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PubMed1989

The efficiency and effectiveness of an interactive videodisc system to teach sign language vocabulary.

Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group.

Computer-Assisted Instruction↗

PubMed1989

Interactive videodisc as an instructional tool in medical education.

At a time when medical educators are actively revising the undergraduate medical school curriculum to make it more responsive to exigencies of the 21st century, the use of interactive videodisc technology may well prove to be a significant addition. Using interactive videodisc technology may be instrumental in reducing the amount of a large lecture didactic learning and improving small group problem-solving sessions that better synthesize factual knowledge. It also provides important and valuable exposure to varieties of computer technology that play an increasingly important role in training and medical practice.

Audiovisual Aids↗

PubMed1986

Interactive videodisc to teach combat trauma life support.

Training military physicians in trauma management is a dilemma in peacetime, since there are few opportunities to gain clinical experience within the military care system. This program provides experience in clinical decision making through case simulation. Five cases, of increasing difficulty, are presented in a single videodisc side. The program is implemented on a system based on the IBM PC, and is written in the C programming language. The program emphasizes clinical realism by providing many clinical options at each decision point, and by audiovisually depicting combat clinical care in very realistic ways. The user interface is flexible and, though complex, is easy to use; it is supported by a narrated, on-line tutorial.

Computer-Assisted Instruction↗

PubMed1986

A voice-activated, interactive videodisc case study for use in the medical school classroom.

The instructional technology of voice recognition, interactive videodisc, and microcomputer offers new opportunities in medical education. The TIME Project is using this technology to create engaging, believable clinical situations that promote experiential learning, discovery learning, and contextual instruction in the medical school classroom. The TIME Project will conduct a field test of three interactive case studies as part of the introduction to clinical medicine curriculum at five medical schools to determine the educational effectiveness of the prototype design and its acceptance by faculty members and students.

Computer-Assisted Instruction↗

PubMed1986

An introduction to interactive videodisc technology: implications for medical education.

Interactive video technology is a unique and innovative way to maintain professional competency in health care. Its capabilities for individualization and trainee feedback complement its institutional flexibility and make this a truly revolutionary method for continuing education and initial instruction of all health professionals. Interactive video can be employed to evaluate objectively hospital staff performance standards and as such may help satisfy the hospital's burden of staff quality control. In addition, it may be a cost-saving measure by reducing training personnel expenditures. The following article describes the benefits of this budding technology and its application in health care.

Computer-Assisted Instruction↗

PubMed1987

The generic videodisc: an innovative technology in nursing education.

Generic videodisc is a resource that we have used to expand the clinical experience available to students in a specialized graduate curriculum. The versatility of this resource has made it equally valuable to undergraduate students, as well as students and professionals in other health-related disciplines. In contrast to usual media, the general disc has no fixed message that limits its use to one philosophy or educational objective. Educators and learners can tailor this resource to their own goals.

Curriculum↗

PubMed1988

Interactive video in health care: blending patient care, computer technology, and research results.

This article illustrates one method of combining research results and computer technology to produce a "high-tech" patient-education program that has demonstrated its applicability in clinical practice. A videodisc entitled The Story of Maria was produced as part of a large primary care research project along the southwestern U.S.-Mexico border. A needs assessment of approximately 200 Hispanic mothers preceded the scripting of the videodisc. The paper presents an overview of the production process, as well as a description of some special technological features, including the bilingual soundtrack, touchscreen control, and careful design of instructions to eliminate the need for literacy. Pilot testing of the interactive video program in two community health centers in the U.S.-Mexico border area indicates that the program is not only fulfilling its purpose, but also being enthusiastically received by the patients.

Adult↗

PubMed1990

Use of interactive videodisc for teaching of pathology laboratory cases.

