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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↗
PubMed1996

Auditory and visual speech perception: confirmation of a modality-independent source of individual differences in speech recognition.

Two experiments were run to determine whether individual differences in auditory speech-recognition abilities are significantly correlated with those for speech reading (lipreading), employing a total sample of 90 normal-hearing college students. Tests include single words and sentences, recorded on a videodisc by a male speaker [Bernstein and Eberhardt, Johns Hopkins Lipreading Corpus, The Johns Hopkins University, Baltimore, MD, 1986]. The auditory speech was presented with a white noise masker, at -7 dB Sp/N. The correlations between overall auditory and visual performance were 0.52 and 0.43 in the two experiments, consistent with the existence of a modality-independent ability to perceive linguistic "wholes" on the basis of linguistic fragments. Subjects in the second experiment also identified printed sentences, with 40%-60% portions of the printed characters deleted. Performance on this graphical "fragmented-sentences test" also correlated significantly with auditory speech recognition, providing a possible clue to the cognitive basis for the look-versus-listen correlation. The existence of a modality-independent source of variance in speech-recognition abilities may be a partial explanation of the difficulty in demonstrating strong associations between psychoacoustic measures of spectral or temporal acuity, and speech discrimination or identification. Female subjects in both experiments were significantly better lipreaders than their male counterparts.

Adolescent↗
PubMed1989

Interactive computer-video modules for health sciences education.

Advances in electronic image recording and computer technology have resulted in a remarkable increase in the power and flexibility of interactive computer-video teaching systems. The University of Washington Health Science Videodisc Development Group first demonstrated a laser videodisc controlled by a remote central computer in 1980. Even this rudimentary unit highlighted basic medical informatics principles including: rapid accessibility; a "generic" or multi-purposed format; ease of computer control; and large collections of valid, rigorously reviewed images. Advances in medical informatics have led to the development of the following previously undescribed series of teaching units: 1. The hypertext programs Hypercard, Linkway, and Guide have been used with videodiscs to develop easy-to-use instructional and reference materials. These materials demonstrate the ease with which a computer-naive instructor may develop new programs and the advantages that the intuitive nature of these programs brings to student users. 2. Patient simulations using single and double screens plus pre-defined knowledge structures; 3. Interactive single topic tutorials using preset knowledge structures; 4. A key-word-based disc searching system; 5. Electronic video microscopy; 6. A series of programs developed independently by health science faculty who have purchased multi-purpose videodiscs that demonstrate the flexibility of the multi-purpose or "generic": collection concept.

Computer Simulation↗
PubMed1992

Preliminary evaluation of learning via the AI/LEARN/Rheumatology interactive videodisc system.

AI/LEARN/Rheumatology is a level three videodisc system to teach clinical observational skills in three important diseases: rheumatoid arthritis, osteoarthritis, and ankylosing spondylitis. The AI/LEARN software was developed on an independent authoring system called GALE designed for MS-DOS based computers. The purpose of this paper is to present preliminary data about the efficacy of teaching by the use of an interactive videodisc system as evaluated by examinations centered upon disease-oriented learning objectives and by attitude questionnaires. We tested the efficacy of the AI/LEARN/Rheumatology system using both medical students and residents taking the rheumatology elective. Data collected were on learning, attitudes, and ranking of curricular elements of the rotation. We kept records on the student time and search path through the interactive videodisc system. Control data were collected during 1990, before the AI/LEARN/Rheumatology program was available. Data for the treatment groups were collected during 1991 and 1992, while the trainees used the AI/LEARN/Rheumatology system. The basic difference between the control year and the treatment year curricula was the substitution of AI/LEARN/Rheumatology for three hours of lecture covering the three target diseases. AI/LEARN/Rheumatology was as effective as traditional methods of instruction as measured by scores on a multiple choice test. Student and resident learning was related to the time spent on the system. Students and residents ranked the AI/LEARN/Rheumatology system as the single most helpful learning tool in their 8 week rheumatology block, ranking it above the examination of patients.

Arthritis, Rheumatoid↗
PubMed1982

Echocardiographic detection of left main coronary artery obstruction.

Advances in two-dimensional echocardiography have improved the prospects of using this technique to detect left main coronary artery (LMCA) obstruction. Using an echocardiograph that had digital gray scale, a 3-MHz transducer and strobe freeze-frame capability and reviewing recordings on an off-line videotape-videodisc analyzer, we retrospectively examined the LMCA in 72 patients who underwent coronary cineangiography. Angiography showed 50% or greater LMCA obstruction in seven patients. All seven had high-intensity echoes in the walls of the LMCA. The high-intensity echoes were irregularly located in the artery and partially occluded it. The LMCA could frequently be recorded proximal and distal to the obstruction. A blinded observer reviewed 28 randomly selected patients from this group and correctly identified the four patients with LMCA obstruction. There was one true and two questionable false-positive diagnoses. In a prospective study of 31 patients, two independent observers correctly identified the three patients with LMCA obstruction. There were no false negatives, and one observer had one false positive. All of the false positives were in patients with proximal left anterior descending coronary artery obstructions. Echocardiography may be a practical means of identifying patients with the LMCA obstruction.

