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A computerised audit system using a commercially available database program and a word processing program was devised to produce discharge documents close to the time of discharge. The data were available for audit of the surgical unit's work. It was found that secretarial time was more efficiently used and general practitioners received more information about their patients earlier than before.
This review examines how language learners master the formal structure of their language. Three possible routes to the acquisition and mastery of linguistic structure are investigated: (a) the use of prosodic and phonological information, which is imperfectly correlated with syntactic units and linguistic classes; (b) the use of function words to syntactically classify co-occurring words and phrases, and the effect of location of function-word processing on structural mastery; and (c) the use of morphology internal to lexical items to determine language structure, and the productive recombination of these subunits in new items. Evidence supporting these three routes comes from normal language acquirers and from several special populations, including learners given impoverished input, learners with Williams syndrome, specific language-impaired learners, learners with Down syndrome, and late learners of first and second languages. Further evidence for the three routes comes from artificial language acquisition experiments and computer simulations.
Today, the radiologist is able to equip his or her office with a powerful personal computer system equivalent to the large mainframe computers of just a few years ago. If funds permit, purchase of a 486 equivalent system with 200-300 Mbytes of hard-disk storage, 16 Mbytes of random access memory (RAM), a high-resolution color video card and monitor, and a laser printer is recommended. The practical uses for such a system are almost limitless and include word processing, spreadsheet and data-base management, telecommunications, multimedia presentations, business applications, teleradiology, resident and medical student education, and research applications. No matter how much one becomes involved in computer applications, it is essential to establish good habits for backing up critical data files and programs. Becoming familiar with computer technology is not easy at first. Finding a good computer buddy, taking simple night school courses, and reading computer articles and magazines are good ways to get started. Computers are wonderful devices. The day is fast approaching when they will become a necessary tool for every radiologist.
The computerized scientific exhibit (CSE) is gaining acceptance as a tool for delivering scientific information at meetings of radiologic societies. CSEs allow presentation of more material in a more space-efficient manner than do conventional exhibits, and the viewer can control the order and detail in which material is reviewed. As a disadvantage, currently, the radiologist must use a support team and learn new tools to create a CSE. The preparation and cost may also be greater. Meeting attendees must overcome a reluctance to use computers to benefit from a CSE. Creation of a CSE has design, production, and presentation phases. A team of content authors, software author, graphics acquisition person, and project manager works together through brainstorming, conceptual ordering, storyboarding, prototyping, and selection of authoring tools to design the exhibit. Production must include use of common word processing and image file formats, as well as standardization of image resolution. Accurate equipment specification is needed to ensure that the exhibit can be run on the equipment provided by the meeting organizers. In addition, some security steps are needed to prevent misuse of the exhibit. In addition to display at assemblies, the CSE can be made available to a larger audience by delivery on media such as compact disks and the Internet and can be continually modified as new material becomes available.
A cumulative radiology report, like clinical progress notes, contains a listing of examinations and findings in chronologic order. Word processing is the most efficient way to create such a report, with follow-up examinations handled as additions to an existing document. Since 1988, cumulative reports on 127 cases involving 483 examinations have been made for a long-term industrial chest radiology survey by using a personal computer and custom software that employs minimum keystrokes to manage files. The results were as follows: (a) Quality improved operationally owing to routine auditing of prior information. (b) Efficiency improved owing to computer speed and software functions that included a refined "last in-first out" index and user-defined macros. (c) The radiologist saved time by not having to reiterate previously reported findings that were unchanged. This method is ideal for long-term surveys and could be a useful option for follow-up examinations in general.
The next phase of the digital revolution in medicine is taking place through the dissemination of powerful handheld computers. Handheld computers, or personal digital assistants (PDAs), are no longer considered either a curiosity or a toy. The current handheld computer has many features (Internet access, simple e-mail client software, spreadsheet and database programs, word processing, and digital media) that make it an ideal tool for healthcare providers. Improvements in handwriting recognition, display characteristics, and wireless networking capabilities provide a platform for real-time review of both large static and dynamic repositories of patient data. Although earlier PDA models lacked the ability to display medical images appropriately, current PDAs boast display characteristics that approach low-resolution computer monitors. Although the handheld computer is not yet a reliable option for soft-copy reading, it offers many features that can improve work flow and efficiency for the radiologist. These features include improved personal information management, decision support via access to educational materials, and remote access to radiology-related information systems.
There are at least three areas in which technology can impact education: teaching, learning, and assessment. Teaching, when viewed as communication of information, has been transformed by the technology revolution. Word processing, multimedia, distance learning, and access to the World Wide Web are some prominent examples. The impact of technology on learning, defined as knowledge or skill acquired by instruction or study, has been less dramatic, in part because of our limited understanding of cognitive processes. Some forms of assessment, the collection of evidence of learning, have benefited from technology, such as item analysis of multiple-choice questions. To be effective, the focus on instruction must start with the learner and, from there, consider what should be done to enhance learning. An emphasis on what is technologically appropriate, rather than what is technologically possible, will improve the quality of both teaching and learning.
