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Fulltext Using an integrated teaching approach to facilitate student achievement of the learning outcomes in a preclinical medical curriculum in India

Vashe A, Devi V, Rao R, Abraham RR, Pallath V, Umakanth S

Adv Physiol Educ, 2019 Dec 01;43(4):522-528.
PMID: 31642706 DOI: 10.1152/advan.00067.2019

Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability. Integrated teaching could be a solution to achieve required outcomes in a holistic way. Hence, the aim of this study was to develop, implement, and evaluate an integrated teaching module. Temporal coordination of the basic sciences, along with correlation of learned topics to clinical settings, was done in the first year of the undergraduate medical program. The module was evaluated by obtaining qualitative and quantitative feedback from students. Student assessment was conducted with a test that had case vignettes and multiple-choice questions. In addition, students' change in learning approaches and self-directed learning readiness were collected. Students' perception regarding the educational environment was also obtained. Analysis of the data showed positive feedback from the students regarding the integrated teaching. Students' average score in the test was 86%. There was a significant increase in the scores for the deep approach and self-directed learning readiness in the posttest compared with the pretest. Moreover, students were found to be satisfied with the educational environment. Evaluation of integrated teaching revealed that it was well accepted by the students. Moreover, it facilitated the achievement of the students' outcomes.

Matched MeSH terms: Learning*
Curriculum mapping of dental physiology curriculum: The path towards outcome-based education

Vashe A, Devi V, Rao R, Abraham RR

Eur J Dent Educ, 2020 Aug;24(3):518-525.
PMID: 32314484 DOI: 10.1111/eje.12531

INTRODUCTION: Curriculum mapping provides a clear picture of curriculum content, learning opportunities and assessment methods employed to measure the achievement of learning outcomes with their interrelationships. It facilitates educators and teachers to examine the extent to which the curricular components are linked and hence to find out gaps in the curriculum. The objective of the study was, therefore, to evaluate the physiology curriculum of Bachelor of Dental Surgery (BDS) programme through curriculum mapping.
MATERIALS AND METHODS: In this study, mapping of the physiology curriculum of three batches of BDS programme was conducted retrospectively. The components of the curriculum used for mapping were expected learning outcomes, curriculum content, learning opportunities, assessments and learning resources. The data were gathered by reviewing office records.
RESULTS: Descriptive analysis of the data revealed reasonable alignment between the curriculum content and questions asked in examinations for all three batches. It was found that all the expected learning outcomes were addressed in the curriculum and assessed in different assessments. Moreover, the study revealed that the physiology curriculum was contributing to majority of the programme outcomes. Nevertheless, the study could identify some gaps in the curriculum, as well.
CONCLUSION: This study revealed that majority of the components of the curriculum were linked and contributed to attaining the expected learning outcomes. It also showed that curriculum mapping was feasible and could be used as a tool to evaluate the curriculum.

Matched MeSH terms: Learning
Fulltext Establishing links between assessments and expected learning outcomes through curriculum mapping in a dental physiology curriculum

Vashe A, Devi V, Rao KR, Abraham RR

Natl Med J India, 2021 8 17;34(1):40-45.
PMID: 34397005 DOI: 10.4103/0970-258X.323445

Background: . The relevance of curriculum mapping to determine the links between expected learning outcomes and assessment is well stated in the literature. Nevertheless, studies confirming the usage of such maps are minimal.
Methods: . We assessed links through curriculum mapping, between assessments and expected learning outcomes of dental physiology curriculum of three batches of students (2012-14) at Melaka-Manipal Medical College (MMMC), Manipal. The questions asked under each assessment method were mapped to the respective expected learning outcomes, and students' scores in different assessments in physiology were gathered. Students' (n = 220) and teachers' (n=15) perspectives were collected through focus group discussion sessions and questionnaire surveys.
Results: . More than 75% of students were successful (≥50% scores) in majority of the assessments. There was moderate (r=0.4-0.6) to strong positive correlation (r=0.7-0.9) between majority of the assessments. However, students' scores in viva voce had a weak positive correlation with the practical examination score (r=0.230). The score in the assessments of problem-based learning had either weak (r=0.1-0.3) or no correlation with other assessment scores.
Conclusions: . Through curriculum mapping, we were able to establish links between assessments and expected learning outcomes. We observed that, in the assessment system followed at MMMC, all expected learning outcomes were not given equal weightage in the examinations. Moreover, there was no direct assessment of self-directed learning skills. Our study also showed that assessment has supported students in achieving the expected learning outcomes as evidenced by the qualitative and quantitative data.

