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PubMedDate not supplied

Hypermedia-assisted instruction: authoring with learning guidelines.

The use of computers in nursing education has evolved from elementary drill and practice tutorials to challenging presentations. Hypermedia technology has emerged as a powerful method of instruction that allows the user to experience new concepts, gain cognitive skill, and encounter realistic clinical situations in a no-harm environment. Hypermedia incorporates sound, video, graphics, text, and interaction. This article describes the process used to develop a CD-ROM for adult cardiovascular nursing that can be used as an interactive instructional program. A description of the use of Gagne's instructional design theory is incorporated as a framework to guide the project. Educators possess knowledge expertise and must become involved in the design of new teaching methodologies. If instructional design principles are followed when using authoring software, learners are motivated with real, challenging, life-like, nonthreatening scenarios to expand their critical-thinking and decision-making skills.

Anatomy↗

PubMed2002

Protein Explorer: easy yet powerful macromolecular visualization.

Protein Explorer (PE, http://www.proteinexplorer.org) enables students, educators and other nonspecialists to visualize macromolecular structures easily. It also offers several advanced capabilities useful to protein structure specialists. Great attention has been given to making PE easy to use. Explanations, color keys and troubleshooting information are displayed automatically. There are also 'Frequently Asked Questions', a one-hour 'Quick-Tour', an alphabetical 'Help/Index/Glossary', and a detailed 'Tutorial'; all making PE much easier to use than either Chime or RasMol. Moreover, it is much more powerful; in addition to basic macromolecular visualization capabilities common to most similar programs, it offers one-click visualization of interfaces between moieties ('contacts'), cation-pi interactions and salt bridges, as well as easy-to-use routines to visualize regions of conservation in three-dimensional protein structures based on multiple sequence alignments.

Computational Biology↗

PubMed2005

CAMPO, SCR_FIND and CHC_FIND: a suite of web tools for computational structural biology.

The identification of evolutionarily conserved features of protein structures can provide insights into their functional and structural properties. Three methods have been developed and implemented as WWW tools, CAMPO, SCR_FIND and CHC_FIND, to analyze evolutionarily conserved residues (ECRs), structurally conserved regions (SCRs) and conserved hydrophobic contacts (CHCs) in protein families and superfamilies, on the basis of their 3D structures and the homologous sequences available. The programs identify protein segments that conserve a similar main-chain conformation, compute residue-to-residue hydrophobic contacts involving only apolar atoms common to all the 3D structures analyzed and allow the identification of conserved amino-acid sites among protein structures and their homologous sequences. The programs also allow the visualization of SCRs, CHCs and ECRs directly on the superposed structures and their multiple structural and sequence alignments. Tools and tutorials explaining their usage are available at http://schubert.bio.uniroma1.it/SCR_FIND, http://schubert.bio.uniroma1.it/CHC_FIND and http://schubert.bio.uniroma1.it/CAMPO.

Computational Biology↗

PubMed2000

Exploring the context of biomedical research through a problem-based course for undergraduate students.

Students in an interdisciplinary program explored the manufacture of biomedical knowledge in a problem-based course. Because the class size was two to three times larger than the normal tutorial group, suitable modifications were made (formation of floating groups around defined learning tasks, formal presentations, written reports, and evaluations by students and tutor). A variety of problems and/or cases drawn from research papers, newspapers, biographies, or web pages permitted students to appreciate the complex interactions between ideals, individuals, institutions, and investments that comprise modern biomedical research.

Curriculum↗

PubMed1998

Clinical case-based multimedia tutorials as a solution to some problems facing medical education.

Medical education faces many challenges as curricula become crowded and teacher numbers fall. In addition, there are moves to reduce factual overload and to concentrate more on pathophysiological principles illustrated by relevant clinical cases. We describe one means of addressing these problems, using computer-aided learning programs which are based on clinical cases, are interactive and which incorporate multimedia elements. These CD-ROM programs include student assessments, a resource of background material and support self-managed and distance learning.

CD-ROM↗

PubMed2002

Interactive logbooks for medical students: are they useful?

