SEARCH · PubMed Health

Results for “Multimedia”

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 19 recordsLinked to original sources

PubMed1994

The networked multimedia textbook: distributing radiology multimedia information across the Internet.

OBJECTIVE: The purpose of this project was to create an approach for global radiology multimedia publishing using the internet that would address the two largest problems facing radiology multimedia publishers today: the high percentage of radiologists who are computer novices and the variety of personal computers (Macintosh, Microsoft Windows/IBM-PC, X-Windows, Amiga) whose software is incompatible. MATERIALS AND METHODS: We developed a client/server approach to multimedia publishing, the networked multimedia textbook, that has a simple booklike user interface to facilitate use by computer novices. Once created, a networked multimedia textbook can be viewed on all current popular personal computers. The networked multimedia textbook is based on the internet, World-Wide Web, Mosaic, and Wide Area Information Servers software technologies, all of which are in the public domain. RESULTS: We created six radiology networked multimedia textbooks. CONCLUSION: This networked multimedia textbook approach for the global distribution of multimedia radiology information brings the benefits of multimedia publishing on the Internet to radiologists today.

Computer Communication Networks↗

PubMed2006

Multimedia for occupational safety and health training: a pilot study examining a multimedia learning theory.

Occupational diseases are a significant problem affecting public health. Safety training is an important method of preventing occupational illness. Training is increasingly being delivered by computer although theories of learning from computer-based multimedia have been tested almost entirely on college students. This study was designed to determine whether these theories might also be applied to safety training applications for working adults. Participants viewed either computer-based multimedia respirator use training with concurrent narration, narration prior to the animation, or unrelated safety training. Participants then took a five-item transfer test which measured their ability to use their knowledge in new and creative ways. Participants who viewed the computer-based multimedia trainings both did significantly better than the control group on the transfer test. The results of this pilot study suggest that design guidelines developed for younger learners may be effective for training workers in occupational safety and health although more investigation is needed.

Adult↗

PubMed2006

Surgical Multimedia Academic, Research and Training (S.M.A.R.T.) tool: a comparative analysis of cognitive efficiency for two multimedia learning interfaces that teach the pre-procedural processes for carpal tunnel release.

This study proposes a series of guidelines for designing multimedia educational interfaces that combine educational strategies with cognitive load theory. There is a large body of research that confirms multimedia education is at least as effective as the traditional approach, but there is no discussion regarding the effectiveness of the interface design. This trial compares two interfaces to determine which design techniques are most cognitively efficient for the learner.

Carpal Tunnel Syndrome↗

PubMed2003

Multimedia reviews: multimedia convergence for clinicians.

Introduction by the column editor: In this final column of the year, Dr. Taintor provides an overview of exciting technological developments via his report on the 2003 annual meeting of the American Association for Technology in Psychiatry (AATP). Advances-and convergences-in technology are providing clinicians with increasingly useful tools to enhance the effectiveness of their treatments, increase access to care, reduce errors, and save time. As Dr. Taintor notes, AATP's meeting is traditionally held in conjunction with the annual meeting of the American Psychiatric Association (APA). I hope that his report will encourage APA's members to attend some of next year's informative sessions.

Health Services Accessibility↗

PubMed2003

Multimedia reviews: multimedia overload produces "symplexity".

We humans "know" from information mediated through our "natural senses." All outside signals come to us through some medium-sound waves, pressure and touch, light waves, radio and television waves, and so forth. McLuhan's famous mantra "The medium is the message" paradoxically highlighted the critical transformation of meaning when each type of medium-radio, television, drums, hand signals-by its very nature modifies the message it is transmitting. In this month's column Dr. Zingrone brings challenging new ideas to the field of human communication and vividly describes the communication distortions that occur when the overload of increasingly complex modern media results in a paradoxical diminution of meaning itself. He has coined a term for this unintended consequence and given it to his exciting new book, The Media Symplex: At the Edge of Meaning in the Age of Chaos (1). Many of us may recognize the effect created by this accelerating phenomenon-our stupefaction as we experience the onslaught of sound and visual signals produced by a television news screen, where an avalanche of rapidly changing, overlapping, and distorted visual images flash at our eyes while screeching, undulating synthetic "music" crashes about our ears. And in that chaos we struggle to find meaning,Dr. Zingrone, who worked with McLuhan and who has written extensively about his work (2,3), has succeeded in his new book to move the pioneering work of human communication scientists forward and thereby help us all to understand the developing paradox and danger of more communication yet less meaning.