Coronary Angiography↗
PubMedDate not supplied

Effectiveness of interactive videodisc instruction for the continuing education of paramedics.

OBJECTIVES: To evaluate the effectiveness of interactive videodisc (IVD) instruction of paramedics through the use of computer analysis of trip sheets. DESIGN/SETTING: Prospective, controlled, in an urban 9-1-1, paramedic, emergency medical services (EMS) system with total call volume of 62,000/year; 15,000 advanced life support (ALS). INTERVENTIONS: All 150 paramedics in the system received eight hours of IVD instruction covering five subject areas: 1) airway; 2) head/cervical trauma; 3) chest; 4) shock; and 5) cardiac arrest. Trip sheets from 9,943 runs in the pre-IVD period were subjected to computer analysis, and a compliance score was generated using previously developed algorithms that assigned a weight to each omission and commission. After a nine-month IVD training period, 4,303 cases were collected and analyzed in the post-IVD period. Statistical analyses were made using "Student's" t-test and Chi-square with alpha set at 0.05. EXCLUSIONS: Only those records of adult patients who fit one of the five protocols were eligible for computer analysis. Of the 9,943 cases in the pre-IVD group, 480 (4.8%) were excluded, all due to inadequate data recording by the paramedics. A statistically similar portion, 233 (5.4%) of the 4,303 post-IVD instruction cases were excluded (p = .15). RESULTS: Overall the mean compliance score of the pre-IVD group was 0.65 +/-0.19 (+/-SD). The post-IVD group score was 0.65 +/-0.19 (p = 0.99). Analysis of scores for each algorithm also showed no significant differences. This study had an observed power of .94 to detect a difference in compliance as small as 0.030. CONCLUSION: (ABSTRACT TRUNCATED AT 250 WORDS)

Algorithms↗
PubMedDate not supplied

The use of interactive video client simulation scores to predict clinical performance of occupational therapy students.

OBJECTIVE: Student academic performance (grades) has traditionally shown a weak correlation with clinical performance (supervisor ratings). A computer-based interactive video client evaluation program was created to determine whether the decision making of occupational therapy students on a client simulation explained variability in fieldwork supervisor ratings not accounted for by grades. METHOD: Two student cohorts (N = 43; N = 30) selected evaluation procedures for a client with a cerebrovascular accident from on-screen menus and recorded and interpreted client responses as shown on videodisc. Multiple regressions were calculated in which grades and simulation scores were used to predict fieldwork supervisor ratings. RESULTS: In cohort 1, grade in a physical disabilities course predicted 31% of the variance in supervisor ratings, whereas the simulation score for "completeness" accounted for an additional 12%, F(2, 39) = 16.75, p< .0001, adjusted R2= .434. Students with better grades received higher ratings, whereas students who evaluated the simulated client less exhaustively received higher ratings. For cohort 2, fieldwork ratings were best predicted by a combination of several simulation efficiency scores (number of correct answers given per unit time), F(4, 21) = 6.17, p < .002, adjusted R2 = .453. Mostly, higher efficiency scores were associated with higher supervisor ratings. CONCLUSION: Video simulations of client encounters may measure decision-making skills not measured by grades, in particular, making correct decisions in a timely manner within a realistic context.

Clinical Competence↗
PubMed1993

Application of TrackEye in equine locomotion research.

TrackEye is an analysis system, which is applicable for equine biokinematic studies. It covers the whole process from digitizing of images, automatic target tracking and analysis. Key components in the system are an image work station for processing of video images and a high-resolution film-to-video scanner for 16-mm film. A recording module controls the input device and handles the capture of image sequences into a videodisc system, and a tracking module is able to follow reference markers automatically. The system offers a flexible analysis including calculations of markers displacements, distances and joint angles, velocities and accelerations. TrackEye was used to study effects of phenylbutazone on the fetlock and carpal joint angle movements in a horse with a mild lameness caused by osteo-arthritis in the fetlock joint of a forelimb. Significant differences, most evident before treatment, were observed in the minimum fetlock and carpal joint angles when contralateral limbs were compared (p < 0.001). The minimum fetlock angle and the minimum carpal joint angle were significantly greater in the lame limb before treatment compared to those 6, 37 and 49 h after the last treatment (p < 0.001).

Animals↗
PubMed1988

Computer-assisted learning in medical education.

