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Results for “Videodisc Recording”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

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At least 325 records · Page 18Linked to original sources
PubMed1994

Evaluation of an interactive computer video tutorial on malignant melanoma.

We evaluated medical student reaction to a computer-assisted interactive tutorial on malignant melanoma, a pigmented skin cancer. The tutorial was programmed for use with IBM Infowindow Touchscreen systems which integrate full-color video images from laser videodisc with text and graphics from a personal computer. Second-year medical students at the Medical College of Virginia responded to a questionnaire and rated both the content and the process of learning with this method more highly than presentation of similar content from textbooks.

Attitude↗
PubMed1994

Mediated realism and the representation of a health care controversy.

Psychologists have recently identified "situated cognition" as an important issue for educators across disciplines. Accordingly, instructional technologists have been working on ways to make classroom materials more true-to-life and affectively engaging. In this article I review a study designed to investigate the ways in which differing realism conditions (delivered through interactive video) influenced users' understanding of the issue of euthanasia and the case of Dax Cowart. Based on the study's findings, I raise the issue of a possible trade-off between traditional values of objectivity and authenticity.

Adolescent↗
PubMed1994

Animating the curriculum: integrating multimedia into teaching.

At many medical schools, the medical library assists faculty in finding and integrating new technology into the classroom, student laboratories, and lecture or small group sessions. Libraries also provide faculty with a place to do development. This paper recounts the author's experience creating software-based educational materials. In the process of creating the Slice of Life videodisc and developing and distributing other medical education software, techniques that do and do not work in producing multimedia for medical education became evident. Use of multimedia features and new modalities not possible with books, rather than development of electronic versions of texts and atlases, should be emphasized. Important human factors include collaboration, continuity, evaluation, and sharing of equipment, software, code, effort, expertise, and experiences. Distribution and technical support also are important activities in which medical libraries can participate.

Curriculum↗
PubMedDate not supplied

Interactive video instruction increases efficiency in cognitive learning in a baccalaureate nursing education program.

An interactive videodisc instruction module on therapeutic communication in nursing was evaluated to assess its impact on learning and retention. A pre-test, post-test, re-test, control group design was used on two comparison groups. Results showed that the intervention group met therapeutic communication course objectives more efficiently than the control group. Although all 65 student study participants met therapeutic communication course objectives equally well and at a high level by the end of the semester, the intervention group had achieved these objectives at a higher level than the control group within the first month of the semester. The results support the use of computer assisted instruction, and more specifically, interactive videodisc instruction for teaching therapeutic communication skills and permitting an increase in the student-faculty ratio, with no loss in quality.

Chi-Square Distribution↗
PubMed1993

Patient simulation using seamless digital video.

This manuscript describes a method for using digital-video technology to create patient simulations in which the simulated patient is always active on the computer screen. We outline the technical method we have developed, and we present the lessons learned in applying the method to develop a prototype patient simulation.

Computer-Assisted Instruction↗
PubMed1993

Image Engine: an object-oriented multimedia database for storing, retrieving and sharing medical images and text.

This paper describes Image Engine, an object-oriented, microcomputer-based, multimedia database designed to facilitate the storage and retrieval of digitized biomedical still images, video, and text using inexpensive desktop computers. The current prototype runs on Apple Macintosh computers and allows network database access via peer to peer file sharing protocols. Image Engine supports both free text and controlled vocabulary indexing of multimedia objects. The latter is implemented using the TView thesaurus model developed by the author. The current prototype of Image Engine uses the National Library of Medicine's Medical Subject Headings (MeSH) vocabulary (with UMLS Meta-1 extensions) as its indexing thesaurus.

Abstracting and Indexing↗
PubMedDate not supplied

Repurposing videodiscs for interactive video instruction: teaching concepts of quality improvement.

The purpose of this study was to develop an interactive video instruction (IVI) program to teach registered nurses in the clinical setting concepts of quality improvement and to test the effectiveness of the program. The Smith Author System was used to combine text and video sequences repurposed from videodiscs developed for nursing education to describe and illustrate concepts of quality improvement. A sample of 55 registered nurses from a midwest regional medical center who used the program had a significant increase in knowledge (p < .05) from pre- to postprogram opinionnaire. More nurses with baccalaureate degrees scored above the median for the interactive video instruction program than those with associate degrees or diplomas. Registered nurses with more than 5 years of experience also expressed willingness to apply the concepts of quality improvement to their daily patient care activities and to use computers for learning.

Attitude to Computers↗
PubMedDate not supplied

Self-instructional laboratories revisited by high technology.

Faculty at Southeastern Louisiana University School of Nursing identified a need to change the method of teaching basic nursing skills. A creative approach was needed to handle the increasing number of students without compromising the learning experience. The out-dated media center was renovated into a computer laboratory. Self-instructional modules to teach skills were developed using interactive video technology, computer assisted instruction, and videocassettes. The change was a success.

Computer-Assisted Instruction↗
PubMedDate not supplied

Evaluation of a labor and delivery videodisc simulation.

The purpose of this project was to determine the impact of an interactive videodisc (IVD) simulation in labor and delivery on the learning and clinical confidence of junior-level nursing students. Two clinical groups of students were created from the total 39 and both groups were pretested on knowledge and clinical confidence. Group 1 (n = 18) completed the IVD program before the first clinical experience in the labor and delivery setting. Group 2 (n = 21) received a traditional clinical experience first and then completed the IVD program. Students completing the IVD program plus the clinical experience had significantly greater clinical confidence and learning than those students completing only the clinical experience. Evaluation comments provided suggestions for improvements and were filled with positive comments about the program.

Clinical Competence↗
PubMedDate not supplied

A comparative assessment of interactive videodisc instruction.

A counter-balanced design was used to compare student knowledge and self-efficacy following interactive videodisc (IVD) and traditional instruction on intravenous therapy procedures. Students were assigned randomly to treatment groups receiving either IVD instruction followed by traditional lecture or lecture followed by IVD. Subjects were pretested before any instruction and post-tested after each type of instruction to provide three repeated measures for both knowledge and self-efficacy. While both types of instruction produced significant gains over baseline observation, neither method, when used by itself, was clearly superior. Combining both methods, regardless of sequence, was associated with maintained or enhanced knowledge and self-efficacy scores. Traditional-lecture presentation first, followed by IVD instruction, produced the largest gains in self-efficacy for applying intravenous procedures in nursing practice.

Computer-Assisted Instruction↗