04 / 期刊
期刊
关于人工智能与医学的文章。目前文章提供英文和俄文版本。
NEUROLOGY · enClinical context: why a symptom is not a diagnosis
What must an AI assistant preserve when it connects complaints, examination findings and a patient’s history? We examine the difference between recognising a pattern and establishing a clinical conclusion.
A complaint becomes clinically meaningful through context. The same description of forgetfulness can refer to different difficulties: sustaining attention, learning new information, retrieving a name or organising everyday activity. A useful clinical record must preserve these distinctions rather than replacing them with a single broad label. This is the starting point for our work on connected clinical information.
阅读文章 ↗
CLINICAL PRACTICE · enFrom medical documents to a reliable patient history
Recognition is only the first step. Dates, medication changes, uncertain readings and the provenance of every statement determine whether a summary can support a consultation.
A medical document is more than a block of text. Its meaning depends on who produced it, when it was written, what examination it describes and whether a recommendation was later changed. A discharge letter, a referral and a patient’s note can contain similar terms while serving different purposes. Document processing must preserve these relationships before it can produce a useful clinical summary.
阅读文章 ↗
SPEECH & CONSULTATION · enSpeech during a consultation: preserve meaning, not just words
Near-real-time transcription raises a clinical question: how do we preserve the speaker, negation, correction and uncertainty while the conversation is still unfolding?
A consultation is not a dictated report. People interrupt themselves, change a number, return to an earlier event and speak over one another. A patient may quote another person, while a specialist may offer a hypothesis as a question. Converting this exchange into a fluent paragraph can erase distinctions that are essential to understanding the encounter.
阅读文章 ↗
VISUAL UNDERSTANDING · enThe brain as an explanation: what a visual model can show
An anatomical atlas, a measured imaging finding and a functional hypothesis communicate different kinds of knowledge. A useful visual interface must make those differences visible.
Visualisation can organise a difficult conversation. It offers a shared object that a specialist and a patient can examine together: an anatomical structure, the location described in a report or the course of an observation. Its value depends on whether the image clarifies the evidence rather than making an uncertain interpretation appear more certain.
阅读文章 ↗
CONTINUITY OF CARE · enFollow-up: distinguish a change from an explanation
Longitudinal care requires more than a rising or falling chart. We examine comparability, missing observations, patient goals and the limits of attributing change to treatment.
A follow-up consultation asks a different question from the first visit. It asks what changed, under which conditions and whether that change matters to the patient. A score, a description of daily functioning and an account of treatment experience may each contribute something different. A useful longitudinal record should keep them connected without flattening them into one number.
阅读文章 ↗
CHILD DEVELOPMENT · enChild language development: from parental concern to an assessment plan
Connecting family observations, language assessment and professional support while keeping digital assistance separate from premature diagnosis.
“My child understands everything but says very little” starts a conversation; it does not settle it. Concrete examples help: asking for help, following an unfamiliar instruction, telling a story or joining a game. They make the concern more specific than a general developmental label.
阅读文章 ↗
LEARNING & DEVELOPMENT · enAttention and learning: why one questionnaire is not enough
Discussing school difficulties without labels, comparing home and classroom observations, and defining a useful role for AI in consultation preparation.
A child may lose track of instructions, take time to begin work or avoid reading. These descriptions concern different tasks. A useful review starts by asking where the difficulty occurs, what the child can already do and which assistance changes task performance.
阅读文章 ↗
PAEDIATRIC NEUROLOGY · enPaediatric neurology and developmental education: one shared pathway
Connecting medical questions, developing skills and family goals while preserving each professional’s responsibility.
A child may see several professionals while the family retells the same history at every appointment. A shared record should connect consultations: which question was raised, what has been assessed and what the next team member needs to know.
阅读文章 ↗