PubMed · 8327963
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D Overgaard. 1993-02-10. [Writing--avoid blocking].. https://pubmed.ncbi.nlm.nih.gov/8327963/
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Information technology is part of a growing number of applications in work and everyday life. It seems inevitable that the average person soon will have to interact with information technology in many ways, even when there is no desire to do so. Examples include finding a book in a library, personal financial transactions, the health sector, traffic and transportation, process control, etc. People who in this way are forced to interact with information technology shall be called accidental users. The accidental users poses a particular challenge to the design of technological artefacts because the disciplines of dealing with human-machine interaction are predicated on the assumption that users are motivated and have a minimum level of knowledge and skills. In particular, models of 'human error' and human reliability implicitly assume that users are benign and only fail as anticipated by designers. In this paper we investigate the extent to which current models of human erroneous actions and cognitive reliability can be used to account for interactions between accidental users and technology.
Telemedicine is changing the classical form of health care delivery, by providing efficient solutions to an increasing number of new situations: here we consider those which require some type of computer-supported cooperative work (CSCW) between health care professionals located in different clinical sites. This paper presents the design and development of a telemedicine system for remote computer-supported cooperative medical imaging diagnosis. The main and novel component of our system is a new CSCW distributed architecture, comprised by a collaborative toolkit to add audioconferencing, telepointing, window sharing, user's coordination and application synchronization facilities, either to existing or new medical imaging diagnosis applications. In comparison with existing CSCW products, mainly based on centralized architectures, our distributed toolkit is specially designed for telemedicine applications: to allow different levels of sharing between participants, to improve user feedback in highly interactive user interfaces, and to optimize the required communication bandwidth in order to implement a telemedicine CSCW application on almost any telecommunication network. This telemedicine CSCW system has been applied to build a cooperative medical imaging diagnosis application, in which two doctors, located in different hospitals, need to achieve a cooperative diagnosis on haemodynamic studies using cardiac angiography images. The design of the graphical user interface for this kind of telemedicine CSCW systems, a critical component which conforms any telemedicine application, is also addressed with a new methodological approach, to assure the system usability and final user acceptance. The telemedicine cardiac angiography pilot has been implemented, tested and evaluated within the Research Project 'FEST-Framework for European Services in Telemedicine' funded by EU AIM Programme.
The advanced fields in the physical sciences and quantitative social sciences began using computers years ago. But only recently has the electronic revolution reached the point where educators in both medicine and the humanities must take it seriously. This is because (1) computers have finally become powerful enough to permit the creation of teaching machines (called multimedia packages) that can manipulate the massive amounts of information involved in medicine and the humanities; and (2) the Internet is now fast enough and widely distributed enough to change teaching practices. Multimedia packages will drastically change traditional teaching and learning; the author reviews these and other likely impacts of these packages. For example, faculty members' effective contact with students will not be bound by time and place; students can learn at their own paces in their preferred modes; and the distinction between elementary and advanced learning will be virtually impossible to maintain. The Internet makes it possible to offer classes to students no matter where they or the teacher are located, to ignore strict constraints of time (a class discussion can go on for days), and to create "electronic communities" of students and faculty. The author reviews the great advantages of these capabilities, but states that this development of the virtual university could seriously undermine actual universities (e.g., difficulties of maintaining faculty competence in their disciplines; impossibility of deciding issues of department size and diversity; questions of the effectiveness of learning that does not take place face-to-face; problems of students' and teachers' time management, on which the traditional structures of curricula and teaching methods are built). Despite the fundamental adjustments that will be necessary, the author sees the electronic revolution in education as a necessary consequence of what is already taking place in research, where multimedia packages and the Internet are being used extensively, because in professional education, teaching and learning arise directly from research. Just as scholars and scientists have embraced this revolution, educators should embrace it in their educational programs and practices.