Matched MeSH terms: Learning
Cytopathology whole slide images and adaptive tutorials for postgraduate pathology trainees: a randomized crossover trial

Van Es SL, Kumar RK, Pryor WM, Salisbury EL, Velan GM

Hum Pathol, 2015 Sep;46(9):1297-305.
PMID: 26093936 DOI: 10.1016/j.humpath.2015.05.009

To determine whether cytopathology whole slide images and virtual microscopy adaptive tutorials aid learning by postgraduate trainees, we designed a randomized crossover trial to evaluate the quantitative and qualitative impact of whole slide images and virtual microscopy adaptive tutorials compared with traditional glass slide and textbook methods of learning cytopathology. Forty-three anatomical pathology registrars were recruited from Australia, New Zealand, and Malaysia. Online assessments were used to determine efficacy, whereas user experience and perceptions of efficiency were evaluated using online Likert scales and open-ended questions. Outcomes of online assessments indicated that, with respect to performance, learning with whole slide images and virtual microscopy adaptive tutorials was equivalent to using traditional methods. High-impact learning, efficiency, and equity of learning from virtual microscopy adaptive tutorials were strong themes identified in open-ended responses. Participants raised concern about the lack of z-axis capability in the cytopathology whole slide images, suggesting that delivery of z-stacked whole slide images online may be important for future educational development. In this trial, learning cytopathology with whole slide images and virtual microscopy adaptive tutorials was found to be as effective as and perceived as more efficient than learning from glass slides and textbooks. The use of whole slide images and virtual microscopy adaptive tutorials has the potential to provide equitable access to effective learning from teaching material of consistently high quality. It also has broader implications for continuing professional development and maintenance of competence and quality assurance in specialist practice.

Matched MeSH terms: Learning
Fulltext Listening while reading promotes word learning from stories

Valentini A, Ricketts J, Pye RE, Houston-Price C

J Exp Child Psychol, 2018 03;167:10-31.
PMID: 29154028 DOI: 10.1016/j.jecp.2017.09.022

Reading and listening to stories fosters vocabulary development. Studies of single word learning suggest that new words are more likely to be learned when both their oral and written forms are provided, compared with when only one form is given. This study explored children's learning of phonological, orthographic, and semantic information about words encountered in a story context. A total of 71 children (8- and 9-year-olds) were exposed to a story containing novel words in one of three conditions: (a) listening, (b) reading, or (c) simultaneous listening and reading ("combined" condition). Half of the novel words were presented with a definition, and half were presented without a definition. Both phonological and orthographic learning were assessed through recognition tasks. Semantic learning was measured using three tasks assessing recognition of each word's category, subcategory, and definition. Phonological learning was observed in all conditions, showing that phonological recoding supported the acquisition of phonological forms when children were not exposed to phonology (the reading condition). In contrast, children showed orthographic learning of the novel words only when they were exposed to orthographic forms, indicating that exposure to phonological forms alone did not prompt the establishment of orthographic representations. Semantic learning was greater in the combined condition than in the listening and reading conditions. The presence of the definition was associated with better performance on the semantic subcategory and definition posttests but not on the phonological, orthographic, or category posttests. Findings are discussed in relation to the lexical quality hypothesis and the availability of attentional resources.

