This image-rich book explores the practice as well as the theory of visual representation and presents us with the importance of designing appropriate images for communication to specific target audiences. This includes the appropriate choice of high-tech digital or low-tech analogue technologies in image-making for communication within the medical education, biological research and community health contexts.
We hear from medical students about the value of using clay modelling in their understanding of anatomy, from educators and curriculum designers about visual affordances in medical education and from a community-driven project in South Africa about their innovative use of locally designed images and culture-specific narratives for communicating important health information to marginalised communities. A chapter explores the evolution of scientific visualisation and representation of big data to a variety of audiences, and another presents the innovative 3D construction of internal cellular structures from microscopic 2D slices. As we embrace blended learning in anatomy education, a timely chapter prompts us to think further about and contribute to the ongoing discourse around important ethical considerations in the use and sharing of digital images of body donors.
This book will appeal to educators, medical illustrators, curriculum designers, post-graduate students, community health practitioners and biomedical researchers.
Author(s): Leonard Shapiro, Paul M. Rea
Series: Advances in Experimental Medicine and Biology, 1388
Publisher: Springer
Year: 2022
Language: English
Pages: 194
City: Cham
Preface
Contents
About the Editors
List of Contributors
Part I: Exciting Data and Representation
1: A Multimodal Social Semiotics Perspective on Teaching and Learning Using Biomedical Visualisations
1.1 Introduction
1.2 The Functional Roles, Power, and Positionality of Visual Representations
1.3 A Multimodal Social Semiotics Perspective of Language
1.3.1 Disciplinary Communities as Discourses
1.3.2 Multimodality
1.4 A Multimodal Perspective of Biomedical Visualisation Practices
1.4.1 Affordances and Limitations of Multimodal Biomedical Visualisation Practices
1.4.2 Virtual Learning Environments
1.5 Teaching and Learning Discoursal Fluency in the Biomedical Sciences
1.5.1 Modal Literacy and Discoursal Fluency
1.5.2 Acquiring the Discourse
1.5.3 The Hidden Curriculum
1.5.4 Mobilising the Hidden Curriculum Teaching for Multimodal Visual Fluency
1.5.5 Seeing for Meaning
1.6 Conclusion
1.7 Postscript
References
2: Reasons for Knocking at an Empty House: Visualisation, Representation and Dissemination of Health-Related Public Engagement...
2.1 Introduction
2.2 Not a Drama Queen: Setting the Scene for the TB Problem in South Africa
2.3 Eh!woza: The Mechanisms and Growth of a Public Engagement Programme
2.3.1 Core Eh!woza Programmes
2.3.2 Situationally Relevant Capacity Development
2.4 We Pulled Ourselves up by the Bootstraps. How Come You Don´t Have Any Boots?
2.4.1 How the COVID-19 Pandemic Exposed and Exacerbated Existing Inequalities
2.4.1.1 Films Uncovering Fears Associated with a New and Unknown Disease
2.4.1.2 Films Documenting the Pre-existing Housing Insecurity Exacerbated by COVID-19
2.4.1.3 Skills Development While Producing COVID-19 Films Led to Increased Teaching Capacity
2.5 Algorithms and Echo Chambers: Challenges Around Effective Dissemination of Public Engagement Media
2.6 Conclusions
References
3: The Evolution of Scientific Visualisations: A Case Study Approach to Big Data for Varied Audiences
3.1 Introduction
3.2 Visualisation Case Study: Animal Cognition
3.2.1 How Linear Regressions Are Visualised
3.2.1.1 Context: Measuring Brains
3.2.1.2 Position of Visualisations Within the Article
3.2.1.3 Data Point Identification
3.2.1.4 Figure Legends
3.2.2 Known Issues with Brain Size-Body Size Approaches to Intelligence
3.2.3 How Linear Regressions Are Visualised (Continued)
3.2.3.1 Figure Axes Titles
3.2.3.2 Statistics
3.2.3.3 The Use of Colour
3.2.4 Cortical Neuron Count as a Biological Proxy for Intelligence
3.2.5 Points of Interest and Print/Disability Friendly Figures
3.2.5.1 Flagging Points of Interest
3.2.5.2 Print and Disability Friendly Figures
3.2.6 The Evolution of Cognitive Abilities and Brain-Body Mass Visualisations
3.3 Approaching Visualisation Differently
3.3.1 Alternatives to XY Scatter Plots
3.3.2 Boxplots and Beanplots
3.3.3 Bar Charts and Pie Charts
3.3.4 Infographics
3.3.5 The Importance of Clear Goals When Creating Visuals
3.4 How Scientists Share Information
3.4.1 Presenting Science
3.4.1.1 Presentations to a General Audience
3.4.1.2 Presentations for Younger Audiences
3.4.2 Science Communication Articles
3.4.3 Popular Science Books
3.4.4 Creating Accessible Science Communication
3.5 Conclusion
References
Part II: Biomedical Education: Theory and Practice
4: The Affordances of Visual Modes in Pedagogy on the Physics of Motion in Physiotherapy Education
4.1 Introduction
4.2 Study Context
4.3 Theoretical Approach
4.3.1 Multimodal Social Semiotics
4.3.2 Meaning-Making in the Context of the Physics Classroom
4.3.3 Language Modes for Meaning-Making in the Physics Classroom
4.3.4 Motivated Choice in the Development of Multimodal Meaning-Making Complexes
4.4 Methods
4.4.1 Participant Selection and Ethical Permissions
4.4.2 Data Collection
4.4.3 Data Production
4.4.4 Data Analysis
4.5 Findings
4.5.1 Excerpt 1: The Concept of Angular Displacement
4.5.1.1 Excerpt 1
4.5.2 Excerpt 2: Concept of Conversion between Angular and Linear Motion
4.5.2.1 Excerpt 2
4.5.3 Excerpt 3: The Concept of a Tangent and Problem-Solving Example Related to Tangential Velocity
4.5.3.1 Excerpt 3
4.6 Discussion and Conclusions
References
Part III: Making 3D
5: Mitochondria to Bitter Melon: Understanding the 3D Ultrastructure of the Cell Via 2D Thin Section Reconstruction and the Hi...
