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Biomedical subjects

Kitt Shaffer

Publications and source records attributed to Kitt Shaffer.

12 recordsLinked to original sources
PubMed2006

Teaching methods in anatomy courses in North American medical schools the role of radiology.

RATIONALE AND OBJECTIVES: We sought to determine the current and anticipated future status of anatomy education in medical schools in North America, with particular emphasis on the role of radiologists and imaging in the curriculum. MATERIALS AND METHODS: A Web-based survey was sent to all schools identified using the AAMC Web site to find e-mail addresses for deans and course directors. RESULTS: Responses were obtained from approximately 50% of schools. Most courses are taught over a semester, and most are directed by anatomists. Only one is directed by a radiologist. Dissection is still the major teaching method, with radiologic anatomy averaging about 5% of total teaching time. Most directors anticipate a decrease in teaching time over the next 5 years and an increase in use of digital methods and teaching of radiologic anatomy. CONCLUSION: The role of radiologists will probably increase in future teaching of anatomy.

Anatomy↗
PubMed2004

Blended learning in medical education: use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy.

RATIONALE AND OBJECTIVES: To describe the development of and assess student satisfaction with a blended learning method for teaching radiologic anatomy that integrates web-based instruction with small group and didactic teaching. MATERIALS AND METHODS: In 2002 the teaching of radiologic anatomy to first-year medical students was changed from group learning (20-30 students with a preceptor and films at a viewbox) to a blended learning model that included a brief didactic introduction followed by small group (7-8 students) web-based structured learning modules with rotating lab instructors. In 2003 the modules were changed to include self-study cases prior to the lab, follow-up cases, and twice-weekly optional review sessions. Students and lab instructors were surveyed for their response to the content and design of the sessions. RESULTS: Course surveys in 2001, with a response rate of 84%, showed 58 negative comments regarding inconsistency between various instructors. Individual response rates for 2002 for radiologic anatomy teaching sessions (RadLab) surveys ranged from 56%-81%, dropping as the course progressed. All RadLabs were rated "very useful" or "useful," except the cardiovascular lab, which was not designed as an interactive module. In 2003, after redesign of the cardiovascular lab in the same format as the other labs, all RadLabs were rated 2.4 or better (useful). CONCLUSION: An integration of computers with small and large group didactic instruction allow optimal use of faculty, conform to accepted theories of adult learning, and are well-accepted by students.

Adult↗
PubMed2004

Reinventing the apprenticeship: the hot seat in the digital era.

RATIONALE AND OBJECTIVES: Describe new interactive digital teaching methods for medical student education in radiology and evaluate student responses. MATERIALS AND METHODS: Third- and fourth-year medical students on radiology clerkship were taught using either film-based "hot seat" format, digital "hot seat," or didactic slide-based format. Digital hot seat included direct projection of full-resolution images and use of digital tablet for annotation. Students completed surveys commenting on each method. RESULTS: Before 2003-2004, comments were available from general course surveys. Only positive responses were made regarding digital hot seat format. Dedicated surveys of teaching methods since July 2003 (23 students) showed 100% gave high ratings to digital hot seat methods (1 or 2 on a scale from 1 to 5), citing easier visibility of findings and ability to draw on images as positive features. Fifty-two percent rated film hot seat method <3, with limited visibility as the main complaint. Didactic slide teaching was rated <3 by 74%. Eighty-three percent chose digital hot seat as their favorite format overall. CONCLUSIONS: Students overwhelmingly favor digital hot seat teaching over film-based or didactic slide presentations. Digital hot seat methods preserve the best features of case-based interactive teaching while improving visibility of findings.

Computer-Assisted Instruction↗
PubMed2003

Incorporating electronic media into medical student education: a survey of AMSER members on computer and web use in radiology courses. Alliance of Medical Student Educators in Radiology.

