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[A modern textbook is 100 years old. Albert Hoffa and the "Textbook of Orthopedic Surgery"].

The appearance of Albert Hoffa's "Textbook book of orthopaedics" in 1891 saw the young special discipline enter a new phase of professionalisation in the German-speaking countries. Hoffa defined in this work the scope and methodology of orthopaedics in a sense that is still valid today. By including operative and conservative forms of treatment, he created the foundation for a continued scientific development of the subject. Only with the appearance of Hoffa's work did orthopaedics gain acceptance as a special area by many physicians. The far-reaching influence and significance of the textbook for orthopaedics is portrayed with the aid of historic sources.

Germany↗
PubMed1999

Early observations on muscular dystrophy: Gowers' textbook revisited.

Early clinical observations on Duchenne muscular dystrophy can be traced through the works of Meryon, Little, Duchenne, Gowers, and Erb. Gowers sites Sir Charles Bell with its earliest clinical description. Gowers' phenomenal textbook provides vivid descriptions of Duchenne dystrophy, clinical features which are herein revisited.

History, 19th Century↗
PubMed2003

Bibliographic landmarks in the history of dermatology.

The current advancements in our understanding of cutaneous diseases should not obscure our appreciation for the past and the achievements of the founders of dermatology. Their observations, ideas, discoveries, and writings shaped the development of the specialty, influence daily practices today, and serve as the foundation for future research endeavors. This article reviews the history of outstanding contributions that were preserved in enduring landmark works on which the whole knowledge of skin diseases rests. From the earliest books written with meager prior information to the impressive 19th century texts and atlases providing significant advances, these volumes marked and recorded defining moments in the evolution of dermatology.

Bibliometrics↗
PubMed2003

Replicating a survey of pressure ulcer content in nursing textbooks.

Nurses enter the profession with knowledge about pressure ulcer prevention and care and acquired from their basic educational programs. A prior review of nursing textbooks regarding pressure ulcer content published almost a decade ago revealed that incomplete, inaccurate, and at times limited information (as few as 200 lines of text) was contained in 10 commonly used textbooks. A review of the updated editions of the textbooks revealed a wide variation in the number of lines of text devoted to pressure ulcers, depth and quality of information, and the number of illustrations and tables. New findings were the inclusion of cultural concepts and research studies. These findings suggest an improvement in the amount and quality of pressure ulcer information in the majority of nursing textbooks surveyed. Recommendations for future textbook chapters on pressure ulcers are provided.

Education, Nursing↗
PubMed1993

Mathematical textbook of deformable neuroanatomies.

Mathematical techniques are presented for the transformation of digital anatomical textbooks from the ideal to the individual, allowing for the representation of the variabilities manifest in normal human anatomies. The ideal textbook is constructed on a fixed coordinate system to contain all of the information currently available about the physical properties of neuroanatomies. This information is obtained via sensor probes such as magnetic resonance, as well as computed axial and emission tomography, along with symbolic information such as white- and gray-matter tracts, nuclei, etc. Human variability associated with individuals is accommodated by defining probabilistic transformations on the textbook coordinate system, the transformations forming mathematical translation groups of high dimension. The ideal is applied to the individual patient by finding the transformation which is consistent with physical properties of deformable elastic solids and which brings the coordinate system of the textbook to that of the patient. Registration, segmentation, and fusion all result automatically because the textbook carries symbolic values as well as multisensor features.

Algorithms↗
PubMed2002

Bioethics and history.

Standard bioethics textbooks present the field to students and non-experts as a form of "applied ethics." This ahistoric and rationalistic presentation is similar to that used in philosophy of science textbooks until three decades ago. Thomas Kuhn famously critiqued this self-conception of the philosophy of science, persuading the field that it would become deeper, richer, and more philosophical, if it integrated the history of science, especially the history of scientific change, into its self-conception. This essay urges a similar reconceptualization for bioethics, arguing that the analysis of moral change ought to be integral to bioethics (and to ethics generally). It proceeds by suggesting the sterility of the ahistoric, rationalist applied ethics model of bioethics embraced by standard bioethics textbooks. It also suggests the fecundity of alternative conceptions of the bioethics that focus on the history of successful and failed attempts to negotiate moral change, and the history of multifaceted relations between moral philosophy and practical ethics.

Abortion, Legal↗
PubMed1996

Medical representations of the body in Japan: gender, class, and discourse in the eighteenth century.

This paper examines the introduction of European anatomy to Japan via translated medical texts in the eighteenth century. It argues how detailed illustrations of the body found in the texts presented a new discourse by which to objectify and control the body, and new metaphors and analogies by which to view society. Inspection of bodily parts through dissection and the reading of anatomical texts marked a transition to Western forms of science, to 'reliable' knowledge which was certified by the social status of the author. By looking at one important text, the Kaitai shinsho [A New Book of Anatomy] (1774), it will be shown that changes in representations of the body reflect the social construction of gender.

Anatomy↗
PubMed2005

Open book tests: assessment of academic learning in clerkships.

An examination of an open-book testing approach in a family medicine clerkship seeks to determine whether this method more closely mirrors the discipline of family medicine, where practitioners refer daily to written resource materials in order to make clinical decisions without compromising the learning and assessment process. Student scores on the multiple-choice test were analysed by year, by quarter and by site using ANOVA. Students in the experimental site were interviewed to determine preparation style, use of text during test, as well as attitudes toward open-book testing. Analysis of variance showed that the interaction of site and year was significant at p = 0.03. The mean score of 88.2 for Maine students in 2002 was significantly different from the other three mean scores. The desired qualitative outcomes of the intervention were confirmed: reducing the anxiety of students, wider reading of the textbook, knowing the structure of the textbook as a learning resource, and deeper understanding of concepts and principles rather than time spent on memorization. While the difference in scores did reach statistical significance, it is important to note that the difference in mean score was only four points on a 100-point scale. Given the percentage of the total grade represented by the test score, it is unlikely that this difference represents any real difference in grade for students in Maine compared with Vermont. The students appeared to approach the textbook and therefore, perhaps, the body of knowledge as a whole with the orientation of a generalist. The MMC Clerkship Director recommended the implementation of the open-book approach to the Family Practice clerkship at all sites and the University of Vermont Medical School accepted the proposal. This recommendation supports advising students on the preparation for an open-book test and on tactics for the best use of the textbook during the test.

Attitude of Health Personnel↗
PubMed2006

Raising the awareness of primary care providers about postpartum depression.

About 13% of women experience depression in the first year after childbirth. Postpartum depression has deleterious effects on the woman's relationships, her functional status, and her ability to care for her infant. Primary care providers have the most contact with postpartum women, but may be unable or unwilling to screen, treat, and/or refer the women. Thus, many women with postpartum depression are not receiving mental health services. The purpose of this article is to describe methods to raise the awareness of primary care providers about postpartum depression, thereby eliminating a major barrier to mental health treatments of postpartum women.

Attitude of Health Personnel↗