Images from a generic videodisc called the 'Slice of Life' were utilized to develop computer-assisted interactive videodisc instruction (IVI) units for supplemental independent review of the laboratory cases studied in the general pathology course for year 1 medical students. Four units based on laboratory cases (two on 'inflammation' and two on 'neoplasia') were developed for a dual-screen Macintosh system. With this dual-screen system, specific picture frames from the videodisc could be retrieved on one screen while the other screen displayed the corresponding text. Each unit contained a number of case studies, each of which consisted of a clinical profile, gross picture and description of the tissue removed, sequential photomicrographs at successively higher magnifications from various fields of slides and their descriptions, comparison with the normal histology of the organ involved, interpretation of the observations and comments, final diagnosis, and a quiz at the end. Histopathological features were specifically emphasized. Evaluation of the units obtained from three consecutive classes of students indicated that these units were received as valuable supplemental tools for independent review of the laboratory cases.

Computer-Assisted Instruction↗

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↗

PubMed1986

Computers and videodiscs in pathology education: ECLIPS as an example of one approach.

We have enumerated ways in which the evolving computer and videodisc technologies are being used in pathology education and discussed in some detail the particular use with which we are most familiar, text management. While it is probably premature to speculate as to how these technologies will ultimately affect pathology education, one recent trend--the convergence that seems to be developing between those working on expert consulting systems and those working primarily on educational applications--will probably influence this impact substantially. We believe that we are moving, from opposite directions, toward the same end result, namely, the use of machine intelligence to facilitate and augment human learning. We expect that, as the two groups come closer together, very powerful, interesting, and eminently useful educational tools will emerge. While this is occurring, we think that most would agree that one of the very urgent needs is to develop forums in which the academic and practice communities can interact with researchers and developers. With apologies to Clemenceau, computers are rapidly becoming too important to be left exclusively to computer scientists. Such forums would serve to give these communities a chance to learn what the new technologies have to offer and give developers a better idea of where these technologies can make the greatest contributions.

Artificial Intelligence↗

PubMed1990

Integrated expert systems and videodisc in surgical pathology: an overview.

We present an overview of our 6-year experience in the design of expert systems for anatomic pathology. Our practical goal is to help practicing pathologists with learning, teaching, and the task of diagnosis by providing them with dynamic expert knowledge by means of a personal computer. This project could only be undertaken by first addressing a scientific goal: to characterize the problem-solving strategies that expert pathologists use in making a diagnosis and to state them in the logical terms of computer science. Our approach has been to build systems first for experimentation and then for use. The result of our work is an integrated computer-based approach that handles expert knowledge as formal relationships and morphologic images and that uses a number of logical strategies to provide multiple perspectives on diagnostic tasks. Configured as a pathologist's workstation, this approach can be expected to enhance the performance of trained general pathologists and pathologists in training. Lymph node pathology has been used as the prototype domain for this research, but care has been taken to seek a generalized authoring and inference structure that can be applied to other areas of pathology by changing the contents but not the structure itself. Excursions into various surgical pathology specialties suggest that the ways the system is constructed and exercised is fundamentally robust. Such computer-based expert systems can be expected to generate a new standard in the practice of pathology--based on the "gold standard" of classical morphology, but including the coordinated use of new methods from immunology and molecular biology in a multidisciplinary approach to diagnosis when these techniques are relevant. The benefits from this technology can be expected to be widespread with the evolution, refinement, and diffusion of these systems.

Artificial Intelligence↗

PubMed1995

IMPACT: an object-oriented graphical environment for construction of multimedia patient interviewing software.

This paper describes our software for rapid construction of multimedia computer interviews. The program, which we call IMPACT, was designed to measure preferences for health outcomes using the standard gamble and other decision analytic techniques. IMPACT is also a multimedia shell program that allows researchers to interactively construct patient interviewing instruments without programming or scripting. It supports the integration of text, graphics, synthesized speech, digital sound and QuickTime movies into interviewing instruments through a point-and-click interface. IMPACT also supports branching logic and randomizing the presentation order of materials within an instrument. This allows customization of the presentation based on patient responses and facilitates experimental designs. Validation studies show that preference assessments performed using IMPACT have high test-retest reliability (r = 0.83, n = 96). Post-test surveys (n = 52) show that most subjects understand valuation methods (86%) and believe that the explanations provided were clear (96%) and that methods were reasonable (80%). The majority of subjects thought the preference assessment methods were not difficult to use (53%) and would have been comfortable using such methods for medical decisions (53%).