Communications Media↗

PubMed2002

Multimedia technologies in education.

In general multimedia is the combination of visual and audio representations. These representations could include elements of texts, graphic arts, sound, animation, and video. However, multimedia is restricted in such systems where information is digitalized and is processed by a computer. Interactive multimedia and hypermedia consist of multimedia applications that the user has more active role. Education is perhaps the most useful destination for multimedia and the place where multimedia has the most effective applications, as it enriches the learning process. Multimedia both in nursing education and in medical informatics education has several applications as well. A multimedia project can be developed even as a "stand alone" application (on CD-ROM), or on World Wide Web pages on Internet. However several technical constraints exist for developing multimedia applications on Internet. For developing multimedia projects we need hardware and software, talent and skill. The software requirements for multimedia development consist of one or more authoring systems and various editing applications for text, images, sounds and video. In this chapter different software tools for creating multimedia applications are presented. In the last part of this chapter, two examples of multimedia educational training programs are discussed. Both are "stand alone" applications (CD-ROMs). The first, examines several aspects of the electronic patient record by using videos, audio descriptions, lectures and glossary, while the second one presents several topics regarding epidemiology and epidemiological research by using graphics, sound and animation.

CD-ROM↗

PubMed2005

Merging multimedia presentations and semistructured temporal data: a graph-based model and its application to clinical information.

OBJECTIVE: In this paper, we focus on the issue of providing physicians with the capability of representing in a seamless way both temporal aspects of multimedia semistructured data and their temporal presentation requirements. BACKGROUND: Semistructured data are data having some structure, that may be irregular or incomplete and does not necessarily conform to a fixed schema. Semistructured data often contain the description of histories of the considered real world. The eXtensible Markup Language (XML) is becoming a cross compatible and standardized means for representing semistructured clinical data. In the field of medical informatics, there are many ongoing activities concerning XML. In the field of multimedia database systems, the topic related to the integration of several media objects (with their temporal aspects) have been considered both for data modeling and querying issues and for modeling multimedia presentations. METHODOLOGY: We first propose the Multimedia Temporal Graphical Model (MTGM), by representing a clinical database for cardiology patients undergoing cardiac angiographies and then describe it in a formal way. We deal with the problem of expressing MTGM data by XML and of managing MTGM clinical data through an XML-based system. We provide both a technique for translating (a part of) an MTGM database into an XML document and some techniques allowing us to obtain presentations defined by means of the Synchronized Multimedia Integration Language (SMIL) from MTGM presentations. RESULTS: MTGM allows one to represent and store clinical information in a semistructured, temporal, and multimedia database. The physician can define multimedia presentations based on the stored data. Multimedia presentations are then stored in the same MTGM database together with temporal clinical information and are thus represented according to the same data model. A prototype based on an XML native database system has been designed and implemented. DISCUSSION AND CONCLUSIONS: In this work we have considered the theoretical and methodological issues concerning the definition of a general data model for describing temporal and multimedia features of semistructured clinical information. Other research and application oriented features, which have not been considered in MTGM, could be investigated for completing MTGM with regard to its applicability to clinical domains: MTGM does not allow one to express times at different levels of granularities, i.e. with different time units, or with indeterminacy; besides the considered valid time, it could be interesting to manage also other temporal dimensions such as the transaction and availability times. Besides being useful for managing multimedia data stored according to widely accepted standards as MPEG and DICOM, nowadays semistructured data, and XML in particular, are becoming the most important way for expressing and exchanging medical knowledge and data: MTGM can be considered as a data model allowing the seamless representation of both (multimedia and temporal) clinical data and knowledge.

Artificial Intelligence↗

PubMed2005

A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course.

Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM ("The Liver") integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged (P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM (P < 0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.

Bile Acids and Salts↗

PubMed1993

An approach to the creation of multimedia textbooks for radiology instruction.

