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Biomedical subjects

P Dev

Publications and source records attributed to P Dev.

At least 19 recordsLinked to original sources
PubMed2000

Effectiveness of an Internet-based program for reducing risk factors for eating disorders.

This study evaluated an Internet-delivered computer-assisted health education (CAHE) program designed to improve body satisfaction and reduce weight/shape concerns--concerns that have been shown to be risk factors for the development of eating disorders in young women. Participants were 60 women at a public university randomly assigned to either an intervention or control condition. Intervention participants completed the CAHE program Student Bodies. Measures of body image and disordered eating attitudes were assessed at baseline, postintervention, and 3-month follow-up. At follow-up, intervention participants, compared with controls, reported a significant improvement in body image and a decrease in drive for thinness. This program provides evidence for the feasibility and effectiveness of providing health education by means of the Internet.

Adolescent↗
PubMed1999

Student bodies: psycho-education communities on the web.

We have developed a Web-delivered, multimedia health educational program, Student Bodies, designed to improve body satisfaction, a probable risk factor for the development of eating disorders in young women. The program includes psycho-educational content and a newsgroup for communication, and is delivered in a structured framework of weekly readings, assignments and postings to the newsgroup. Intervention group participants improved their body image, and reduced other attitudes that predispose to eating disorders.

Body Image↗
PubMed1999

New paradigms for medical decision support and education: the Stanford Health Information Network for Education.

The information needs of physicians are complex and ever increasing in a world of rapidly expanding medical knowledge and a practice environment where physicians are required to know and do more with shrinking resources. Current strategies for providing clinical decision support and continuing medical education have failed, in part, because they have not provided timely, easy access to information that is current, integrated with other information and the physician's workflow, and relevant to specific questions that occur during the patient encounter. Meeting these challenges involves understanding the nature of medical knowledge, the different information needs of physicians, the clinical decision-making process, and the constraints of the physicians work environment, as well as the traditional barriers to physician education. We explore the nature of some of these challenges and propose one solution in the form of a highly integrated web-based technology--The Stanford Health Information Network for Education.

Academic Medical Centers↗
PubMed1998

Evaluation of a computer-mediated eating disorder intervention program.

OBJECTIVE: This study evaluated an eating disorder intervention multimedia program modeled after self-help eating disorder treatment programs. It was hypothesized that women who completed the program would increase their body satisfaction and decrease their preoccupation with weight and frequency of disordered eating behaviors. METHOD: Participants were 57 undergraduate females randomly assigned to either the intervention or control group. Psychological functioning was assessed at baseline, at 3 months postintervention, and at 3 months follow-up. RESULTS: Intervention group subjects significantly improved their scores on all psychological measures over time. When compared to the control group, however, only the intervention group's improvements on the Body Shape Questionnaire were statistically significant. DISCUSSION: This study has demonstrated that minimally effective eating disorder intervention programs can be delivered. A revised program that eliminates interface problems and increases the structure of the intervention is likely to be even better received and more effective.

Adolescent↗
PubMed1998

Information frames: a new multimedia approach to Web-based learning of biology and medicine.

Presentation of content in hyperlinked multimedia formats for teaching has failed using the computer's power of navigation through rich visual and auditory information. We have developed "Information Frames", an authoring tool in hypertext markup language (html) format, that allows easy utilization by technology-challenged teachers and professors, and attracts students because of interactive, design-based learning. An Information Frame contains a definition, explanation and illustration of a single concept. Topics are provided with hyperlinks to other Information Frames having related concepts that may provide prerequisite knowledge, or may raise the concept to a more integrative level. A graphical view of the linked-Information Frames presents a Concept Map of the overall topic.

Computer Communication Networks↗
PubMed1998

Formative design of a virtual learning environment.

Current technology for 3D visualization, modeling and interaction allows the construction of attractive virtual environments for study of anatomy, surgery and other biomedical fields. The formative methodology for designing such environments is uncharted, but necessary before committing to large scale development. We present one such methodology undertaken during the design of a learning environment for biology for high school and middle school students. We expect to extend this design methodology to the development of environments for the teaching of medical subjects.