Computer Graphics↗

PubMed1985

Teaching and learning away from the medical centre. The potential contribution of new technology to continuing medical education in the United Kingdom (working document).

Continuing education should be convenient, relevant, individualized, systematic and include means of assessment. Educational technology provides the link between teaching and learning; it should accommodate the essential interactions between learner, instructor, environment and material. Media in open learning systems include print, audiotapes, videotapes, discs and texts, telephones, television and computers. The selection of educational techniques must reflect the particular needs and learning styles of individuals.

Education, Medical, Continuing↗

PubMed1996

The electric pencil: CD-ROM and DVD.

This article is an introduction to and comparison of CD-ROM and DVD optical disc technologies, applications and standards with an overview of CD-ROM recording and production. Also discussed is the impact of optical disc technology on biomedical media and the relationship to the World Wide Web.

CD-ROM↗

PubMed2002

Pacemaker troubleshooting: improved efficacy using a new diagnostic digital Holter recording system.

Asymptomatic dysfunction of cardiac pacing systems is not uncommonly detected using long-term ambulatory monitoring techniques. We report two patients with atrial and ventricular sensing abnormalities noted only on Holter monitoring. Multiple empirical attempts at pacemaker reprogramming based on deductive analysis of the pacing anomaly were unsuccessful. Through the use of a new digital recording system that allowed collection of surface electrocardiographic data, intracardiac electrograms, and Marker Channel data a correct diagnosis was made (pacing lead insulation failure). This new recording system has the advantage of significantly improving diagnostic sensitivity and resulting in cost savings.

Adolescent↗

PubMed1989

[Chromosome analysis using image processing. Recent aspects and perspectives].

After a brief description of the automatic metaphase finding and karyotyping systems actually available, the authors describe an interactive method for chromosome analysis. The edges of each chromosome are delineated automatically. The use of 256 grey levels and 512 x 512 pixels allows the accurate classification. The result may be recorded on hard copy, videotape or disk. Present improvements of the Chromoscan include histograms, quantitative studies and the use of an expert system.

Chromosome Aberrations↗

PubMed2002

Estimation of the longitudinal axis of line symmetrical soft bodies by stereophotogrammetry.

The three-dimensional (3-D) position of rigid body segments is generally determined by stereophotogrammetry: the position of markers or marker-trees, fixed onto the rigid body, is identified in each of at least 2 images. Soft bodies like the tongue of a snake are not rigid and difficult to attach marker onto. Therefore, a method is developed to estimate the 3-D position of the central axis from the digitised contours. The 3-D finite spatial curve representing the tongue axis is described by a function of a fourth variable t,tin[0,1]. The projection of this line [x(t),y(t),z(t)], a polynomial curve of a user-defined order, was fitted onto minimally 2 recorded images by means of direct linear transformation. The result is an optimally estimated finite spatial curve defined by the polynomial parameters. The method is applicable for all line symmetrical organs or segments.

Algorithms↗

PubMed2006

Advances in pediatric gastroenterology: introducing video camera capsule endoscopy.

The video camera capsule endoscope is a gastrointestinal endoscope approved by the U.S. Food and Drug Administration in 2001 for use in diagnosing gastrointestinal disorders in adults. In 2003, the agency approved the device for use in children ages 10 and older, and the endoscope is currently in use at Arkansas Children's Hospital. A capsule camera, lens, battery, transmitter and antenna together record images of the small intestine as the endoscope makes its way through the bowel. The instrument is used with minimal risk to the patient while offering a high degree of accuracy in diagnosing small intestine disorders.

Capsules↗