Matched MeSH terms: Learning*
Use of the Gynecare Prolift system in surgery for pelvic organ prolapse: 1-year outcome

Vaiyapuri GR, Han HC, Lee LC, Tseng LA, Wong HF

Int Urogynecol J, 2011 Jul;22(7):869-77.
PMID: 21479713 DOI: 10.1007/s00192-011-1400-9

INTRODUCTION AND HYPOTHESIS: This retrospective study reports the 1-year outcome in women who underwent mesh-augmented Prolift surgery performed from 2006 to 2008. There were a total of 254 patients, with 128, 106 and 20 patients receiving total, anterior and posterior Prolift, respectively.
METHODS: Incidence of thigh pain was lower in 2008 compared to 2006 and 2007 (p < 0.0001). The percentage of patients requiring blood transfusions (p = 0.09), duration of IDC ≥ 7 days (p = 0.27), wound dehiscence and re-operation rate were lower in 2008 in contrast to 2006 and 2007 (p = 0.43). Only 209 patients (82.3%) were available for review at 1 year. There were two (1.0%) cases of recurrent vault prolapse.
RESULTS: The subjective and objective cure rates at 1 year after this mesh implant surgery in 2006, 2007 and 2008 were 92.1% and 92.1%; 97.0% and 92.4% and 100% and 97%, respectively. The mesh erosion rate was remarkably lower in 2008 as compared to 2007 and 2006 (p < 0.001).
CONCLUSIONS: This synthetic mesh-augmented implant surgery is effective and safe, and surgical outcome appears related to the learning curve of the surgeon.

Matched MeSH terms: Learning Curve
Air pollution and cardiorespiratory hospitalization, predictive modeling, and analysis using artificial intelligence techniques

Usmani RSA, Pillai TR, Hashem IAT, Marjani M, Shaharudin R, Latif MT

Environ Sci Pollut Res Int, 2021 Oct;28(40):56759-56771.
PMID: 34075501 DOI: 10.1007/s11356-021-14305-7

Air pollution has a serious and adverse effect on human health, and it has become a risk to human welfare and health throughout the globe. One of the major effects of air pollution on health is hospitalizations associated with air pollution. Recently, the estimation and prediction of air pollution-based hospitalization is carried out using artificial intelligence (AI) and machine learning (ML) techniques, i.e., deep learning and long short-term memory (LSTM). However, there is ample room for improvement in the available applied methodologies to estimate and predict air pollution-based hospital admissions. In this paper, we present the modeling and analysis of air pollution and cardiorespiratory hospitalization. This study aims to investigate the association between cardiorespiratory hospitalization and air pollution, and predict cardiorespiratory hospitalization based on air pollution using the artificial intelligence (AI) techniques. We propose the enhanced long short-term memory (ELSTM) model and provide a comparison with other AI techniques, i.e., LSTM, DL, and vector autoregressive (VAR). This study was conducted at seven study locations in Klang Valley, Malaysia. The utilized dataset contains the data from January 2006 to December 2016 for five study locations, i.e., Klang (KLN), Shah Alam (SA), Putrajaya (PUJ), Petaling Jaya (PJ), and Cheras, Kuala Lumpur (CKL). The dataset for Banting contains data from April 2010 to December 2016, and the data for Batu Muda, Kuala Lumpur, contains data from January 2009 to December 2016. The prediction results show that the ELSTM model performed significantly better than other models in all study locations, with the best RMSE scores in Klang study location (ELSTM: 0.002, LSTM: 0.013, DL: 0.006, VAR: 0.066). The results also indicated that the proposed ELSTM model was able to detect and predict the trends of monthly hospitalization significantly better than the LSTM and other models in the study. Hence, we can conclude that we can utilize AI techniques to accurately predict cardiorespiratory hospitalization based on air pollution in Klang Valley, Malaysia.

Matched MeSH terms: Machine Learning
Evaluating the contribution of a wildlife health capacity building program on orangutan conservation

Unwin S, Commitante R, Moss A, Bridges E, Farmer KH, Jaya RL, et al.