We developed a standardized approach for creating computerized multimedia textbooks based on four principles: (1) multimedia textbooks should resemble printed books, (2) the creation of multimedia textbooks should be relatively inexpensive, (3) multimedia textbooks should be completely digital, and (4) the construction of multimedia textbooks should be simple. To facilitate this approach, an inexpensive, user-friendly multimedia authoring tool called The Annotator was used. The Annotator, a Hypercard-based program that runs on any Macintosh computer, helps authors rapidly create sophisticated radiologic multimedia textbooks. This program provides a textbooklike shell that can be filled with digitized media (video clips, audio clips, images, and text). This approach, which is applicable to any multimedia hardware platform, allows the authorship of multimedia textbooks that can be easily transported to any future multimedia platform.

Computer Graphics↗

PubMed2001

The role of multimedia interactive programs in training for laparoscopic procedures.

BACKGROUND: The application of minimally invasive techniques to the performance of abdominal surgery by general surgeons has been perhaps the greatest advance in the history of general surgery. The safe adoption of many of these procedures, however, has been hampered by significant obstacles, mainly due to the problem of providing adequate training for surgeons. Outside of animal and cadaver labs, most training has been didactic in nature, and adoption rates after completion of these courses are discouraging. Multimedia interactive training has been used in a number of high-tech industries with great success. A >60% improvement in the learning curve after multimedia interactive training, as compared to traditional didactic training, has been reported. Multimedia interactive training programs for surgeons that use content and input from multiple experts in laparoscopic procedures have now been developed. METHODS: Residents from a general surgery residency program who used these programs were asked to rate their effectiveness in increasing their knowledge and comfort level prior to their participation in a real procedure as the primary surgeon or first assistant. A comparison to other traditional training techniques was also made. Eleven residents completed 41 programs designed to teach one of five different laparoscopic procedures-cholecystectomy, fundoplication, appendectomy, colon resection, or hernia repair. RESULTS: On a scale of 1 to 10, with 10 being the highest, the residents reported that the multimedia interactive training programs raised their knowledge level of the procedure from 6.0 to 8.7 (+2.7 point value increase after using the multimedia interactive program). The programs increased their comfort level when actually called on to perform or assist with the procedure from 5.3 to 8.1 (+2.8 point value increase after using the multimedia interactive program). In comparing the value of training methods for learning laparoscopic procedures, the residents rated text, lectures, videos, and animal labs at 4.7, 5.1, 6.0 and 7.3, respectively. By comparison, the residents rated the multimedia interactive training program at 8.8. CONCLUSION: The use of multimedia interactive training programs in addition to current laparoscopic training courses may help to increase the safe adoption of laparoscopic procedures. These programs may be a beneficial adjunct to residency training programs.

Adult↗

PubMed2005

Testing the impact of a multimedia video CD of patient-controlled analgesia on pain knowledge and pain relief in patients receiving surgery.

OBJECTIVES: This study aimed to develop a multimedia video CD (VCD) of patient-controlled analgesia (PCA) and test its effects on pain knowledge and pain relief in patients receiving surgery. This multimedia VCD of PCA was created to convey fundamental knowledge to both patients and their family members and help patients properly utilize PCA devices to relieve pain and improve recovery. The content of multimedia VCD of PCA included pre-admission pain education, introduction of PCA, nursing care procedures, and questions and answers. METHODS: This study used a quasi-experimental research design to test effects of the multimedia education program in the experimental group of 30 subjects compared to the control subjects of equal number (without the multimedia VCD of PCA). RESULTS: (1) The intervention of multimedia VCD of PCA resulted in a statistically significant difference in pain knowledge between the experimental and control groups. (2) Subjects in the experimental group obtained a better outcome of pain relief compared to control subjects. (3) Subjects in the experimental group indicated that the multimedia VCD of PCA indeed helped them effectively operate their PCA devices to relieve surgery pain. CONCLUSIONS: The clinical application of the multimedia VCD of PCA could help patients improve knowledge on pain, learn how to use PCA devices, achieve proper pain relief, and increase effectiveness of recovery activities.

Aged↗

PubMed2006

Multimedia-driven teaching significantly improves students' performance when compared with a print medium.

