An online interactive simulation system for medical imaging education

Dikshit, Aditya; Wu, Deng-Chyang; Wu, Chunyan; Zhao, Weizhao

doi:10.1016/j.compmedimag.2005.02.001

Cited by 37 publications

(25 citation statements)

References 22 publications

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“…Multiple web-based modules have been developed to address the concepts in radiology, ranging from introductory radiology for clinical-level medical students to interpreting the results of a highly specialized imaging modality for subspecialty radiologists (Shaffer and Small, 2004;Dikshit et al, 2005;Hassan et al, 2007). Online interactive continuing medical education (CME) for practicing physicians has become common and was found to have potential for ''sustained gains in knowledge that are comparable or superior to those realized from effective live CME activities'' (Fordis et al, 2005).…”

Section: Introductionmentioning

confidence: 98%

The impact of interactive, computerized educational modules on preclinical medical education

Bryner

Saddawi-Konefka

Gest

2008

Anatomical Sciences Ed

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Interactive computerized modules have been linked to improved retention of material in clinical medicine. This study examined the effects of a new series of interactive learning modules for preclinical medical education, specifically in the areas of quiz performance, perceived difficulty of concepts, study time, and perceived stress level. We randomly allocated 102 medical student volunteers into control and experimental groups. All participants studied selected anatomical and physiologic concepts using existing material (lecture notes, textbooks, etc.), while those in the experimental groups used the new interactive modules as well. All participants completed a quiz to test their knowledge of the assigned concepts and a survey to assess their subjective experiences in studying with the modules. We found a trend toward higher quiz scores in the experimental group relative to the control group, though it did not reach statistical significance (P = 0.31). Perceived concept difficulty was significantly reduced among those who studied with the modules (P < 0.001), and the number of hours spent studying the concepts was significantly increased (P = 0.028). Of those who used the modules, 83% rated them as "very helpful" or "extremely helpful." No significant differences existed between participants' reported stress levels during the course of the study (P = 0.44). Our data suggest that medical students may learn more effectively and feel less intimidated by difficult concepts when interactive modules supplement traditional instruction.

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Section: Introductionmentioning

confidence: 98%

The impact of interactive, computerized educational modules on preclinical medical education

Bryner

Saddawi-Konefka

Gest

2008

Anatomical Sciences Ed

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“…Th ere is a large body of research that is yet to be applied to simulated learning. Eleven studies were identifi ed that reported on simulation techniques specifi c to DR (n = 7) [13][14][15][16][17][18][19] and RT (n = 4). [20][21][22][23] One study, assessing the learning eff ectiveness of a live simulated scenario 14 of a critical incident within the computed tomography suite demonstrated improved student performance when they were given the opportunity to view and critique a staged simulated scenario before becoming immersed in that scenario themselves.…”

Section: Image Library Nmentioning

confidence: 99%

The use and perceptions of simulation in medical radiation science education

2011

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Purpose: To investigate whether simulated learning programs can be expanded to include aspects of clinical education in medical radiation science (MRS) curricula. Methods: Information about the use and perceptions of simulation in MRS education was collected from academic, clinical and accrediting stakeholders using semi-structured telephone interviews, an online survey, invited comment and face to face consultative meetings. Participants represented the MRS sub-disciplines: Diagnostic Radiography, Radiation Th erapy, Nuclear Medicine and Medical Sonography. Th e following themes were explored with regard to simulation programs: existing, potential expansion of, eff ectiveness of and implementation. Results: Currently, simulation is widely implemented across Australia to deliver MRS curricula. Areas for potential expansion include: authentic replication of the clinical environment with facilities for video recording, fl exible multipurpose space, video demonstrations, online computer assisted tutorials, interactive programs, authentic scenarios using role play or live actors, virtual reality environments and comprehensive digital imaging libraries. Th e literature revealed no fi rm evidence that simulation training was more eff ective than clinical training. Participants in our project viewed simulation as complementary to clinical placement, but not as a replacement for the complexity of situations that clinical placement presents.Stakeholders cautioned for careful curriculum planning and evaluation when implementing simulation in MRS education. Conclusion: Th is consultative process provided a comprehensive summary of the current use of simulation in MRS and the potential for expansion with examples from the sub-disciplines. Th ere is a need for further research to investigate the eff ectiveness of simulation in clinical skills development.

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“…Similar work has been also performed by Wu et al [15] and Dikshit et al [16], who developed an intuitive interactive curriculum for Miami University, USA, using MATLAB Web Server software. As of MATLAB Release 2006b, MATLAB Web Server was Fig.…”

Section: Developing the Web-based Educational Platformmentioning

confidence: 64%

A Web Simulation of Medical Image Reconstruction and Processing as an Educational Tool

et al. 2014

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Web educational resources integrating interactive simulation tools provide students with an in-depth understanding of the medical imaging process. The aim of this work was the development of a purely Web-based, open access, interactive application, as an ancillary learning tool in graduate and postgraduate medical imaging education, including a systematic evaluation of learning effectiveness. The pedagogic content of the educational Web portal was designed to cover the basic concepts of medical imaging reconstruction and processing, through the use of active learning and motivation, including learning simulations that closely resemble actual tomographic imaging systems. The user can implement image reconstruction and processing algorithms under a single user interface and manipulate various factors to understand the impact on image appearance. A questionnaire for pre-and post-training self-assessment was developed and integrated in the online application. The developed Web-based educational application introduces the trainee in the basic concepts of imaging through textual and graphical information and proceeds with a learning-by-doing approach. Trainees are encouraged to participate in a pre-and post-training questionnaire to assess their knowledge gain. An initial feedback from a group of graduate medical students showed that the developed course was considered as effective and well structured. An e-learning application on medical imaging integrating interactive simulation tools was developed and assessed in our institution.

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An online interactive simulation system for medical imaging education

Cited by 37 publications

References 22 publications

The impact of interactive, computerized educational modules on preclinical medical education

The impact of interactive, computerized educational modules on preclinical medical education

The use and perceptions of simulation in medical radiation science education

A Web Simulation of Medical Image Reconstruction and Processing as an Educational Tool

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