Am J Primatol, 2021 May 21.
PMID: 34018623 DOI: 10.1002/ajp.23273

One Health is increasingly being used as a tool in ecosystem protection. The Orangutan Veterinary Advisory Group (OVAG) is working to address One Health concerns in Pongo spp. (orangutan) welfare and conservation. Orangutans are vital contributors to the ecosystem health of their range areas. Strengthening national capacity is crucial to make a lasting difference in the currently bleak outlook for orangutan species survival. OVAG is a capacity strengthening and expertise network that brings together all those working with orangutans, in- and ex-situ, to share knowledge, skills, and to collectively learn. Using the One Health paradigm embedded to enhance professional development, the OVAG network is successfully supporting conservation outcomes and impact. As part of our adaptive management approach, and to assess individual and organizational change attributable to the capacity strengthening work of OVAG, we evaluated technical skill test data, program satisfaction data, and asked participants to complete a self-reflective survey. This pilot study of our work demonstrates statistically significant improvements in conservation medicine (t = 5.481, p

Matched MeSH terms: Learning
Fulltext Sensitive dependence on initial conditions for an example of markov map: skewed doubling map

Ummu Atiqah Mohd Roslan

MATEMATIKA, 2018;34(1):13-21.
MyJurnal

Markov map is one example of interval maps where it is a piecewise expanding
map and obeys the Markov property. One well-known example of Markov map is the
doubling map, a map which has two subintervals with equal partitions. In this paper, we
are interested to investigate another type of Markov map, the so-called skewed doubling
map. This map is a more generalized map than the doubling map. Thus, the aims of this
paper are to find the fixed points as well as the periodic points for the skewed doubling
map and to investigate the sensitive dependence on initial conditions of this map. The
method considered here is the cobweb diagram. Numerical results suggest that there exist
dense of periodic orbits for this map. The sensitivity of this map to initial conditions is
also verified where small differences in initial conditions give different behaviour of the
orbits in the map.

Matched MeSH terms: Learning
Changes in auditory memory performance following the use of frequency-modulated system in children with suspected auditory processing disorders

Umat C, Mukari SZ, Ezan NF, Din NC

Saudi Med J, 2011 Aug;32(8):818-24.
PMID: 21858391

To examine the changes in the short-term auditory memory following the use of frequency-modulated (FM) system in children with suspected auditory processing disorders (APDs), and also to compare the advantages of bilateral over unilateral FM fitting.

Matched MeSH terms: Learning
Fulltext Editorial: Steroids and the Brain

Ubuka T, Trudeau VL, Parhar I

Front Endocrinol (Lausanne), 2020;11:366.
PMID: 32582033 DOI: 10.3389/fendo.2020.00366
Matched MeSH terms: Learning/physiology
Evolution of a self-renewing, participant-centered workshop series in BMB assessment

Tyler L, Kennelly PJ, Engelman S, Block KF, Bobenko JC, Catalano J, et al.

Biochem Mol Biol Educ, 2024;52(1):58-69.
PMID: 37815098 DOI: 10.1002/bmb.21789

We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community-the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass-roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves-through extensive peer review and reflection-become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence-based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant-centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train-the-trainer model for creating a self-renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist-educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.

Matched MeSH terms: Learning
Visual-perceptual-kinesthetic inputs on influencing writing performances in children with handwriting difficulties

Tse LF, Thanapalan KC, Chan CC

Res Dev Disabil, 2014 Feb;35(2):340-7.
PMID: 24333804 DOI: 10.1016/j.ridd.2013.11.013

This study investigated the role of visual-perceptual input in writing Chinese characters among senior school-aged children who had handwriting difficulties (CHD). The participants were 27 CHD (9-11 years old) and 61 normally developed control. There were three writing conditions: copying, and dictations with or without visual feedback. The motor-free subtests of the Developmental Test of Visual Perception (DTVP-2) were conducted. The CHD group showed significantly slower mean speeds of character production and less legibility of produced characters than the control group in all writing conditions (ps<0.001). There were significant deteriorations in legibility from copying to dictation without visual feedback. Nevertheless, the Group by Condition interaction effect was not statistically significant. Only position in space of DTVP-2 was significantly correlated with the legibility among CHD (r=-0.62, p=0.001). Poor legibility seems to be related to the less-intact spatial representation of the characters in working memory, which can be rectified by viewing the characters during writing. Visual feedback regarding one's own actions in writing can also improve legibility of characters among these children.

