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Biomedical subjects

Richard B Gunderman

Publications and source records attributed to Richard B Gunderman.

At least 37 records · Page 2Linked to original sources
PubMed2004

New opportunities for the use of digital video in on-line radiologic curricula.

RATIONALE AND OBJECTIVES: To explore techniques to conveniently and self-sufficiently create high-quality, web-ready instructional digital video snippets suitable for routine use in on-line radiologic curricula. MATERIALS: A commercially available digital camera with an 8-megapixel image receptor and the capability to record web-ready digital video and audio at a resolution of up to 640 x 480 pixels and a frame rate of up to 30 per second was used to obtain video snippets intended for inclusion in on-line curricula. Hand-held and tripod techniques were compared. Evaluation focused on the types of snippets deemed most likely to be used within on-line educational content, ranging in length from 10 seconds to 2 minutes. Additionally, basic postprocessing functions to experiment with combinations of video-file size, format, transmission efficiency, and image quality were used. RESULTS: The overall video quality was considered by participating radiologists to be good to excellent for its intended purposes. For most situations tested, a matrix size of 320 x 240 pixels provided a good balance of visual quality versus file size and transmission overhead. The 640 x 480 format was occasionally optimal, but was usually larger than necessary and resulted in substantially larger files, especially at a rate of 30 frames per second. A rate of 15 frames per second was considered adequate for most situations, regardless of matrix size, although it did add some barely discernible choppiness to the display. For all but very short snippets, a tripod or some other form of stabilization was necessary to eliminate distracting "camera shake" associated with free-hand acquisition. With a tripod, appropriate ambient lighting, and a favorable acoustical environment, videos of excellent quality when using the highest settings available on the camera (640 x 480, 30 frames/sec) could be self-sufficiently produced. However, such high-quality video with its associated large file size was rarely the optimal fit for the needs of this curricula. CONCLUSION: These results indicate that newer-generation digital cameras are useful for quickly and inexpensively producing high-quality, web-ready digital video suitable for use in on-line education.

Curriculum↗
PubMed2004

The perils of paying academic physicians according to the clinical revenue they generate.

Proponents of paying academic physicians according to the clinical revenue they generate cite the dangers of failing to reward high-performing faculty members, the unfairness of equally compensating physicians who generate very different amounts of revenue, and the positive role variable compensation can play in promoting the financial health of the organization. Yet there are caveats in revenue-based compensation (RBC). Amount of clinical effort and the revenue it generates are not necessarily tightly linked. Such approaches emphasize revenue-producing activities such as patient care at the expense of other academic missions such as education. By focusing attention on pay, RBC may distract our best faculty members from the intrinsic rewards of academic medicine. And by fostering financial competition within the academic health center, RBC jeopardizes mutual dedication to the larger missions of the organization as a whole. Debates over how to compensate medical school faculty members represent nothing less than a battle for the heart and soul of academic medicine.

Academic Medical Centers↗
PubMed2003

Occupational necessity and educational invention: resident teaching of radiologic technologists.

RATIONALE AND OBJECTIVE: Radiology faces a severe and growing shortage of radiologic technologists. One way of redressing this problem is to improve the quality of education provided to radiologic technology students. Yet growing clinical demands increasingly erode faculty time for teaching. This study examined whether radiology residents could provide equivalent instruction in radiologic technology at lower cost, and whether such experience could enhance residents' interest in teaching as part of their careers. MATERIALS AND METHODS: Course evaluation forms completed by the students in a required radiologic pathology course were reviewed, and student-reported faculty and resident performances in teaching were compared. Residents also were surveyed for their reactions to the experience of teaching this course. RESULTS: Ninety percent of students (27 of 30) either agreed or strongly agreed that the course was well taught by radiology faculty members, and 97% (29 of 30) either agreed or strongly agreed that the course was well taught by radiology residents. The total direct cost of instruction by radiology residents was 73% lower than the cost of instruction by faculty. Residents who participated in teaching found the experience worthwhile, and they described a wide variety of personal and educational benefits. CONCLUSION: Involving radiology residents in teaching can help redress the growing shortage of radiologic technologists, relieve some of the pressure on faculty time, and contribute to the professional development of the next generation of radiologists.

Costs and Cost Analysis↗
PubMed2003

2003 AUR Joseph E. And Nancy O. Whitley Award. Developing tomorrow's academic radiologists: a 3-month residency elective in education.

RATIONALE AND OBJECTIVES: The shortage of academic radiologists reveals an urgent need to attract more residents into academic careers. A great deal of attention has been focused on research, but few programmatic initiatives have addressed the development of the next generation of radiology educators. The purpose of this study was to develop and test a new 3-month residency elective in education. MATERIALS AND METHODS: A large academic radiology department developed a 3-month education elective, during which two residents would be relieved of clinical duties and focus full-time on tasks related to their development as educators, including the completion of a major educational project. RESULTS: Two residents, in their 3rd year and 4th year of residency, respectively, proposed to collaborate in developing a Web-delivered tutorial for the department's senior medical student clerkship. At the end of 3 months, their radiology tutorial was introduced. In its 1st month, it received a mean rating of 4.3 on a five-point scale. The residents stated that the elective had enabled them to develop important skills in instructional technology, put into practice their enhanced understanding of learning psychology, and substantially strengthened their overall commitment to academic careers. CONCLUSION: It is vital that residency programs focus on developing the next generation of radiology educators. This ongoing education elective represents one successful model.

Career Choice↗