Teaching Cases for Capturing, Capitalizing and Re-Using Knowledge: A Case Study in Senology

Abstract : This paper deals with the use of multiple 'teaching cases' based on multiple models and method-based reasoning in the field of senology (breast cancer domain). 'Teaching cases' can be a good support in helping both expert and junior senologists in teaching and learning. Thanks to these 'teaching cases', the experts provide quality training to trainees (junior radiologists). In medicine, the method used in teaching is based on experiments, called 'clinical cases'. We use the Case-Based Reasoning (CBR) approach to represent these 'teaching cases'. CBR starts with a set of cases or training examples; it forms generalizations of these examples, by identifying commonalities between a retrieved case and the target problem. This set of cases (experience) may then be re-used when solving new problems, for example, when making new diagnoses decisions. The radiologist-senologist can benefit from prior experience and cases. According to Kolodner (the founder of the CBR approach), CBR can mean adapting old solutions to meet new demands, using old cases to explain new situations; using old cases to critique new solutions, or reasoning from precedents to interpret a new situation or create an equitable solution to a new problem. We rely on these concepts to develop our reasoning for developing teaching strategies to accompany trainees in their learning advance and decision making. The paper will show that the CBR approach is very much suited to representing the knowledge in medical field, both in learning and training. With the CBR approach we can reason in many ways and represent knowledge efficiently, using the multiple models and methods we have developed. We combine object modelling with UML2 (Unified Modelling Language) with Case-Based Reasoning to represent the knowledge present in the 'teaching cases'. The outcome of the research is both conceptual and practical. It also has a methodological dimension.
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Contributor : Souad Demigha <>
Submitted on : Thursday, October 31, 2013 - 7:57:51 PM
Last modification on : Thursday, January 11, 2018 - 6:19:33 AM


  • HAL Id : hal-00879122, version 1



Souad Demigha, Corinne Balleyguier. Teaching Cases for Capturing, Capitalizing and Re-Using Knowledge: A Case Study in Senology. Proceedings of the 10th International Conference on Intellectual Capital, Knowledge Management and Organisational Learning, Oct 2013, The George Washington University Washington, DC, United States. pp.104-113. ⟨hal-00879122⟩



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