BACKGROUND: In this study, we compared the educational value of a multimedia module about aortic valve replacement as a preparation for the operating room with a print medium of identical content. METHODS: One hundred twenty-six students were randomly assigned in a prospective study to either use the multimedia course (n = 69) or a print version (n = 57). A 20-item multiple-choice test was performed before and after learning with the respective medium. Both groups participated in an operation during which they were evaluated with 28 standardized tasks and questions. Individual motivation, computer literacy, and didactic quality of both media were assessed with psychometric tests. RESULTS: There were no significant differences in the multiple-choice pretest (multimedia, 30.6% +/- 12.4% versus print, 27.9% +/- 11.4%) and posttest responses (multimedia, 76.7% +/- 13.3% versus print, 76.9% +/- 11.1). Mean percentage of correct answers during the operation was 82.9% +/- 10% in the online group and 64.7% +/- 12% in the print group (p < 0.0001). The multimedia group needed significantly (p < 0.001) less study time (105 +/- 24 minutes) when compared with the text group (122 +/- 30 minutes). There were no statistically significant differences in motivation, computer literacy, and didactic quality of either medium. CONCLUSIONS: Regarding factual knowledge, there is no difference between multimedia-driven learning and a print medium. During heart operations, when understanding of complex temporal and spatial events is essential, students' performance is significantly improved by multimedia-enhanced teaching. The latter further proved to be more efficient in terms of study time.

Adult↗

PubMed2004

[Development of Web-based multimedia content for a physical examination and health assessment course].

PURPOSE: This study was to develop Web-based multimedia content for Physical Examination and Health Assessment. METHOD: The multimedia content was developed based on Jung's teaching and learning structure plan model, using the following 5 processes : 1) Analysis Stage, 2) Planning Stage, 3) Storyboard Framing and Production Stage, 4) Program Operation Stage, and 5) Final Evaluation Stage. RESULTS: The web based multimedia content consisted of an intro movie, main page and sub pages. On the main page, there were 6 menu bars that consisted of Announcement center, Information of professors, Lecture guide, Cyber lecture, Q&A, and Data centers, and a site map which introduced 15 week lectures. In the operation of web based multimedia content, HTML, JavaScript, Flash, and multimedia technology (Audio and Video) were utilized and the content consisted of text content, interactive content, animation, and audio & video. Consultation with the experts in context, computer engineering, and educational technology was utilized in the development of these processes. CONCLUSIONS: Web-based multimedia content is expected to offer individualized and tailored learning opportunities to maximize and facilitate the effectiveness of the teaching and learning process. Therefore, multimedia content should be utilized concurrently with the lecture in the Physical Examination and Health Assessment classes as a vital teaching aid to make up for the weakness of the face-to- face teaching-learning method.

Computer-Assisted Instruction↗

PubMed2003

The efficiency of multimedia learning into old age.

BACKGROUND: On the basis of a multimodal model of working memory, cognitive load theory predicts that a multimedia-based instructional format leads to a better acquisition of complex subject matter than a purely visual instructional format. AIMS: This study investigated the extent to which age and instructional format had an impact on training efficiency among both young and old adults. It was hypothesised that studying worked examples that are presented as a narrated animation (multimedia condition) is a more efficient means of complex skill training than studying visually presented worked examples (unimodal condition) and solving conventional problems. Furthermore, it was hypothesised that multimedia-based worked examples are especially helpful for elderly learners, who have to deal with a general decline of working-memory resources, because they address both mode-specific working-memory stores. SAMPLE: The sample consisted of 60 young (mean age = 15.98 years) and 60 old adults (mean age = 64.48 years). METHODS: Participants of both age groups were trained in either a conventional, a unimodal, or a multimedia condition. Subsequently, they had to solve a series of test problems. Dependent variables were perceived cognitive load during the training, performance on the test, and efficiency in terms of the ratio between these two variables. RESULTS: Results showed that for both age groups multimedia-based worked examples were more efficient than the other training formats in that less cognitive load led to at least an equal performance level. CONCLUSION: Although no difference in the beneficial effect of multimedia learning was found between the age groups, multimedia-based instructions seem promising for the elderly.

Adolescent↗

PubMed2005

Effects of multimedia with printed nursing guide in education on self-efficacy and functional activity and hospitalization in patients with hip replacement.

