Identification of successful mentoring communities using network-based analysis of mentor-mentee relationships across Nobel laureates.

Skills underlying scientific innovation and discovery generally develop within an academic community, often beginning with a graduate mentor's laboratory. In this paper, a network analysis of doctoral student-dissertation advisor relationships in The Academic Family Tree indicates the pattern of Nobel laureate mentoring relationships is non-random. Nobel laureates had a greater number of Nobel laureate ancestors, descendants, mentees/grandmentees, and local academic family, supporting the notion that assortative processes occur in the selection of mentors and mentees.

3D Modeling of Branching Structures for Anatomical Instruction.

Branching tubular structures are prevalent in many different organic and synthetic settings. From trees and vegetation in nature, to vascular structures throughout human and animal biology, these structures are always candidates for new methods of graphical and visual expression. We present a modeling tool for the creation and interactive modification of these structures.

Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention.

A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as MRI images). Neuroanatomy was taught to two groups of participants using computer graphical models of the human brain. Both groups learned whole anatomy first with a three-dimensional model of the brain.

Learning with interactive computer graphics in the undergraduate neuroscience classroom.

Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom.

Computer-based learning: interleaving whole and sectional representation of neuroanatomy.

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy.

Item difficulty in the evaluation of computer-based instruction: an example from neuroanatomy.

This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of comparisons between instructional methods changed with the difficulty of the items to be learned.

Computer-based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention.

A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a 3D graphical model of the human brain, and sections derived from the model, tools for exploring neuroanatomy were developed to encourage adaptive exploration. This is an instructional method which incorporates graphical exploration in the context of repeated testing and feedback.

Acquiring new spatial intuitions: learning to reason about rotations.

There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain of simple rotations.

The psychology of error in relation to medical practice.

There is a broad effort underway to reduce the frequency of medical error. This effort will be facilitated by understanding the causes of human error and the methods that serve to reduce it in settings comparable to medical practice. To serve this end, this article is a review of cognitive psychology as it relates to the origins of human error and an application of that material to issues that arise in medical practice.