Matched MeSH terms: Learning Disorders/physiopathology*
Prisoners with HIV/AIDS: a participatory learning and action initiative in Malaysia

Townsend D

Trop Doct, 2001 Jan;31(1):8-10.
PMID: 11205619

Rapid participatory research and project development is possible within a tightly controlled social context such as a prison. Having gained access, based on trust and mutual respect, external agents may then facilitate significant change. Given adequate support, incarcerated people with HIV/AIDS and limited medical access may be able to develop mutual care, social support and income-generating activities. In the Malaysian context, we estimated in 1998 that up to one-quarter of prisoners with HIV had indicators of significant disease. We estimated that significant indicators remained unrevealed among between one-half and two-thirds of these. Given prevailing conditions, these would probably only be amenable to peer-based care.

Matched MeSH terms: Learning
Peer-guided cooperative learning enhances the performance of refresher students

Torke S, Abraham RR, Ramnarayan K, Upadhya S

Adv Physiol Educ, 2007 Mar;31(1):118.
PMID: 17327594
Matched MeSH terms: Problem-Based Learning/methods*
Fulltext Clinical diagnosis and non-verbal ability of primary-one school children with LD

Toh, Teck Hock, Wong, See Chang, Muhamad Rais Abdullah

Int J Public Health Res, 2011;1(2):33-40.
MyJurnal

Introduction More school children were referred for learning difficutly (LD), especially after the introduction of LINUS sccreening programme by Ministry of Education Malaysia.
Aims To study the clinical diagnosis and non-verbal ability of primary-one school children with LD after paediatric assessment, as well as associated behavioural issues and socio-economincal background.
Methods Assessment findings by Paediatricians and Naglieri Non-Verbal Ability Test®(NNAT®) results of all primary-one school children referred in year 2010 with LD were studied retrospectively.
Results Ninety-three children were included (62.4% male), and 72.0% of them failed the LINUS screening programme. The commonest diagnoses were Borderline Intellectual Disability (ID, 37.6%) and Mild ID (19.4%). Other diagnoses included Attention Deficit Hyperactive Disorder (ADHD, 11.8%), Specific Learning Disability (SLD, 10.8%), Autistic Spectrum Disorder (n = 5) and Severe Language Disorder (n = 3). Mean NNAT scores were 84.6 ± 11.8 (n = 85), of which 9.4% children scored less than 70 (

Matched MeSH terms: Learning Disorders
Fulltext Successive objective long-case assessment as a driver of clerkship learning - evaluation through perception questionnaire

Toh, Peng Yeow, Wai, Sun Choo, Amir S. Khir, Li, Cher Loh

International e-Journal of Science, Medicine & Education, 2011;5(2):3-11.
MyJurnal

Background: Clinical clerkship in a busy hospital environment forms an important part of undergraduate medical training. Regular objective assessment of this activity with feedback would be expected to improve outcome.

Methods: We implemented fortnightly clinical assessments using modified OSLER (Objective Structured Long Examination Record), and over a 6-week clinical rotation. Modifications included provision of individualized feedback. The assessment process was evaluated by both students and teachers via a questionnaire measuring their perceived educational impact, feasibility and acceptability.

Results: Students agreed that the patient spectrum was appropriate and fair, resulting in improved history taking and presentation skills (96.6%), clinical examination skills (89%) and clinical reasoning skills (90.7%). It was graded to have helped learning “tremendously” and “moderately” by 64.7% and 32.8% of students respectively. Perceived improvement was attributable mainly to the repetitive nature of the assessments since only 63% of students were provided with feedback. 96.6% of students and 94.1% of assessors perceived the format created a stressful but positive learning environment. 52.9% of assessors agreed that the exercise consumed significant time and resources but 88.2% rated it as manageable and supported its continuation.

Conclusion: Frequent and regular in-course clinical assessments with emphasis on individual feedback is feasible, acceptable and has significant positive educational impact.

Matched MeSH terms: Learning
Scaffolding dermatological learning with near-peer teaching for preclinical-year medical students

Ting JSK, Tan YL, Veasuvalingam B, Yap AYM, Ghui SM, Yong JL, et al.

