本研究將醫學標題表（Medical Subject Headings，簡稱MeSH）應用到主題地圖（Topic Maps）的建置上，以醫學標題表作為詞彙關聯的基礎結構，採用醫學研究者撰寫的文獻或研讀的文獻來建置出其領域知識之主題地圖，然後透過瀏覽主題地圖的方式，來瞭解某位醫學研究者的領域知識涵蓋範圍為何，藉此達到知識組織的目的。本研究以職能治療系所的教師與學生作為研究對象，在建置教師的主題地圖方面，首先蒐集某大學職治系五位教師各10篇文獻著作的資料，接著請三位職治系的學生根據該著作原本所給予的英文關鍵字，透過醫學標題表官方提供的檢索系統來對應到醫學標題表之詞彙，然後建置出教師的領域知識主題地圖；在建置學生的主題地圖方面，則請六位職治系的學生針對其研讀的5篇文獻，每篇重新給予3～5個英文關鍵字，再各自將這些關鍵字對應到醫學標題表之詞彙，然後建置出學生的領域知識主題地圖。最後，從不同教師或學生的面向來瀏覽主題地圖，可看出某位教師或某位學生其領域知識主要涵蓋的範圍為何。

This study applies Medical Subject Headings to construct topic maps. With Medical Subject Headings being as associated infrastructure of vocabularies, medical researchers' topic map is created by using their publications and the papers they read to achieve the purpose of knowledge organization. Then a medical researcher's scope of domain knowledge can be found out through browsing the topic map. This study uses teachers and students coming from the department of occupational therapy as research subjects. In the aspect of creating teachers' topic map, the first thing to do is to collect the publications' data of five occupational therapy's teachers. Each teacher needs to have ten publications. Next, three occupational therapy's students will be invited to find out the corresponding Medical Subject Headings terms to the original keywords of publications. This work can be done by using the official search website of Medical Subject Headings. Then the topic map of teachers' domain knowledge will be created. In the aspect of creating students' topic map, six occupational therapy's students will be invited. Each student needs to read five papers, and give three to five keywords to per paper. After each student finds out the corresponding Medical Subject Headings terms to the keywords they gave, the topic map of students' domain knowledge will be created. At last, finding out a teacher's or student's scope of domain knowledge will be easy by browsing from different teacher's or student's aspect.

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