Animals↗
PubMed1997

The Stanford Health Information Network for Education: integrated information for decision making and learning.

Although multiple decision support systems have been built for physicians, efficient delivery of valid and complete medical knowledge remains an elusive goal. In this paper we describe a new project, the Stanford Health Information Network for Education (SHINE). SHINE unifies core medical resources in an intuitive interface to support clinical decision making. Included in the description is a novel paradigm for continuing medical education (CME).

California↗
PubMed1995

The interactive image tool: adding structure to images.

The interactive image format and tool were developed by the Stanford University Medical Media and Information Technologies (SUMMIT) group to allow medical educators to add interactive annotations and outlines to medical cross-sections, gross dissections, and clinical images. The interactive image tool (IIT) format offers a general specification for adding structural information to images. The IIT format has been used to create rich databases of image/structure information which are employed in educational software created at SUMMIT. These databases consist of information which is re-usable in other applications as well as a standalone image database. Future extensions to the IIT format will provide a means to organize information based on the structure of that information rather than on the arbitrary or haphazard links of current hypertext and hypermedia information networks.

Anatomy↗
PubMed1994

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy.

Anatomy↗
PubMed1994

Multimedia clinical simulation based on patient records: authoring, user interface, pedagogy.

As an alternative to available computer-based clinical simulations that mimic patient encounters, we developed a clinical case simulation that more closely resembles the patient record. Our system, implemented in a Macintosh program called Short Rounds, features rapid and customized case authoring by editing a structured text file, a dynamic user interface that presents a case-specific screen layout, and a pedagogical model that is suitable for teaching third-year medical students. We believe this approach allows faculty members to create multimedia case simulations in shorter periods of time than in available clinical simulations.

Algorithms↗
PubMed1993

Conceptual change and computer-assisted instruction.

We conducted a study to determine whether a computer-assisted instruction program in neuroanatomy helped first-year medical students to form biomedical concepts, and to correct their misconceptions. Using questionnaires and interviews, we elicited concepts and misconceptions held by the students, in the domain of cranial nerve anatomy. The computer program exposed the students to the information they required to answer the scenario-based questions. Our study found that the students' number and types of misconceptions did not decrease after use of the computer-assisted instruction program. Our findings suggest that designers of computer-assisted instruction programs should determine the common misconceptions that student hold, and should target the programs to correct these misconceptions.

California↗
PubMed1993

Initial validation of a test of spatial knowledge in anatomy.

The authors have developed HERCULES, a computer-based test designed to assess the spatial, non-verbal components of knowledge in anatomy. The test consists of two tasks, each requiring subjects to estimate the vertical level in the body of a set of color, cross-sectional images. In Task 1, subjects make the estimate based on a limited number of clues, where each clue is an anatomical structure that appears in the cross-section. In Task 2, subjects estimate the level based on a view of the cross-section with all structures shown. A validation study of this test using six images for each task was performed with preclinical medical students, fourth year medical students, and experienced teachers of anatomy as subjects. Results indicate that the exercise is at an appropriate level of difficulty and that a somewhat longer test than used in this study would be adequately reliable for use in actual assessment. The test appears to discriminate the expert faculty from more novice students and thus exhibits an aspect of validity that is very important in assessment exercises of this type.

Anatomy↗
PubMed1992

Real problems: a layered approach to constructing a patient simulation.

We propose and have implemented a program, called "Real Problems", for the authoring of simulated patient encounters. This program uses a layered database approach to separate the unchanging sections of the program from the more patient-specific sections, so as to increase the speed of authoring. The user's interest is maintained through the use of graphics, sound and extensive feedback.

Computer Graphics↗
PubMed1992

Testing spatial understanding of anatomy.

A system was designed to test the medical student's ability to recognize and locate anatomical cross-sections. The computer was used to prepare the data, present the test and track the user's responses. The nature of the test was such that it could be prepared, presented and used much more easily on the computer than on paper. The system was used successfully by anatomists and medical students.

Anatomy↗