Clin Exp Dermatol, 2023 Aug 25;48(9):998-1006.
PMID: 37097177 DOI: 10.1093/ced/llad149

BACKGROUND: To date, to our knowledge, there has not been a study on dermatological teaching in the preclinical years (usually the first 2 years of medical school), where the majority of learning takes place in the form of lectures and seminars. Near-peer teaching (NPT) involves students who are at least one academic year more senior imparting knowledge to junior students. The principles behind scaffolding are having a more experienced teacher to guide learning, breaking down learning into smaller tasks and helping to build interest in learning.
OBJECTIVES: To investigate the feasibility and effectiveness of NPT in scaffolding dermatological learning among preclinical-year medical students.
METHODS: Near-peer teachers who are content experts in dermatology taught alongside conventional teaching with lecturers. We employed five quiz questions before and after the case launch lecture, where students were first exposed to dermatology. We also invited students to provide feedback using a questionnaire on NPT in dermatology at the end of the case 8 teaching week.
RESULTS: In total, 74 students participated in the pre- and post-lecture quiz questions, and 47 completed feedback. There was overwhelmingly positive feedback towards NPT, and various learning theories can help explain the success of this project.
CONCLUSIONS: Preclinical students enjoy dermatological teaching with the involvement of suitable near-peers. With the professional barrier removed, students can better relate to near-peers (and vice versa). Helping students understand the relevance of dermatology in the clinical setting at an early stage and adopting learning tools such as mnemonics, summary tables, comparison tables and mapping teaching with the learning curriculum clearly helped students learn about dermatology.

Matched MeSH terms: Learning
Geospatial Insights for Retail Recommendation Using Similarity Measures

Ting CY, Ho CC, Yee HJ

Big Data, 2020 12;8(6):519-527.
PMID: 33347366 DOI: 10.1089/big.2020.0028

Recommending a retail business given a particular location of interest is nontrivial. Such a recommendation process requires careful study of demographics, trade area characteristics, sales performance, traffic, and environmental features. It is not only human effort taxing but often introduces inconsistency due to subjectivity in expert opinions. The process becomes more challenging when no sales data can be used to make a recommendation. As an attempt to overcome the challenges, this study used the machine learning approach that utilizes similarity measures to perform the recommendation. However, two challenges required careful attention when using the machine learning approach: (1) how to prepare a feature set that can commonly represent different types of retail business and (2) which similarity measure approach produces optimal recommendation accuracy? The data sets used in this study consist of points of interest, population, property, job type, and education level. Empirical studies were conducted to investigate (1) the overall accuracy of proposed similarity measure approaches to the retail business recommendation, and (2) whether the proposed approaches have a bias toward certain retail categories. In summary, the findings suggested that the proposed similarity-based techniques elicited an accuracy of above 70% and demonstrated higher accuracy when the recommendation was made within a set of similar retail businesses.

Matched MeSH terms: Machine Learning
Fulltext Incoming Work-In-Progress Prediction in Semiconductor Fabrication Foundry Using Long Short-Term Memory

Tin TC, Chiew KL, Phang SC, Sze SN, Tan PS

Comput Intell Neurosci, 2019;2019:8729367.
PMID: 30719036 DOI: 10.1155/2019/8729367

Preventive maintenance activities require a tool to be offline for long hour in order to perform the prescribed maintenance activities. Although preventive maintenance is crucial to ensure operational reliability and efficiency of the tool, long hour of preventive maintenance activities increases the cycle time of the semiconductor fabrication foundry (Fab). Therefore, this activity is usually performed when the incoming Work-in-Progress to the equipment is forecasted to be low. The current statistical forecasting approach has low accuracy because it lacks the ability to capture the time-dependent behavior of the Work-in-Progress. In this paper, we present a forecasting model that utilizes machine learning method to forecast the incoming Work-In-Progress. Specifically, our proposed model uses LSTM to forecast multistep ahead incoming Work-in-Progress prediction to an equipment group. The proposed model's prediction results were compared with the results of the current statistical forecasting method of the Fab. The experimental results demonstrated that the proposed model performed better than the statistical forecasting method in both hit rate and Pearson's correlation coefficient, r.

Matched MeSH terms: Machine Learning*

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