Structured computer-based training in the interpretation of neuroradiological images

Abstract

Computer-based systems may be able to address a recognised need throughout the medical profession for a more structured approach to training. We describe a combined training system for neuroradiology, the MR Tutor that differs from previous approaches to computer-assisted training in radiology in that it provides case-based tuition whereby the system and user communicate in terms of a well-founded Image Description Language. The system implements a novel method of visualisation and interaction with a library of fully described cases utilising statistical models of similarity, typicality and disease categorisation of cases. We describe the rationale, knowledge representation and design of the system, and provide a formative evaluation of its usability and effectiveness.

The Design and Implementation of a Mobile Learning Resource

“…The methodology has been successfully applied to the design of a broad range of human centred technologies, including a Writer's Assistant [12] a training system for neuroradiologists [13], and a system to support requirements capture from customers for electronic test equipment. Socio-cognitive engineering draws on the knowledge of potential users and involves them in the design process, but it is critical of the reliability of user reports and it extends beyond individual users to give an analytic account of cognitive processes and social interactions, styles and strategies of working, and language and patterns of communication, so as to form a composite picture of human knowledge and activity that can inform system design.…”

Computer Discrimination between Diseases of the Brain Based on MR Image Features

“…Image Description Language (IDL) Previous work has described the computer based tutorial system that encompasses and teaches the image description language in its comprehensive and in a shortened form [1,2,3] . Figure 1 shows the interface to the system in which a partial description has been entered (bottom left).…”

Uma abordagem dialógica para a aquisição de habilidades táticas em jogos educacionais

“…Sharples e du Boulay [13] vêem a aprendizagem de conceitos médicos visuais (assim como as patologias), através de um tutor virtual, como uma aquisição de competência em um espaço de dimensões de caracterís-ticas onde os limites das patologias são definidos, e que a competência pode ser desenvolvida pela interação com um conjunto ordenado de imagens via o STI. Eles chamam a atenção que, na prática normal, muitos dos conhecimentos dos estudantes sobre patologias tendem a ser adquiridos indutivamente, possibilitando o surgimento de super-generalizações.…”