OBJECTIVES: The use of logbooks in the education of medical undergraduate students is not well-established. Traditionally, logbooks are used simply as a means for students to document their activities. This report examines whether logbooks used as an interactive vehicle between students and tutors can assist both student learning and Faculty teaching. METHOD: As part of the New Medical Curriculum implemented by the Faculty of Medicine, The University of Hong Kong, all third year students beginning their formal hospital and community health clerkships were given pocket-sized logbooks to document and monitor their learning activities. The logbooks were specially designed to mirror the activities of the teaching blocks, including bedside teaching, tutorials, teaching clinics, health care projects, and whole class sessions, etc. RESULTS: At the end of each teaching block, effort, accuracy of the notes, appropriateness of the notes and the assessor's overall impression of logbook entries formed the basis of 20-point assessment. Randomly-selected logbooks were reviewed at the end of every rotation and compared with course outlines in order to evaluate if, according to the students' notes, the learning objectives were being met. Throughout each teaching block, the logbook process identified students who could benefit from counselling and/or remediation. The logbook feedback mechanism was immediate and therefore, remediation was timely and appropriate. CONCLUSIONS: The logbooks were effective in 3 ways: logbooks were a means of continuous assessment of small group learning; logbooks encouraged immediate and ongoing interaction between tutors and students; and they provided a feedback loop for the evaluation of learning activities.

Curriculum↗

PubMed1998

Virtual reality: a tutorial.

Virtual reality (VR) technology is complex and relies on multidisciplinary knowledge. VR applications are attracting an increasing interest among neuroscientists, in particular in the study of the human brain. Here we present a brief tutorial in which we address aspects of VR methodology that are most relevant to neurophysiology applications. After a brief survey of possible applications to neurophysiology, we discuss the following issues in VR: display technology, visual stimulus presentation techniques, visual spatial resolution and accuracy, devices for real-time interaction with the virtual environment and force-feedback.

Humans↗

PubMed2000

Feasibility analysis of a personalized training plan for learning research methodology.

OBJECTIVES: To determine the performance in learning clinical research methodology (CRM) by means of the Keller Plan (KP), to assess its impact on attitudes towards research (AR) and to estimate its acceptability. DESIGN: An educational intervention trial was employed with control group (CG) and random assignment. SETTING: The Family and Community Medicine Teaching Unit in Valencia, Spain, 1997. SUBJECTS: Third-year family residents. RESULTS: In the KP both specific written self-teaching material and interactive computer programme were used, focusing on the tutored resident, with compulsory assessments to continue. In the CG a conventional course was followed. Knowledge of CRM and the AR test (previously validated in another study) were measured at the start. Four tests of successive knowledge, time spent studying, tutorials, final AR test and acceptability were conducted. Non-parametric tests were used. Forty (89%) residents participated, 22 were assigned to KP and 18 to CG. Similar basic characteristics, with exception of AR test (medians 55 Keller, 58 control). KP knowledge tests significantly higher (P = < 0.05) than the CG (medians 101, 88) along with time spent studying (medians 53, 23.4 h). There were no significant differences in AR test, although there was an improvement in both groups, significant in KP but not in CG (median increase of 4.5 and 2). Nine residents used and positively assessed the computer programme. Better acceptability was obtained by the KP in overall evaluation, recommendation of the method and learning dynamic. CONCLUSIONS: The KP obtained better knowledge, motivated studying and was positively accepted.

Computer-Assisted Instruction↗

PubMed1998

Evaluation of a computer based package on electrocardiography.

BACKGROUND: Opportunities for interactive learning in electrocardiography are limited--particularly at postgraduate level. In medical education, increasing use is being made of the electronic medium and various materials have been developed to improve clinicians' skills. AIMS: To test and evaluate the learning of electrocardiography among health professionals. METHODS: A software package, containing a tutorial on electrocardiography and a self-assessment programme of 140 electrocardiograms (ECGs) was constructed. Seventy-two health professionals were recruited into the study and tested before and after the study period. Participants were randomly allocated to one of three groups: control (no study material), tutorial or computer. The tutorial group participated in a series of tutorials and the computer group were provided with a CD-ROM containing study material for them to use in their own time. The results were assessed for statistical significance between all groups using analysis of variance techniques. RESULTS: Sixty-one individuals completed the study. Each of the three groups was pre and post tested on their knowledge of electrocardiography and their ability to interpret ECGs. The computer group was the only group to achieve a significant increase in performance in their knowledge on electrocardiography and in their ability to interpret ECGs. CONCLUSIONS: Suitably structured computer programmes are effective in helping clinicians understand electrocardiography and interpret ECGs.

