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PubMed1994

Joseph E Whitley, MD, Award. Computer-assisted instruction with interactive videodisc versus textbook for teaching radiology.

RATIONALE AND OBJECTIVES: We compared computer-assisted instruction with interactive videodisc (CAI-videodisc) with a textbook to study differences in educational efficacy, time spent, and subjective preferences. METHODS: Two modules of CAI-videodisc, one concerning the radiology of arthritis and the other skeletal trauma, were prepared specifically for advanced medical students and junior house staff. Because the modules were derived from an actual textbook, we were able to conduct a controlled comparison. Our participants were 103 third- and fourth-year medical students taking a required 2-week clerkship in diagnostic radiology. They were assigned as part of their coursework the CAI-video-disc version of one module and the textbook version of the other. Pre- and posttests were administered. RESULTS: The mean scores improved from pre- to posttest after students used both modules in either version (P < 0.001). The gain in score was greater for students using CAI-videodisc; this difference was small only for the arthritis module (P < 0.092), but it was large for the trauma module, even when adjusted for differences in time spent learning (P < 0.001). Significantly more time was spent on the CAI-videodisc versions than the textbook versions (P < 0.004). Subjectively, 43% of the students preferred the CAI-videodisc, 45% preferred the textbook, and 11% had no preference. CONCLUSION: Medical students learned more radiology using a CAI-videodisc program than reading a textbook, but spent more time doing so. Their subjective preferences were equally split.

Awards and Prizes↗
PubMed1997

Longitudinal follow-up comparison of educational interventions: multimedia textbook, traditional lecture, and printed textbook.

RATIONALE AND OBJECTIVES: The goal of this prospective, interinstitutional study was to compare the long-term instructional effectiveness of a pediatric multimedia textbook (MMTB) to that of a standard lecture and a printed textbook. MATERIALS AND METHODS: A randomized cohort of 89 3rd-year medical students from two institutions were initially evaluated from June 1992 to June 1993 and reevaluated in May 1994. Students were randomly assigned to one of four instructional groups: computer-aided instruction by means of MMTBs (n = 21), traditional lecture (n = 23), printed textbook (n = 19), and a control group (n = 26). After instruction, all groups were tested by means of a multiple choice test at the end of their pediatric clerkship; they were given this same test 11-22 months later. RESULTS: The long-term instructional effectiveness of the MMTB, printed textbook, and lecture were the same as that in the control group, as determined by analysis of variance of mean test scores. CONCLUSION: The educational advantage of MMTBs observed immediately after instruction was not detected 1 year later. Because attrition reduced statistical power, further research is necessary to determine how educational fading affects these instructional formats.

Analysis of Variance↗
PubMed2006

First illustrations of female "Neurosurgeons" in the fifteenth century by Serefeddin Sabuncuoglu.

Males have dominated medicine for many centuries. Females could not appear in the medical history equally till the end of the 18th century; although they always have been in medicine as healers. It is worth mentioning that first illustrations indicating female surgeons were found in the book written in Turkish by Serefeddin Sabuncuoglu in the 15th century; while Europe was newly waking up from its dark ages and Middle East was under the influence of strict rules of Arabic and Islamic culture. Serefeddin Sabuncuoglu (1385-1470) was the author of the first illustrated surgical textbook Cerrahiyyetu'l-Haniyye (Imperial surgery) in Turkish Literature. Inside miniatures drawn by Serefeddin Sabuncuoglu indicated that the female surgeons, acknowledged "Tabibe", had been allowed to practice alone in Anatolia. Tabibes are illustrated in the miniatures practicing on the management of dead foetus with foetal hydrocephalus and macrocephalus which were the first clues by means of Turkish women in Neurosurgery.

Books, Illustrated↗
PubMed2000

Learning tumor diagnostics and medical image processing via the WWW--the case-based radiological textbook ODITEB.

New Internet technologies offer excellent chances to build high-quality on-line learning media for the education in medicine. Especially, the teaching of diagnostics with medical imaging as well as medical image processing can be supported by the excellent visualization and interaction capabilities. In cooperation with three radiological departments at German universities in Munich, Erlangen and Würzburg, the case-based open distributed Internet text book (ODITEB) for tumor diagnosis of the GI-tract, liver, pancreas and thorax has been developed at the Institut für Medizinische Statistik und Epidemiologie (IMSE) of the Technische Universität München. It offers a big collection of clinical tumor cases located on servers at the provider sites Munich, Erlangen and Würzburg, visualization and interaction similar to a real CT or MRI console, original DICOM data, X-rays and endoscopic and endosonographic videos, and expert-guided tours through the cases. In a first evaluation in summer 1998, 32 medical students graded the application with 1.9 ('good') on a scale from 1 ('very good') to 5 ('very bad'). The textbook supports German language, an English version is in preparation. In a second part, it contains lessons in medical image processing for students of medical informatics. An ODITEB release 2 with several improvements will be finished until February 2000. The use of the textbook is free of cost.

Computer-Assisted Instruction↗
PubMedDate not supplied

Analysis of end-of-life content in critical care nursing textbooks.

Nurses have identified a need for improving their knowledge and skills in providing end-of-life care. Critical care nursing textbooks can serve as an important source of information on end-of-life care for critical care nurses. Hence, an analysis of end-of-life content in 14 critical care nursing textbooks was conducted. Critical care nursing textbooks used for review were published in 1995 or later and identified from the libraries at the University of Wisconsin-Madison and Brigham Young University. The end-of-life content areas identified by the American Association of Colleges of Nursing (AACN), under which the AACN end-of-life competencies for undergraduate nursing students can be taught, were used as a framework for assessing the presence or absence of end-of-life content in the textbooks. When end-of-life content was present, two reviewers judged whether the information was helpful. Four additional end-of-life content areas were identified in some textbooks during the study, and reviewers also judged whether these were helpful. None of the textbooks had end-of-life content in all the content areas used for the analysis. Three textbooks did not contain any end-of-life content.

Attitude of Health Personnel↗
PubMed1994

Doubt and certainty about the pathways of invasive juvenile parasites inside hosts.

It is generally believed that the patterns of in-host migration of the infective stages of most invasive macroparasites of man and domestic animals are matters of established fact. In reality, the textbook treatment of this topic, and much of the experimental approach to it, are a legacy of an uncritical past. With few exceptions the true picture concerning particular host/parasite systems is confused by the acceptance of inadequate criteria of proof. In important instances these bogus 'proofs' have been generalized within a suspect inductive framework which employs the basic assumption that all migratory parasites that enter the same portal and travel to the same destination do so by the same route. The discussion of such issues serves as a background to the presentation in detail of a more rigorous conceptual and experimental framework.

Animals↗
PubMed1999

A comparison of the Internet and the standard textbook in preparing for the professional anaesthetic examination.

The Internet is increasingly being recognised as a source of information in different fields, and medicine is no exception. We investigated the use of the Internet as an aid in preparing for the professional medical examinations. The Internet was compared to a standard textbook in answering a randomly selected past examination paper. Thirty-eight web-sites on the Internet were involved, giving information to all the examination questions. In contrast, the textbook provided adequate information in only 73.3% of the questions. The time required to search for information on the Internet was more than that required for a single textbook. (approximately 2 hours per question compared to 30 minutes per question respectively). However, with the rapid development of computer technology and the cyberspace, the Internet may prove to be a viable alternative or a good supplement to the standard textbook when trainee anaesthetists are preparing for their professional medical examinations.

Anesthesiology↗