PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Videodisc Recording”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 109 records · Page 6Linked to original sources
PubMed1988

Comparison of effectiveness of interactive videodisc versus lecture-demonstration instruction.

The purpose of this study was to compare the effectiveness of interactive videodisc and lecture-demonstration instruction in teaching preprofessional physical therapy students a psychomotor skill, the sliding board transfer. Advocates of interactive videodisc technology claim that it is a powerful educational tool. Because most practicing physical therapists spend some portion of their workday educating other persons, the effectiveness of interactive videodisc programs may influence the way that physical therapists provide instruction. Preprofessional physical therapy students were divided into three groups that received videodisc, lecture-demonstration, or no instruction. Learning was assessed with written examinations and performance analyses. The results showed that interactive videodisc instruction was as valuable as lecture-demonstration in teaching a particular psychomotor skill. Suggestions are made for how physical therapists can integrate interactive videodisc technology into their regular clinical education activities.

Adolescent↗
PubMed1986

Use of the interactive videodisc to teach pathology: a preliminary report.

Although use of computers in education dates to the early 1960s,1-3 it is only with the arrival of the "microcomputer revolution" that computers have become economically feasible in medical education. The advent of inexpensive and relatively powerful microcomputers initiated something of a chain reaction; microcomputers became available for educational purposes, thus creating a market for educational software. This accelerated development of educational software in turn made microcomputers more useable. While synergistic hardware and software development has occurred repeatedly in the microcomputer industry, it is only in the beginning stages in medical education. This paper presents a discussion of the development of one computer-assisted instructional program that utilizes an interactive videodisc format.

Computer-Assisted Instruction↗
PubMed1985

Videofluorography and pulsed fluoroscopy using a 512 X 512-pixel digital image system.

The combination of videofluorography and pulsed fluoroscopy using an analog videodisc system has previously been investigated with regard to image quality and potential for dose reduction. The authors found that the system could be improved still further by replacing the analog disc with a 512 X 512-pixel digital image system, thereby increasing fluoroscopic image quality and permitting stored images to be recorded with a multiformat camera. The pulsed method is compared with low-dose-rate fluoroscopy, in which a continuous image is obtained at 1/4 of the normal rate. Whereas image quality using a low dose rate was inadequate for any useful purpose, pulsed fluoroscopy was sufficient for all but the most critical stages of the examination.

Computers↗
PubMed1983

The interactive videodisc.

Dynamic audiovisual presentations that are interactive due to the use of videodisc systems provide more efficient and effective communication of those elements of medicine best learned by seeing them, than is possible via traditional modes. This is particularly true when externally interfaced electronic data processors are used to automate the process. While magnetic and stylus-type videodisc players can serve in education, it is the optical videodisc that has the greatest educational potential. The AMA has been exploring the capabilities of optical videodisc systems and demonstrating pilot programs that use good principles of audiovisual and computer-assisted instruction in tutorial formats or presented as patient management problems. We are on the threshold of a revolution in communication potentially as significant to education as the one which followed the invention of movable type. Using interactive videodisc programs, designed and produced with skill and care, we can solve some of medical education's most pressing problems.

American Medical Association↗
PubMed1984

The pediatrician's guide to computer videodiscs.

Computer-videodisc technology is currently redefining the uses and possibilities of media-assisted education. A specific videodisc program developed for use in pediatric education is described; the present state of videodisc technology is explained; possible future medical applications of this technology are suggested.

Academic Medical Centers↗
PubMed1990

Teaching pathology in the 21st century: assessment of required student use of interactive videodiscs designed to teach basic pathology.

A series of 11 computer-controlled optical videodisc modules in basic medical pathology was developed to be used as self-study materials. There are approximately 70 medical schools in the United States, Canada, the Philippines, and Europe currently participating in field testing this series. In the fall of 1988, second-year medical students at the University of Arkansas College of Medicine used five of these modules in place of traditional lectures during the pathology course. A pretest was administered to students prior to use of modules. Each student then used the interactive modules for individual study. Each module presented a brief pretest, an interactive study lesson, and a posttest, each of which generated a score for the student. In addition, after completion of all five modules, students were given a posttest which was included in their first scheduled course examination. At the end of the course, questions concerning the videodisc material were presented on the final exam to test long-term retention. Students also completed attitudinal questionnaires about their experience using the videodisc modules. Results of the data collected indicate significant improvement in knowledge base by students using these interactive videodisc modules. Analysis of student attitudinal reactions was also positive. Optical videodisc computer-directed learning appears to be well-suited for medical student instruction in pathology.

Attitude↗
PubMed1984

Development of an interactive computer-videodisc program in pediatrics.

There is growing interest in the use of videodisc technology in health sciences education. This article describes the process of developing an interactive computer-videodisc program to teach health care professionals in training. It deals with techniques for examining infants with neuromotor problems. The program was developed at the University of Iowa and is the first of its kind to be used in pediatrics.

Computers↗
PubMed1987

Using videodisc technology and the Index of Nutritional Quality to teach dietary guidance to young adults.

A review of the literature indicated a need for nutrition education materials to be current with prevailing scientific knowledge, using advanced instructional technology. Individuals need help in applying nutrition principles to their dietary practices. A nutrition education program utilizing the nutrient density concept and the dietary guidelines for use on videodisc with microcomputer interface was developed and evaluated. The evaluation of the program did not prove to be statistically effective, but learners did show an interest in the program and had positive feedback in regard to the information presented and the technology used.

Dietetics↗
PubMedDate not supplied

Computer-assisted interactive video instruction in nursing (CAIVIN).

Computer-assisted interactive video instruction in nursing (CAIVIN) uses a team approach in designing and producing interactive software. The team's goal is to produce videodiscs in a variety of settings within nursing specialties. The current focus is decision making in medical-surgical nursing using the nursing process as the problem-solving model. Interactive video is used to make a smooth, safe transition from theory to practice through the use of simulations.

Computer-Assisted Instruction↗