PubMed · 3901397
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S Hoekstra, A J Mathijsen. 1985-08-06. [Computer and nursing education].. https://pubmed.ncbi.nlm.nih.gov/3901397/
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BACKGROUND: To present the laboratory portion of our first-semester Human Neuroanatomy course at Temple University Medical School more effectively and efficiently and to replace the glass slide/microscope-based laboratory component of the course, we developed a computer-based substitute. METHODS: For this computer-based neuroanatomy laboratory program, we photographed the (a) gross brain sliced and dissected specimens and (b) all the glass slides, from the sacral cord through the head of the caudate nucleus. We digitized the photographed images and, using Multimedia ToolBook (Asymetrix), created a computerized atlas, laboratory guide, and a clinical problem-solving section. To assess the effectiveness of the computerized laboratory, we compared student performances between those classes that previously had the traditional laboratory with two succeeding classes that used the computer-based laboratory. RESULTS: Test score results of the laboratory portion of the course suggested that performance on laboratory material was virtually unchanged by the substitution of the computer program. By a survey taken at the end of the course, the students were very satisfied with the computerized program as a teaching method. CONCLUSIONS: The students and faculty enthusiastically agreed that the computer program was an effective substitute method for the traditional glass-slide laboratory and that it was a beneficial self-educational tool that fostered independent learning. The program encouraged student interaction and group learning and fostered independence. It was a more efficient method for faculty and students without sacrificing performance.
Medicine with its abundance of facts and richness of imaging techniques has always been adopting new technologies to improve teaching and training. As a natural consequence, the use of computer-based multimedia technology is generally increasing in medicine and also reaching the field of neurosurgery. Especially the use of interactive multimedia technology seems promising to improve training and education and increase accessibility of highly specific material.
OBJECTIVE: To describe our initial experience with a computerized telecommunication system, termed the interactive voice-response system, to record resident performance of laparoscopic surgery. METHODS: After completing a laparoscopic procedure, the surgeon and resident telephone a toll-free number independently and respond to three prerecorded statements using a Likert scale of 1 to 5. The caller then is asked to describe the resident's response to critical incidents or elements of surprise that arose during the surgery. The ratings and verbal comments are compiled, transcribed, and forwarded to the respective resident. The resident (and program director) can hear the verbal comments by entering a four-digit code. RESULTS: Between May 1, 1995, and May 31, 1996, 430 cases were reported by 11 surgeons and 16 residents using the interactive voice-response system. One hundred ninety-five (45%) procedures were entered by both the resident and surgeon. A survey undertaken during the introductory phase of the project revealed that five of the seven residents exposed to the system found that it provided useful feedback and preferred the system to traditional in-service reporting methods. In addition, five residents thought that the system complemented the personal feedback they received in the operating room. CONCLUSION: The system has been accepted by both residents and surgeons and has addressed the important components of resident in-training evaluation, namely, evaluation on a case-by-case basis, timely feedback, and self-assessment of resident performance.