Functional neuroimaging methods have reached maturity. It is now possible to start to build the foundations of a physiology of language. The remarkable number of neuroimaging studies performed so far illustrates the potential of this approach, which complements the classical knowledge accumulated on aphasia. Here we attempt to characterize the impact of the functional neuroimaging revolution on our understanding of language. Although today considered as neuroimaging techniques, we refer less to electroencephalography and magnetoencephalography studies than to positron emission tomography and functional magnetic resonance imaging studies, which deal more directly with the question of localization and functional neuroanatomy. This review is structured in three parts. 1) Because of their rapid evolution, we address technical and methodological issues to provide an overview of current procedures and sketch out future perspectives. 2) We review a set of significant results acquired in normal adults (the core of functional imaging studies) to provide an overview of language mechanisms in the "standard" brain. Single-word processing is considered in relation to input modalities (visual and auditory input), output modalities (speech and written output), and the involvement of "central" semantic processes before sentence processing and nonstandard language (illiteracy, multilingualism, and sensory deficits) are addressed. 3) We address the influence of plasticity on physiological functions in relation to its main contexts of appearance, i.e., development and brain lesions, to show how functional imaging can allow fine-grained approaches to adaptation, the fundamental property of the brain. In closing, we consider future developments for language research using functional imaging.
Many forms of technology, both "high" and "low," can help individuals with learning disabilities capitalize on their strengths and bypass, or compensate for, their disabilities. This article surveys the current status of assistive technology for this population and reflects on future promises and potential problems. In addition, a model is presented for conceptualizing assistive technology in terms of the types of barriers it helps persons with disabilities to surmount. Several current technologies are described and the research supporting their effectiveness reviewed: word processing, computer-based instruction in reading and other academic areas, interactive videodisc interventions for math, and technologies for daily life. In conclusion, three themes related to the future success of assistive technology applications are discussed: equity of access to technology; ease of technology, use; and emergent technologies, such as virtual reality.
PURPOSE: The purpose of this study was to ascertain diabetes educators' current use of computer technologies. METHODS: The study population consisted of 279 randomly selected certified diabetes educators, all of whom were members of the American Association of Diabetes Educators. Participants were asked to complete the Attitudes Toward Patient Education Technology instrument. RESULTS: Descriptive findings showed that most educators (89.6%) have access to computers and use them primarily for word processing (43%). Nearly 30% of participants had never accessed the Internet, and no significant difference was noted when this variable was categorized by age. In addition, age and gender were not significant predictors of computer use, although age was significantly related to computer ownership. Patient access and organizational issues were the primary barriers to computer use in patient education. CONCLUSIONS: These findings provide further understanding of diabetes educators' computer use and integration of computer technology in the patient education process.
A questionnaire to survey attitudes, use, and knowledge of computers was sent to 816 randomly selected members of AADE to determine the degree to which currently available computer resources are used in diabetes education and to investigate the need for future computing resources designed to support diabetes education. Analysis of the data showed that even diabetes educators who use computers infrequently have a generally favorable attitude toward them. Highest use of computers is in noneducational applications, mostly for word processing and record keeping. Most respondents believe that computers have yet to make a major contribution to the teaching and learning process in diabetes education, and few felt adequately prepared for creative use or development of computer applications. Increasing the role of computers in support of patient education will require encouragement and demonstrations of computer efficacy from health care institutions and professional organizations.
Realistic goals and adequate information about equipment and program capabilities are essential prerequisites when selecting a computer system. Problems of equipment selection are dealt with by discussing a range of microcomputers emphasising the need to consider expansion and compatibility with standards such as the S. 100 bus. The importance of ready availability of word processing and management programs is emphasised.
The Authors studied the relationship between visual fatigue (or asthenopia) and different types of work with display units on about 30,000 videoterminal (VDT) operators of the Italian telecommunication company. Visual fatigue was reported with data entry, data checking, word processing, dialogue enquiry, and various services. The Chi-square test showed that asthenopia was not related to any particular type of VDT work, comparing subjects working at the VDT for similar times each week. These findings provide further confirmation that the main factor determining visual fatigue in VDT operators is the amount of time spent at the display units.