This study aimed to examine the effects of multimedia with printed nursing guides in patient education on the improvement of self-efficacy, functional activity and length of hospitalization in patients with hip replacement. A quasi-experimental design was used. Control group received a routine care, whereas experimental group was given the multimedia with printed nursing guides. In the multimedia, CD is a collection of nursing instructions in the format of multimedia such as video and audio recorded into a CD. The result showed there are statistically different between experimental and control groups on self-efficacy (t = -7.93, P < 0.001), functional activities (t = 4.33, P < 0.001), and length of hospitalization (t = 2.54, P < 0.05). The findings indicated experimental group achieved higher self-efficacy with the help of multimedia with printed nursing guides. Control group needed more assistance in performing functional activities. Length of hospitalization was significantly shorter in experimental group than in control group. To better adapt to continual human resource reduction and to improve nursing service quality, wider applications of multimedia with printed nursing guides in patient education may be worthwhile.

Activities of Daily Living↗

PubMed2002

An evaluation model for psychoeducational interventions using interactive multimedia.

A review of published evaluations of psychoeducational interventions using interactive digital multimedia shows that evaluations typically address only some of the areas that collectively would constitute a comprehensive evaluation. There appears to be a need for an accepted standard for these evaluations, based on a general evaluation model that encompasses all relevant aspects of development, efficacy and use of multimedia interventions. A comprehensive model is proposed which includes special features of multimedia interventions that lead to unique evaluation requirements. The model integrates relevant aspects of program evaluation and clinical trials models in order to provide a unique model that includes all the evaluation domains relevant to digital multimedia interventions. These include evaluation of intervention theory, intervention design strategies, the formative process, intervention efficacy (process and outcome) and contextual issues such as evaluability assessment, reporting and stakeholder issues. The application of individual components of the model is illustrated with reference to problems in the evaluation literature on a particular type of digital multimedia intervention, electroencephalographic biofeedback for Attention-Deficit/Hyperactivity Disorder. The model should be useful for researchers planning evaluations of digital multimedia interventions, especially in the psychoeducational domain. This paper provides a theoretical and evidential background for the evaluation model, and includes a checklist and flowchart for the planning and conduct of the evaluation.

Attention Deficit Disorder with Hyperactivity↗

PubMed1997

The effect of a multimedia interactive tutorial on learning endodontic problem-solving.

New technology may create additional opportunities for learning in dental education. One of these new features is a multimedia approach, courseware combining sound, text, stills and video with interactive learning. A multimedia program was developed to train dental students and dental practitioners in decision making and problem solving in endodontics. This study compared the effects of the multimedia program with a more traditional approach consisting of written information, without interaction. 28, 4th-year dental students at the University of Kentucky in Lexington, KY, USA were randomly assigned to the multimedia or the text-based groups. They were given a written pre-test using 2 cases of dental pain and were instructed to study independently using either the multimedia program (group A) or the written information (group B). No restrictions were imposed on the amount of time to be invested, and the total study time was recorded for each student. 3 weeks after the pre-test, the students completed the post-test. A total of 18 students completed both the pre-test and the post-test and their scores were included in the final data. Statistical analysis of the average scores using paired t-tests revealed no significant difference between the performance of the students in either group, indicating that the multimedia approach to learning endodontic problem solving may successfully replace traditional learning strategies.

CD-I↗

PubMed1998

Good practice in multimedia courseware development.

The main goal of the European TALENT/ESPRIT project is to create a generic environment for developing multimedia courseware. The first phase of the project concerns itself with developing conversion tools for converting text based course material into multimedia format. The second phase of the project adds network support to the courseware in the form of the network tutoring and networked supply chain support. One year into the project specifications for developing multimedia have been made and can be found in the project's deliverables. Also a summary of good practice in multimedia courseware development has been drawn up. First phase demonstrators (converted text based courses) are currently being prepared. This article starts with a global overview of the TALENT project itself. In more detail an overview of best practice guidelines in multimedia courseware development will be given. The information shown was obtained from an extensive survey among experts in the field of computer based training. The survey was conducted early this year as part of one of the project's deliverables. Finally some comments will be made on a multimedia demonstrator which is currently under development at HISCOM.

Computer-Assisted Instruction↗