The advent of cheap and powerful micros has opened the possibility of computer-assisted learning (CAL) in medical education. This article attempts to demonstrate the educational value of CAL, with illustrations of its use. Four styles of CAL are examined, and the danger of trivializing the learning process discussed. The ultimate CAL package which enables students to take charge of their own learning is considered. There are considerable advantages in distance learning, self-assessment, computer-marked examinations and 'audit'. Some of the main problems are considered; these are decisions which must be taken about the choice of hardware and software. The use of various peripheral devices such as slide projectors and videodisc players greatly enhances the value of CAL material, as do alternative input devices. Some thought is given to software style in the presentation of material, and also to the question of the keeping of student records. The use of an author language facilitates program development, and the construction of content-free 'shell' programs enables new material to be added to existing frameworks. Other advantages of CAL include student access to JANET and the possibility of on-line searching of databases. CAL in medical education can help to liberate students from the burden of the rote learning of facts, and enhance the role of reason and imagination in the learning process.

Computer-Assisted Instruction↗
PubMed1995

The development and analysis of interactive videodisc technology to teach speechreading.

Members of the Department of Communication Disorders and Special Education and the Institute for Interactive Technologies at Bloomsburg University developed a computer-based interactive videodisc instructional program to teach speechreading skills. Speechreading Challenges on Videodisc provides users with practice in speechreading words, sentences, and stories presented by over 150 people in a user friendly environment. Unlike traditional videotapes, videodisc technology provides immediate feedback to the user. To determine the program's effectiveness in teaching speechreading, a comprehensive evaluation of the program was undertaken. Seventy-four college students participated in a study using the program to learn speechreading. Results indicated a statistically significant improvement in speechreading ability from pretest to posttest measures on both the videodisc program evaluation as well as on the Costello Test of Speechreading.

Deafness↗
PubMed1991

A computer management system for patient simulations.

A series of interactive videodisc patient simulations is being used to teach clinical problem-solving skills, including diagnosis and management, to dental students. This series is called Oral Disease Simulations for Diagnosis and Management (ODSDM). A computer management system has been developed in response to the following needs. First, the sequence in which students perform simulations is critical. Second, maintaining records of completed simulations and student performance on each simulation is a time-consuming task for faculty. Third, the simulations require ongoing evaluation to ensure high quality instruction. The primary objective of the management system is to ensure that each student masters diagnosis. Mastery must be obtained at a specific level before advancing to the next level. The management system does this by individualizing the sequence of the simulations to adapt to the needs of each student. The management system generates reports which provide information about students or the simulations. Student reports contain demographic and performance information. System reports include information about individual patient simulations and act as a quality control mechanism for the simulations.

Computer Simulation↗
PubMed1995

Techniques and tools for digitizing analog video for use in CD-ROM-based health education programs.

This presentation is designed to familiarize medical educators with the techniques and tools for converting analog video into digital video for use in CD-ROM based multimedia programs. Recent advances in computer processing, CD-ROM storage, and digital video enable personal computers to be used for creating and presenting digital adaptations of videodisc and videotape based instructional programs. These digital multimedia programs are being used for training health care providers, for patient and family health education, and for health information kiosks. Repurposing existing analog video is a cost effective approach for creating high quality multimedia instructional programs. The presentation will cover the process of digitally capturing and manipulating video segments for playback from CD-ROM. Procedures from initial digital capture to transcoding will be discussed and illustrated. Strengths and limitations of alternative procedures will be discussed. Two CD-ROM development projects, the digital conversion of The Anatomy Project videodiscs and the creation of a patient education program on spinal cord injury, will be used as examples of techniques.

Analog-Digital Conversion↗
PubMed1990

Dental diagnosis and treatment (DDx & Tx): interactive videodisc patient simulations for dental education.

Judgement skills and critical thinking in dentistry are developed through: (1) a systematic approach to gathering and processing information, and (2) an essential amount of practical experience. A new system of interactive videodisc patient simulations titled 'Dental Diagnosis and Treatment' or 'DDx & Tx' has been developed to provide students or practicing dentists an opportunity to develop and practice their critical thinking skills. The DDx & Tx system consists of patient simulation software, a laser-reflective videodisc with its accompanying database, a patient simulation management system, and documentation. An authoring tool is under development. Faculty-authored simulations require students to gather information, formulate diagnoses, order appropriate treatments and properly sequence those treatments. The students' performance is automatically scored and a critique is provided as a review.

Computer Simulation↗
PubMed2002

Video as a format in health information.

Video is a medium that has passed through a progression of technical advances including the invention of videotape, the incremental refinements to laser videodisc technologies, and the arrival of digital imaging technologies such as CD-ROM, DVD, and the Web's video streaming. Today, video is firmly established as a convenient and effective medium for conveying medical information. One result of these developments is that medical reference librarians can expect to encounter information requests and professional tasks that will require an understanding of these wide-ranging and differing video technologies.

Audiovisual Aids↗