5.1 Introduction: The Mitochondrion
5.2 The Origins of Light Microscopy and Cytology
5.3 Zeiss and Lens Improvements
5.4 The Search for Cellular Contents
5.5 The Fractionation Revolution
5.6 The Electron Microscope
5.7 Visualization of the Mitochondrion
5.8 Beyond Palade and Sjöstrand
5.9 Scanning Electron Microscopy
5.10 Building 3D Models
5.11 Segmentation and Beyond
5.12 Microscopy, Medical Visualization, and Undergraduate Education
5.13 Conclusion
References
6: Using Molecular Visualisation Techniques to Explain the Molecular Biology of SARS-CoV-2 Spike Protein Mutations to a Genera...
6.1 Introduction
6.1.1 SARS-CoV-2 Spike Protein Mutations
6.1.2 Molecular Visualisation in Education
6.1.3 An Interactive Application for the COG-UK Mutation Explorer
6.2 Materials and Methods
6.2.1 Materials
6.2.2 Concept and Workflow
6.2.3 Co-Design Workshop
6.2.4 SARS-CoV-2 Structural Details
6.2.5 3D Modelling
6.2.5.1 Interactive 3D Models
6.2.5.2 Animation 3D Models
6.2.5.2.1 Full SARS-CoV-2 Virion
6.2.5.2.2 Individual Protein 3D Models
6.2.6 Animation
6.2.6.1 Molecular Rigging
6.2.6.2 Full SARS-CoV-2 Virion Animation
6.2.6.3 Individual Spike Protein Animations
6.2.6.4 Animation Post-Processing
6.2.7 Interactive Application Development
6.3 Developmental Results
6.3.1 Animations
6.3.2 The SARS-CoV-2 Spike Protein Mutation Explorer
6.4 Discussion and Conclusion
6.4.1 Critical Review of Methodology
6.4.2 Limitations and Future Research
6.4.3 Conclusion
References
7: Student-Perceived Value on the Use of Clay Modelling in Undergraduate Clinical Anatomy
7.1 Introduction
7.2 Clay Modelling in Anatomy Education
7.3 Methods
7.4 Results
7.4.1 Quantitative Results: Evaluation Form
7.4.2 Qualitative Findings: Reflective Assignment
7.4.3 Theme 1: Advantages of Clay Modelling
7.4.4 Sub-theme: Educational Value
7.4.4.1 Category: Knowledge Construction
7.4.4.2 Category: Improve Communities of Practices
7.4.4.3 Category: Developing Metacognitive Skills
7.4.5 Sub-theme: Extracurricular Value
7.4.5.1 Category: Skills Development
7.4.6 Theme 2: Challenges of Clay Modelling
7.4.7 Sub-theme: Mindset
7.4.8 Sub-theme: Material
7.4.9 Sub-theme: Time on Task
7.4.10 Sub-theme: Inexperience
7.4.11 Theme 3: Suggestions for Future Practice
7.4.12 Sub-theme: Preparation of the Project
7.4.13 Sub-theme: Metacognition Regarding the Project
7.4.14 Sub-theme: Time Management of the Project
7.4.15 Sub-theme: Hybrid Approach
7.5 Discussion
7.6 Conclusion
References
Part IV: Ethical Considerations
8: Advances in Digital Technology in Teaching Human Anatomy: Ethical Predicaments
8.1 Introduction
8.2 Historical Overview of Dissection and Illustration
8.3 Current Source of Bodies for Anatomical Education and Research
8.4 Legislative and Ethical Frameworks for Digital Images and Models of Deceased Bodies
8.5 Ethical Considerations Relating to Digital Technologies
8.5.1 Ethical Status of Digital Images and 3D Printed Models
8.5.2 Informed Consent
8.5.3 Privacy
8.5.4 Ownership
8.5.5 Manipulation and Editing of Digital Images and Models
8.5.6 Commercialization
8.5.7 Distribution of Images and Digital Models Online
8.5.8 Public Display of Human Remains: Focus on Social Media
8.6 The Anatomist´s Roles and Responsibilities
References