Analysis of Variance↗

PubMed2003

[Telemedicine experiences in an urology educational institute].

The Telemedicine (TM) it is a viable alternative to improve the quality of the attention to the patient; in order to obtain the suitable efficiency is convenient that specialists must handle with naturalness the technical concepts related to the installation and operation of the equipment required in a TM session. In this work results on telemedicine teaching at the Center of Image Processing, are presented, showing the development of this medical-technology project. The objective of the course was to upgrade the academic formation of the students in the area of the TM, showing its versatility through varied experiences and medical practice. The experimental phase of telemedicine course was made for the Master Degree Program in Urology of Carabobo University. This activity was carried out at the Urology Teaching Institute (IDU). This article describes the experience and explains details of the videoconference equipment's configuration, the medical peripherals used in TM, the telecommunications services installation, the medical ambient in TM and the course programming. The course was twelve (12) weeks long. Some tutorials were given to make level the doctor's knowledge and soon teleconsulting were made which are explained later. Courses of this category have been made in several countries. This it is the first formal experience in TM in Venezuela having didactic goals. This course allowed us to observe the interaction between doctors and TM equipment's, related to teleradiology (RX and ultrasound) and telecitoscopy.

Computer Communication Networks↗

PubMed1988

How do we teach pathology? The laser videodisc and computer-assisted learning.

A laser videodisc, holding 54,000 still frames per side, can be used to provide visual material of excellent quality for pathology teaching. In a collaborative project between ten pathology departments, the first pathology videodisc has recently been completed and the production of the disc is described. When used as illustrative material for computer-assisted learning programs, the videodisc offers accurate random access of still frames and allows the overlay of computer-generated graphics onto the video picture. This can be used to pre-identify every individual feature of a particular frame, and an example tutorial program is described to show how this may be used to improve the students' understanding of what they see. Details and costs are given for a workstation suitable for this application and potential future developments for this teaching method are discussed. Although objective assessment of the cost-effectiveness of interactive video in teaching pathology has yet to be undertaken, one suitably designed program can give individual tuition to many students, making this a most efficient use of teaching time.

Computer-Assisted Instruction↗

PubMed2003

NMR-based methods and strategies for drug discovery.

Nuclear Magnetic Resonance (NMR) spectroscopy has long been a favourite tool of chemists interested in host-guest systems because it permits access to a wealth of information about the molecular recognition reaction. NMR has evolved dramatically in the last 15 years and, in parallel with the development of NMR methods for the determination of protein structure, a variety of tools aimed at detecting protein ligand interactions have been proposed and are being now used both in industrial and academic laboratories as valuable tools for structure-based drug discovery. Very recent developments have considerably increased the fraction of therapeutic targets that can be tackled by NMR and significantly reduced the amount of sample required for analysis; in this tutorial review we outline the essential NMR-based techniques and describe some examples of their implementation as part of drug discovery programmes.

Animals↗

PubMed2001

Fluorescence polarization: analysis of carbohydrate-protein interaction.

Fluorescence polarization has been widely used for the studies on the molecular motion in solution and has been applied to immunoassays for proteins, therapeutic drug monitoring in clinical pharmacy, and assays for environmentally toxic compounds. Because fluorescence polarization is most readily applicable to the kinetic analysis of the binding reaction between a substance having small molecular mass and a receptor molecule, this method is easily applied to the analysis of carbohydrate-lectin binding. In this tutorial Thematic Review, we briefly introduce the principles of fluorescence polarization and some applications of fluorescence polarization technique to glycobiology.

Aspergillus oryzae↗

PubMedDate not supplied

AAPM/RSNA physics tutorial for residents. Topics in US: B-mode US: basic concepts and new technology.

