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Modernizing Biomedical Visualization and Communication (BMVC) Education -…
Modernizing Biomedical Visualization and Communication (BMVC) Education
Ethics in BMVC Education
Teaching new biomedical communicators how to approach BMVC ethically
How do we teach ethics in BMVC effectively?
How does technology hinder this?
How does technology support this?
Where is our source information coming from?
Previously created biomedical visualizations
Was the source information obtained in an ethical manner?
If not, should we be using this as source material at all? For example:
Pernkopf Atlas (
https://www.bbc.com/news/health-49294861
)
What resources are we providing for our BMVC learners?
Is the source information accurate?
What is the impact of creating inaccurate biomedical visualizations and distributing them?
How does technology affect the impact of distribution of inaccurate biomedical information?
Impact of sharing via the internet and viral sharing of images without assessment for accuracy or ethics
How do we ensure this concept is included as fundamental in BMVC education?
Are BMVC learners creating new visualizations or copying previously made visualizations?
How do we use technology to screen/assess this?
Anatomical specimens
Did the human donor consent to the way you depict and distribute visualizations created from/with their bodies?
How does technology and new ways of distributing information take ethics and consent into account when sharing new biomedical visualizations?
VR, AR, 3D modelling/photogrammetry of anatomical specimens
Access to databases, distribution to learners vs general public
KEYWORDS:
biocommunication
education
medical
anatomy
ethics
visual communication
human centered design
image reproduction
anatomy education
medical education
virtual reality
augmented reality
technology
online
virtual
3 dimensional
JOURNALS:
Journal of Visual Communication in Medicine
Journal of Biocommunication
BMC Medical Education
Bioethics
Anatomy Sciences Education
DATABASES:
Education Source
Elsevier ScienceDirect
ERIC
Inclusivity in BMVC Education
Impact of having inclusive biomedical visualizations on target audience
Are we creating inclusive biomedical visualizations FOR or WITH marginalized groups?
Are we teaching our students to consult with appropriate subject matter experts?
Impact of having biomedical communicators from diverse backgrounds
Are we recruiting students from diverse backgrounds?
Are we making BMVC education accessible to students of diverse backgrounds?
Can technology and online learning facilitate this?
What are the existing barriers to recruiting and teaching new biomedical communicators?
Cost of education
Limited number of accredited institutions
Location of accredited institutions (in-person learning environment)
Method of delivery (in-person versus online)
Philosophy of existing institutions
Impact of having BMVC education grounded in inclusive practices (core education as opposed to elective)
How do we teach inclusivity in BMVC effectively?
How does technology support this?
How does technology hinder this?
Who does this impact?
Learners and future biomedical communicators
Instructors (more opportunity for diverse members of instructional team)
Target audiences
Health professionals
Patients
General public
Researchers
Government (funding, etc.)
Existing BMVC community (challenge existing creators to adopt inclusive practices)