Computer tools and collaborative translational research in the life sciences: the further advance of genomics and proteomics

Currently, biomedical research is mainly focused on overcoming the major challenges faced by society, including the development of new therapeutic strategies against highly prevalent diseases. Over the past 20 years, considerable advances in this field have been achieved through an interdisciplinary and collaborative approach, enhanced by the development of computer science and its applications in genomics and proteomics. This study centers on platforms for the data management of research assets with high specialization in genomics and proteomics, analyzing the role of web-based databases in the progress made in these areas and evaluating their impact on global scientific production. The web platforms analyzed have proven to be an important resource for stimulating the integration of research data through information exchange. Specialized web search sites facilitate the obtaining of data in these specific areas, creating a trend in current biomedical research. The importance of these platforms is revealed by their impact on scientific production, with some being referenced in more than 100,000 articles and patents. A wider extension of the use of these tools can be expected within the modern society of information

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Pedagogic evaluation of anatomical teaching for a medical and surgical degree at the University of Granada

Anatomy has been classically considered as a basic foundation for the teaching of medicine, developing a decisive role in medical education and for future professional activity. But, in common with other scientific disciplines, it has grown simultaneously with technology and communication sciences and in a much prescribed manner. The purpose of our study was to estimate different parameters related to the quality of the anatomical teaching at the University of Granada. In trying to achieve this, we have focused on the Human Anatomy I and II courses (given in the first and second years of the medical degree respectively). Once the examinations in these courses were completed, a questionnaire was filled by the students in which they had to estimate, in a one to five range, the adaptation and the adjustment of different aspects related to the development of the course. The results indicated that the students were in favour of practical classes compared to theoretical tuition. On the other hand, the pedagogical organisation of the courses was highly valued by the students, particularly in relation to the adaptation of programme objectives and to the recommended bibliography (both for textbooks and atlases). The best estimated didactic resource for the practical aspect of the subject was the use of human anatomical specimens, and the most favoured procedure in the theoretical classes was the use of the blackboard. For the examinations and assessments, no special preference for any evaluation method was found, but the use of complementary papers (e.g. use of monographs, oral expositions) was considered by the students to be of very little importance (AU)

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