RATIONALE AND OBJECTIVES: The purpose of this study was to define the current use of information technology in radiology tutorials for medical students. MATERIALS AND METHODS: The authors conducted a Web-based survey of directors of medical school courses in radiology. The survey dealt with the details of the courses and the use of computers and the Web during the courses. RESULTS: There were 48 responses. Most radiology courses were elective (73%) and were offered monthly. Most institutions (79%) had picture archiving and communication systems (PACS) available or were completely filmless. The teaching case presentations, however, often included film images displayed on a view box or by an overhead projector. Computers dedicated to student use were uncommon (28%). The Web was used infrequently as a teaching resource, and a Web site was not available in most courses. Computer technical support was variable and usually provided by the course director. Course directors at institutions with PACS were more likely to use digital technology for case presentations and more likely to use the Web for teaching purposes. CONCLUSION: Despite the widespread use of digital technology and PACS in the field of radiology, digital technology is underused in radiology courses. However, departments with PACS tend to use digital technology more frequently in education than do departments without PACS.

Computer-Assisted Instruction↗
PubMed2003

Use of temozolomide with other cytotoxic chemotherapy in the treatment of patients with recurrent brain metastases from lung cancer.

The use of chemotherapy for the treatment of brain metastases arising from lung cancer has been limited by poor efficacy and high toxicity. Temozolomide, an orally bioavailable alkylating agent that crosses the blood-brain barrier, has activity against brain metastases from both small cell lung cancer (SCLC) and non-small cell lung cancer (NSCLC) when used as a single agent, but response rates are low. Preclinical experiments and early clinical studies in other malignancies indicate that temozolomide may have additive or synergistic effects when used with other chemotherapeutic agents. We report a case of a patient with SCLC with recurrent brain metastases after treatment with multiple chemotherapeutic regimens and whole-brain radiation therapy (WBRT) who was treated with temozolomide (150 mg/m(2) for 5 days in a 28-day cycle) and oral etoposide (50 mg/m(2) for 10 days in a 28-day cycle). A second patient with NSCLC and brain metastases who progressed after treatment with chemotherapy and WBRT was treated with temozolomide (150 mg/m(2) for 5 days in a 28-day cycle) and gemcitabine (1,000 mg/m(2) weekly for 2 weeks in a 3- week cycle). In both patients, the temozolomide regimens were extremely well tolerated and resulted in dramatic and durable responses. The combination of temozolomide with other chemotherapeutic agents represents a promising strategy for treating patients with lung cancer and recurrent brain metastases and merits further study.

Antineoplastic Agents, Alkylating↗
PubMed2002

Breast cancer screening in women previously treated for Hodgkin's disease: a prospective cohort study.

PURPOSE: Young women who are exposed to chest irradiation for Hodgkin's disease (HD) are at increased risk of breast cancer; this study investigated patient awareness of breast cancer risk and patient screening behavior and assessed the utility of mammographic screening in HD survivors. PATIENTS AND METHODS: This is a prospective cohort study of 90 female long-term survivors of HD who had been treated > or = 8 years previously with mantle irradiation (current age, 24 to 51 years). Participants completed surveys of their perceptions of breast cancer risk and screening behaviors and received written recommendations for breast examinations and mammography. Annual follow-up was conducted through medical records, telephone, and/or mailed questionnaires. RESULTS: At baseline, women were often unaware of their increased risk of breast cancer; 40% (35 of 87) reported themselves to be at equal or lower risk than women of the same age. Only 47% (41 of 87) reported having had a mammogram in the previous 24 months. Women who had received information from an oncologist were more likely to assess correctly their risk than women who received information from other sources (P <.001). Ten women developed 12 breast cancers (ductal carcinoma-in-situ [n = 2], invasive ductal carcinoma [n = 10]) during the study; two were diagnosed at study entry, and 10 during follow-up (median, 3.1 years). All cancers were evident on mammogram, and eight of 10 invasive cancers were node negative. CONCLUSION: Practitioners who care for women after HD therapy need to educate patients regarding their risks and begin early screening. Screening by mammography can detect small, node-negative breast cancers in these patients.

Adult↗