Ultrasonography (US) has been used in medical imaging for over half a century. Current US scanners are based largely on the same basic principles used in the initial devices for human imaging. Modern equipment uses a pulse-echo approach with a brightness-mode (B-mode) display. Fundamental aspects of the B-mode imaging process include basic ultrasound physics, interactions of ultrasound with tissue, ultrasound pulse formation, scanning the ultrasound beam, and echo detection and signal processing. Recent technical innovations that have been developed to improve the performance of modern US equipment include the following: tissue harmonic imaging, spatial compound imaging, extended field of view imaging, coded pulse excitation, electronic section focusing, three-dimensional and four-dimensional imaging, and the general trend toward equipment miniaturization. US is a relatively inexpensive, portable, safe, and real-time modality, all of which make it one of the most widely used imaging modalities in medicine. Although B-mode US is sometimes referred to as a mature technology, this modality continues to experience a significant evolution in capability with even more exciting developments on the horizon.

Health Physics↗

PubMed1991

Representational demands in mothers' talk to preschool children in two contexts: picture book reading and a modelling task.

Shared book reading is considered to be an influential factor in language and literacy development and has been associated with more complex and demanding forms of tutorial language use. The present study seeks to examine mothers' discourse in joint picture book reading in terms of the level of representational demand which it places on the child, that is the extent to which it requires the child to engage in abstract thought. This was compared with the language used in another interactive, but more product oriented task, modelling a clown using play-doh. Twenty-four mother child dyads (in which the mean age of the children was 4;2) were videotaped while engaged on these tasks and the conversation was analysed for representational demand (levels of abstraction), interactive features and communicative function. The mother's conversation was found to be at a higher level of abstraction in reading than in play-doh modelling. The accuracy of child responses to high level requests for information was superior for reading, while responses to low level requests were similar in both situations. The interactive categories were more utterance-based and less attention-based than in the modelling task.

Attention↗

PubMed1995

Interactive computer-based programs for a cancer learning center.

This paper describes the design and evaluation of a computer-based instruction (CBI) program that was integrated into a multidisciplinary cancer curriculum at the Medical College of Pennsylvania. Instruction took place in a cancer learning center. Modules contained literature, posters, slide sets, videocassette films, and "see, touch, and feel" models to teach and practice breast, testicular, rectal, laryngeal, and colonoscopic examinations. The CBI (programmed on HyperCard) contained tutorials divided into three levels of learning objectives: level one, epidemiology and prevention; level two, diagnosis and staging; and level three, management and prognosis. Simulated cases and test items were developed for each level. To evaluate students' perceptions of the program and provide them with feedback about their performances, the authors designed a questionnaire, held a focus group, and developed a built-in tracking system for the CBI. Results showed that the program was well received, the students answered the test items correctly, and the students wanted more time to study cancer. A description of some of the problems encountered with technology and equipment is provided for faculty who may be interested in designing and implementing similar CBI programs.

Computer-Assisted Instruction↗

PubMed2006

Nanomaterials under high-pressure.

The use of high-pressure for the study and elaboration of homogeneous nanostructures is critically reviewed. Size effects, the interaction between nanostructures and guest species or the interaction of the nanosystem with the pressure transmitting medium are emphasized. Phase diagrams and the possibilities opened by the combination of pressure and temperature for the elaboration of new nanomaterials is underlined through the examination of three different systems: nanocrystals, nano-cage materials which include fullerites and group-14 clathrates, and single wall nanotubes. This tutorial review is addressed to scientist seeking an introduction or a panoramic view of the study of nanomaterials under high-pressure.

Nanostructures↗

PubMed1990

Small-group interactive computer-assisted teaching.

A form of teaching developed at the Montreal General Hospital over the past 6 years which involves small groups of students, a tutor and computer assistance is described. The major supposition of the paper is that constant interaction with students on a question-and-answer basis is the most efficient form of teaching. With this method, areas of weakness and lack of comprehension of concepts can be easily and rapidly identified. Patient Management Problems (PMPs) on the computer are used in order to supply the questions that constitute the basis of the tutorial. These questions may then be expanded upon by the personal experience of the tutor. The feedback to the student inherent in this method allows for immediate rectification of problems. An attempt is made to validate the efficacy of this form of teaching with a literature review.

Clinical Competence↗