Andreas Zimolong | PubMed Health

PubMed2006

A software framework for the development of Web-based medical education using learning object classes.

A software framework for the development of Web-based medical education is proposed. The objective is to optimize the development process by introducing Learning Objects (LO) and Learning Object Classes (LO Classes) so that the content preparation can be separated from the educational issues, ergonomic design, and technical realization. Based on the concept of case-based, problem-oriented education, different learning scenarios were analysed and then modelled as different LOs. These LOs can be further abstracted in several reusable LO Classes that represent certain patterns of content structure, pedagogical concept, and user interface. With the help of LO input templates, the educational material can be prepared by the authors in the authoring process easily and appropriately. An LO content management system was developed to store and maintain different LOs and to generate the Web-presentation of LOs adaptively and dynamically in the tutoring process. This software framework has been applied to the exemplary development of an interactive course in orthopaedics. The LOs and LO Classes also help to maintain consistency of the course representation to users. As a result, more efficiency in the development phase and good usability and quality of the end products can be achieved.

Education, Medical↗

PubMed2004

Assessment of video tracking usability for training simulators.

OBJECTIVE: A simulator was developed to mimic commercial CAS systems in implementing most tasks required to carry out a surgical operation. As tracking systems are generally expensive components, an alternative solution based on low-cost video-based tracking was used. Video tracking accuracy was assessed to determine whether or not this kind of approach was suitable for use in the training domain. Ultimately, video-based tracking should enable sufficiently accurate registration between a bony model and its virtual 3D representation. MATERIALS AND METHODS: Video tracking was assessed using two types of camera. For each one, common accuracy tests were realized as a series of 10 trials at ranges of 0.5-1.0 m from the camera lens. The pointer used as a digitizer was equipped with tracked video markers. Three sizes of marker were evaluated to estimate the impact of marker size on accuracy. RESULTS: For the better of the two cameras tested, results were encouraging. Results are presented as rounded whole-number values in millimeters. The noise test gave accuracies of 2 mm for the 80-mm marker, 3 mm for the 60-mm marker and 5 mm for the 40-mm marker. Relative accuracies, as evaluated on a grid of equally spaced dots, were 4 mm with the 80-mm marker, 7 mm with the 60-mm marker and 12 mm with the 40-mm marker. A pivoting test around the pointer tip gave 3 mm of accuracy for the 80-mm marker, 5 mm for the 60-mm marker and 11 mm for the 40-mm marker. An additional pivoting test was completed on increasing the distance of the marker from the pointer tip, giving accuracies of 5 mm for the 80-mm marker, 6 mm for the 60-mm marker and 13 mm for the 40-mm marker. The registration test gave accuracies of 8 mm for the 80-mm marker, 9 mm for the 60-mm marker and 11 mm for the 40-mm marker. CONCLUSIONS: The video-based approach offers sufficient accuracy to achieve registration in the domain of CAS training.

Arthroplasty, Replacement, Hip↗