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F S Chew

Publications and source records attributed to F S Chew.

At least 73 records · Page 4Linked to original sources
PubMed1995

Teaching skeletal radiology with use of computer-assisted instruction with interactive videodisc.

We evaluated the effectiveness and logistical practicality of use of a program consisting of computer-assisted instruction with interactive videodisc to teach residents in orthopaedic surgery the radiology of musculoskeletal injuries. Eleven residents (four in the fourth year of postgraduate training, five in the third year, one in the second year, and one whose level of training was not recorded) used the computer-videodisc program in a single session with no supervision. The residents took a pre-test and a post-test and also filled out a questionnaire on the efficacy and usefulness of this program compared with other educational materials. The eleven residents improved their scores from 56 +/- 8.6 per cent correct answers (mean and standard deviation) (range, 44 to 69 per cent correct answers) on the pre-test to 86 +/- 9.2 per cent correct answers (range, 69 to 100 per cent correct answers) on the post-test. All of the residents improved their scores, and the improvements were significant (p < 0.001; effect size, 3.57). The residents thought that the program increased their interest in the subject, and they preferred the computer-videodisc program to the use of actual radiographs, textbooks, videotapes, and slides and audiotapes for individual study. The residents reported no difficulty in using the program or the electronic equipment.

Bone and Bones↗
PubMed1995

MR arthrography of the shoulder: normal intraarticular structures and common abnormalities.

MR imaging with gadopentetate dimeglumine (MR arthrography) is a new technique for evaluating the shoulder. Early clinical experience indicates that MR arthrography improves the visualization of intraarticular structures [1-3]. On T1-weighted images, high-signal contrast solution outlines the low-signal surface of the cuff tendons, the contour of the glenoid labrum, and the course of the glenohumeral ligaments. This essay illustrates the anatomic features of normal glenohumeral structures seen on MR arthrography and common pathologic disorders of the labral-ligamentous complex and rotator cuff.

Adult↗
PubMed1995

Radiology of devices for fracture treatment in the extremities.

This article describes the appearance and application of various mechanical devices used in the treatment of fractures. It is intended to familiarize the reader with the biologic and biomechanical principles underlying the design and application of particular devices as well as to explain and demystify some of the orthopedic vocabulary used to describe them. Once a fracture has been recognized and treatment has begun, the role of the radiologist in the management of the patient shifts from diagnosis to follow-up. The purpose of the radiologic report is no longer the detection, localization, and description of the fracture but, rather, the description of the mode and progress of treatment and surveillance for the occurrence of complications. It is therefore important for the radiologist to be familiar with the application and normal radiologic appearance of devices used in the treatment of fractures.

Arm Injuries↗
PubMed1994

Joseph E Whitley, MD, Award. Computer-assisted instruction with interactive videodisc versus textbook for teaching radiology.

RATIONALE AND OBJECTIVES: We compared computer-assisted instruction with interactive videodisc (CAI-videodisc) with a textbook to study differences in educational efficacy, time spent, and subjective preferences. METHODS: Two modules of CAI-videodisc, one concerning the radiology of arthritis and the other skeletal trauma, were prepared specifically for advanced medical students and junior house staff. Because the modules were derived from an actual textbook, we were able to conduct a controlled comparison. Our participants were 103 third- and fourth-year medical students taking a required 2-week clerkship in diagnostic radiology. They were assigned as part of their coursework the CAI-video-disc version of one module and the textbook version of the other. Pre- and posttests were administered. RESULTS: The mean scores improved from pre- to posttest after students used both modules in either version (P < 0.001). The gain in score was greater for students using CAI-videodisc; this difference was small only for the arthritis module (P < 0.092), but it was large for the trauma module, even when adjusted for differences in time spent learning (P < 0.001). Significantly more time was spent on the CAI-videodisc versions than the textbook versions (P < 0.004). Subjectively, 43% of the students preferred the CAI-videodisc, 45% preferred the textbook, and 11% had no preference. CONCLUSION: Medical students learned more radiology using a CAI-videodisc program than reading a textbook, but spent more time doing so. Their subjective preferences were equally split.

Awards and Prizes↗
PubMed1994

Osteomyelitis.

Explore the source record for details and available documents.

Adolescent↗
PubMed1994

Interactive videodisc for teaching radiology.

This article reviews the development and current use of the interactive videodisc as a tool for teaching radiology. Inherent advantages of the videodisc include large image capacity with random access, ability to incorporate motion video, ability to overlay arrows and other graphics on images, quality of images, speed of retrieval and display, and ease of management of images.

Computer-Assisted Instruction↗
PubMed1994

Interactive atlas of joint anatomy on MR images.

We designed and developed an atlas of joint anatomy based on MR images. Using a workstation that consisted of a computer and a videodisc player, each with its own monitor, the program presented complete sets of labeled MR images of the joints by using a variety of common pulse sequences in standard imaging planes. The images were stored on videodisc and were retrieved and displayed under the control of the computer program. The images could be viewed in a self-paced, structured sequence or in any arbitrary, self-directed way. Interactive features included a quiz mode that challenged the user to name the anatomic structures, one at a time. The atlas has been exhibited at national meetings and currently is used in our residency and fellowship training programs.

Computer-Assisted Instruction↗