Medical Center, the Medical Neurobiology course stresses the functional anatomy of the brain, especially the brainstem, in a format that is directly transferable to the clinical setting. These approaches include (1) using a small neurology book as one of the required texts in the course; (2) extensive use of magnetic resonance imaging (MRI) and computed tomography (CT) as an integral part of the instructional approach; (3) teaching external and internal anatomy of the brain, particularly the brainstem and spinal cord, in a "clinical orientation" that reflects how these central nervous system (CNS) regions are viewed in the clinical setting; (4) teaching nuclei and tracts in images of stained sections and correlating this information with comparable MRI and CT images; and (5) using a large series (75 images) of vascular drawings and clinical cases, all in clinical orientation. The clinical applicability of the basic science information, therefore, is continuously reinforced and extended. It is suggested that teaching anatomy and anatomical concepts in formats that are more obviously useful in, and applicable to, the clinical setting will enhance the value of this basic science in the medical curriculum.