BACKGROUND: One estimate suggests that by 2010 more than 30% of a physician's time will be spent using information technology tools. The aim of this study is to assess the information and communication technologies (ICT) skills of medical students in Tanzania. We also report a pilot intervention of peer mentoring training in ICT by medical students from the UK tutoring students in Tanzania. METHODS DESIGN: Cross sectional study and pilot intervention study. PARTICIPANTS: Fourth year medical students (n = 92) attending Muhimbili University College of Health Sciences, Dar es Salaam, Tanzania. MAIN OUTCOME MEASURES: Self-reported assessment of competence on ICT-related topics and ability to perform specific ICT tasks. Further information related to frequency of computer use (hours per week), years of computer use, reasons for use and access to computers. Skills at specific tasks were reassessed for 12 students following 4 to 6 hours of peer mentoring training. RESULTS: The highest levels of competence in generic ICT areas were for email, Internet and file management. For other skills such as word processing most respondents reported low levels of competence. The abilities to perform specific ICT skills were low - less than 60% of the participants were able to perform the core specific skills assessed. A period of approximately 5 hours of peer mentoring training produced an approximate doubling of competence scores for these skills. CONCLUSION: Our study has found a low level of ability to use ICT facilities among medical students in a leading university in sub-Saharan Africa. A pilot scheme utilising UK elective students to tutor basic skills showed potential. Attention is required to develop interventions that can improve ICT skills, as well as computer access, in order to bridge the digital divide.
OBJECTIVE: To assess the relationship between asymptomatic carotid stenosis, neuropsychological test performance, and silent MRI lesions. METHODS: Performance on several neuropsychological tests was compared in 189 subjects with ultrasound-assessed carotid stenosis and 201 control subjects without carotid stenosis, recruited from a population health study. Subjects with a previous history of stroke were excluded. The test battery included tests of attention, psychomotor speed, memory, language, speed of information processing, motor functioning, intelligence, and depression. Sagittal T1-weighted and axial and coronal T2-weighted spin echo MRI was performed, and presence of MRI lesions (white matter hyperintensities, lacunar and cortical infarcts) was recorded. RESULTS: Subjects with carotid stenosis had significantly lower levels of performance in tests of attention, psychomotor speed, memory, and motor functioning, independent of MRI lesions. There were no significant differences in tests of speed of information processing, word association, or depression. Cortical infarcts and white matter hyperintensities were equally distributed among persons with and without carotid stenosis. Lacunar infarcts were more frequent in the stenosis group (p = 0.03). CONCLUSIONS: Carotid stenosis was associated with poorer neuropsychological performance. This could not be explained by a higher proportion of silent MRI lesions in persons with asymptomatic carotid stenosis, making it less likely that the cognitive impairment was caused by silent emboli.
Progress in habit theory can be made by distinguishing habit from frequency of occurrence, and using independent measures for these constructs. This proposition was investigated in three studies using a longitudinal, cross-sectional and experimental design on eating, mental habits and word processing, respectively. In Study 1, snacking habit and past snacking frequency independently predicted later snacking behaviour, while controlling for the theory of planned behaviour variables. Habit fully mediated the effect of past on later behaviour. In Study 2, habitual negative self-thinking and past frequency of negative self-thoughts independently predicted self-esteem and the presence of depressive and anxiety symptoms. In Study 3, habit varied as a function of experimentally manipulated task complexity, while behavioural frequency was held constant. Taken together, while repetition is necessary for habits to develop, these studies demonstrate that habit should not be equated with frequency of occurrence, but rather should be considered as a mental construct involving features of automaticity, such as lack of awareness, difficulty to control and mental efficiency.
The purpose of this study was to develop a model of direct communication in American Sign Language for mainstreamed adult education courses. The model uses an individual instruction format with limited lecture time. Data were collected for 23 students (12 hearing and 11 deaf) newly enrolled in a mainstreamed word processing class. They were compared on average hours required to complete an exercise, average rates of attendance, and weekly drop rate. Attendance and drop rates were compared for new and returning students in the mainstreamed class (34 students) and 25 hearing students from a nonmainstreamed class. In addition, the average number of hours required to complete the exercises was compared for 10 new hearing students from the mainstreamed class and 11 new hearing students from the nonmainstreamed class. No significant differences were found in any of the comparisons. The study recommends further research to compare this Direct Instructor Communication Model with other more traditional deaf education models.
PC-CAI is a computer program that presents text characters from a word-processed file. The software was created to allow rapid authoring of computer-aided-instruction modules or multiple choice tests that give explanation and feedback to the student about their choice of responses. The program is IBM-PC/XT/AT compatible under MS-DOS. It is used in the Department of Obstetrics and Gynecology for medical students to supplement faculty lectures and also to administer pre- and post-tests to those students. The program is additionally used to create practice tests for our residents to prepare for their in-training exams. The software's main forte is to create multiple choice question modules, with feedback and explanations, that serve as learning tools rather than just as testing tools. Its use has enabled our department to create a comprehensive set of teaching modules in a relatively short period of time. These modules are easily modifiable as medical concepts or teacher emphasis changes.