Notice bibliographique
Résumé
To the Editor: Anatomy. It can seem quite simple: You go to class, lab, write exams, and then receive a final grade. Very straightforward. However, it is not called just anatomy; it’s human anatomy. We cannot forget the most important component: the human. As humans, we walk this earth trying to make something of ourselves and perhaps even help others along the way. No matter what we do, we are human and should always maintain our humaneness: having or showing compassion or benevolence; being well-meaning and kind; serving a charitable rather than a profit-making purpose.1 The donors whose bodies are in our medical school’s anatomy laboratories exert their humaneness even after death. They are our mentors and heroes, who bestow upon us the ability and responsibility to show the same selflessness and humanity in helping others. Donors make it possible for students to understand the human body by means of dissection. Unfortunately, opportunities for dissection are dwindling for many students, as obtaining proper donors and anatomy teachers is quite difficult at some medical schools.2 Being able to physically dissect and search for vessels, muscles, and organs allows students to appreciate the delicate intricacies of the human body in addition to variation between donors. The perfect pictures in textbooks rarely mimic real life, which forces students to integrate knowledge of anatomy and physiology, carry out conceptual placement, and think “outside of the box” in order to properly identify structures. These skills are a product of the student–donor relationship. For each of us, being able to dissect human donors in undergraduate studies was both a privilege and a maturation process. We learned how to study and truly comprehend the interworkings of the human body while building a deep respect for and connection with humanity. This was an invaluable experience that every biomedical student should have the opportunity to embrace. The greatest gift that the donors have given us is not anatomy expertise but, rather, what it means to be humane—influencing others and improving life even after one’s time on earth. We encourage medical students to enjoy dissection courses and anatomy classes but to never forget the human component—the donors who lead us by example. Sarah Wassmer PhD candidate and anatomy sessional lecturer, Department of Cellular and Molecular Medicine and Clinical and Functional Anatomy, University of Ottawa Faculty of Medicine and Ottawa Hospital Research Institute, Ottawa, Ontario, Canada; [email protected] Alireza Jalali, MD Professor of anatomy, University of Ottawa Faculty of Medicine, Ottawa, Ontario, Canada.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,004 | 0,010 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».