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PubMed1993

The Human Brain Project: an international resource.

As the amount of basic neuroscientific information increases dramatically, its day-to-day integration and application becomes an increasing difficulty. Technological advances, particularly in computer and information sciences, should allow this information 'explosion' to become more manageable. To this end, the Human Brain Project, an initiative of several NIH Institutes and other United States Government agencies, is being developed to provide a computer database that will allow neuroscientists access to information at all levels of integration, from genes to behavior. In this article Michael Huerta, Stephen Koslow and Alan Leshner outline the genesis and ideas behind the initiative and discuss its future development.

Brain↗
PubMed1996

A dynamical model of the meaning of information.

The main challenge for information science is to naturalize the semantic content of information. This can only be achieved in the context of a naturalized teleology (by 'teleology' is meant the coherence and the coordination of the physical forces which constitute the living state). Neither semiotics nor cybernetics are capable of performing this task, but non-equilibrium thermodynamics and non-linear dynamics may be. A physical theory of the meaning of information is sketched, first by identifying biofunctions with generalized non-linear oscillators and their associated phase-space attractors, and then by postulating the existence, within all such oscillators, of a component capable of coordinating low-energy interactions with the correct environmental conditions supporting the dynamical stability of the oscillator. The meaning of information is thus interpreted as the prediction of successful functional action.

Cybernetics↗
PubMed2006

How research in behavioral pharmacology informs behavioral science.

Behavioral pharmacology is a maturing science that has made significant contributions to the study of drug effects on behavior, especially in the domain of drug-behavior interactions. Less appreciated is that research in behavioral pharmacology can have, and has had, implications for the experimental analysis of behavior, especially its conceptualizations and theory. In this article, I outline three general strategies in behavioral pharmacology research that have been employed to increase understanding of behavioral processes. Examples are provided of the general characteristics of the strategies and of implications of previous research for behavior theory. Behavior analysis will advance as its theories are challenged.

Behavior↗
PubMed2005

Knowledge integration and reasoning as a function of instruction in a hybrid medical curriculum.

This study investigates the effect of curricular change on knowledge integration and reasoning processes during problem-solving by medical students. The curricular change involved the introduction of problem-based, small group tutorials into a conventional health science curriculum (CC). Students at three levels of training were asked to provide diagnostic explanations of two clinical cases, both before (spontaneous) and after (primed) being exposed to basic science information relevant to the clinical problems. Data were analyzed using techniques of propositional and semantic analysis. Based on theories of instruction and cognition, we expected that the instructional changes would facilitate knowledge integration and influence the reasoning patterns of the students. The results show that students generated fewer inferences and used more information from the basic science text (text-based) to explain the clinical problems. However, they generated a greater number of elaborations during explanations using a mixture of data-driven and hypothesis-driven strategies. The spontaneous and primed problem-solving conditions produced more hypothesis-driven and data-driven strategies, respectively, as would be expected in a hybrid curriculum. We conclude that a) problem-based, small group tutorials facilitate integration of clinical and biomedical knowledge through the use of elaborations and hypothesis-driven strategies, and b) aspects of problem-based learning can be successfully integrated into traditional curricula.

Clinical Competence↗
PubMed1992

[Number of animals used in experiments in 1990--results of a survey--JALAS Working Group for Laboratory Animal Data Bank, Tokyo and Life Science Research Information Section, The Institute of Physical and Chemical Research, Saitama].

A survey on the number of animals used in experiments including bioassay, diagnosis, education and preparation of biological agents such as vaccine between April 1990 and March 1991 was conducted. Out of 849 universities, institutes, testing laboratories and companies, 607 replies were received. The distribution of the number of animals is shown in the following tables. [tables; see text]

Animals↗
PubMed1990

The application of basic science concepts to clinical problem-solving.

This study looks at the relationship between anatomical concepts held by medical students and their clinical application, and develops a testable model of how students use basic science concepts for clinical problem-solving. According to the model, the essential prerequisites to solve a clinical problem using basic science information include the appropriate basic science knowledge, the ability to collect and interpret clinical information, with the key concept being the link that must then be made between clinical data and basic science. A detailed analysis of the individual components of the model should help to clarify and resolve some of the debate about the nature and balance of basic science and clinical education. A neurological diagnostic problem was used to test the assumptions of the model in a group of medical students who had minimal clinical experiences. There was no demonstrable relationship between anatomical knowledge as assessed by conventional tests and the diagnosis. There was a powerful relationship between measures of organization of knowledge and diagnosis, suggesting that the organization and development of concepts is the key to correct diagnosis. The findings have significant implications for assessment purposes and suggest that standard methods as generally practised may not measure the appropriate conceptual development and are not congruent with curricular objectives. Through the examination of its different learning outcome measures, the model may also be used to provide a profile of individual students or classes, which should help teachers and students deal with difficulties that may be experienced in learning to link clinical and basic science concepts.

Clinical Competence↗
PubMed1987

The science of medical librarianship: investing in the future.

Information science is changing from an applied service-oriented activity to a basic research discipline. The library profession must earn a central place in this endeavor, and must address a number of important issues. These include ownership and intellectual property rights, a stronger research component for the profession, development of quality assurance systems for health information services, and a conceptual framework for training and career development of health sciences library technicians. The future of medical librarianship as a profession depends on a lasting commitment to research, a clear vision of the profession's fundamental mission and of the library's place in society.

Forecasting↗