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PubMed2001

Quantitative goals for a 222Rn multimedia mitigation plan.

The U.S. Environmental Protection Agency's revised proposed 222Rn in drinking water regulation gives states or individual community water systems the option of compliance with the maximum contaminant level or compliance with the higher, alternate maximum contaminant level accompanied by the implementation of a multimedia mitigation plan. If states or water suppliers choose to comply with the alternate maximum contaminant level, the health risk reduction achieved by multimedia mitigation programs must be equal to or greater than the health risk reduction that would be achieved by compliance with the maximum contaminant level rather than the alternate maximum contaminant level. We have developed a method to determine quantitative goals for mitigating existing homes and building new 222Rn-resistant homes to achieve a health risk reduction to the public equivalent to the health risk differential between alternate maximum contaminant level and maximum contaminant level compliance. This method can be applied to an entire state, a portion of a state, or to an individual water supplier. The method was applied to North Carolina, and it was concluded that, over time, the health risk reduction achievable from alternate maximum contaminant level compliance and the implementation of a multimedia mitigation program would be much greater than from compliance with the maximum contaminant level.

Radon↗

PubMed1998

A broadband multimedia collaborative system for advanced teleradiology and medical imaging diagnosis.

This paper presents a new telemedicine system currently in routine clinical usage, developed within the European Union (EU) ACTS BONAPARTE project (1). The telemedicine system is developed on an asynchronous transfer mode (ATM) multimedia hardware/software platform comprising the following set of telemedicine services: synchronous cooperative work, high-quality video conference, multimedia mail, medical image digitizing, processing, storing and printing, and local and remote transparent database access. The medical information handled by the platform conforms to the Digital Imaging and Communications in Medicine (DICOM) 3.0 medical imaging standard. The telemedicine system has been installed for clinical routines in three Spanish hospitals since November 1997 and has been used in an average of one/two clinical sessions per week. At each clinical session, a usability and clinical evaluation of the system was carried out. Evaluation is carried out through direct observation of interactions and questionnaire-based subjective data. The usability evaluation methodology and the results of the system usability study are also presented in this article. The experience gained from the design, development, and evaluation of the telemedicine system is providing an indepth knowledge of the benefits and difficulties involved in the installation and clinical usage of this type of high-usability and advanced multimedia telemedicine system in the field of teleradiology and collaborative medical imaging diagnosis.

Diagnostic Imaging↗

PubMed1998

A comparison of multimedia and standard advanced cardiac life support learning.

OBJECTIVES: To compare student performance after Multimedia ACLS Learning System (MM) education compared with that after standard (ST) ACLS education. METHODS: Final-year medical students were divided into 2 groups based on convenience scheduling and given ACLS instruction either in a standard format or with the MM course. The sizes of the small groups and the times in small-group instruction were identical. All students were evaluated with the same 50-item multiple-choice written examination, a structured evaluation immediately after the management of a mock cardiac arrest, and a second structured evaluation of the same mock arrest (videotaped) by an instructor blinded to the education method. Students were assigned a mark from 1 to 5 in each of 4 domains: assessment, immediate priorities, continual assessment, and leadership. RESULTS: 75 students took the MM and 38 took the ST course. The mean +/- SD mark for the multiple-choice test was 89.3 +/- 4.9% (MM) vs 89.3 +/- 4.8% (ST); the on-site mock arrest evaluation mark (20 maximum) was 14.1 +/- 2.5 (MM) vs 14.1 +/- 2.0 (ST); and the blinded mock arrest evaluation was 13.1 +/- 2.9 (MM) vs 14.4 +/- 2.9 (ST) (p = 0.024). 1/75 (MM) vs 0/38 (ST) did not successfully complete the on-site mock arrest evaluation. More students in the MM group (46% vs 25%) required multiple attempts to successfully complete the mock arrest evaluation (p < 0.02). CONCLUSION: In medical students with no previous ACLS training, structured access to the multimedia ACLS Learning System provides immediate educational outcomes similar to those of a standard ACLS course. Multimedia computer-interactive learning should be enhanced with a short period of hands-on practice.

British Columbia↗

PubMed1996

Authenticity in learning: multimedia design projects in the social studies for students with disabilities.

Proponents of educational reform highlight the importance of creating instructional environments that encourage students' active involvement in the learning process. To be so involved, students with and without disabilities must construct knowledge, evaluate the products of their work, and engage in the design of solutions to authentic problems. We believe that these goals are especially important for students with disabilities, many of whom are passive learners who experience difficulty with the flexible use of knowledge and skills. Our analysis of the research evidence leads us to conclude that students' thinking skills and attitudes are enhanced when they collaborate in the solution of authentic problems. We view the social skills curriculum as a rich source of authentic problems that affords opportunities to promote thinking by enabling argument about controversial issues. Further, we contend that educational multimedia are potentially powerful tools for constructing knowledge, especially when used in collaborative project-based instructional environments, or multimedia design projects. We review evidence about the efficacy of multimedia design projects in promoting students' construction of knowledge, thinking, and problem solving, and discuss some potential challenges to the efficacy of this approach.

Audiovisual Aids↗

PubMed1996

Multimedia: enhancing instruction for students with learning disabilities.

This article includes an introduction to the terminology and different types of formats of current multimedia technologies. Integration opportunities and challenges for using multimedia for students with learning disabilities are discussed in the framework of learning environments. Multimedia used as a demonstration station, learning research station, and creation station offers teachers and students possibilities for enhancing the teaching-learning environment.

Achievement↗

PubMedDate not supplied

Multimedia fate and transport models: an overview.

Several multimedia fate and transport models have been described. They basically fall into three classes: continuous (dynamic) site-specific models; generic (non-site-specific) screening models; and simple equilibrium partitioning screening models. The hydrologic components of site-specific models are all based on the Stanford Watershed Model. They all link existing single media models (e.g., air, land, water), but are not yet completely coupled. For each site-specific model, there are plans to eventually allow for feedback between media. The screening models take a variety of approaches, are much less data intensive than the site-specific models, and are mainly used to identify the media in which further efforts should be directed. As time goes on, many more multimedia methods will undoubtedly be developed and applied to problems of EPA concern. A major impediment to widespread use that needs to be overcome is a general lack of adequate data to test, calibrate, implement, and use the various models, particularly the more sophisticated ones. Many of the necessary monitoring data are lacking or inappropriate for modeling use, as are the needed chemical and environmental data. Therefore, modeling objectives will need to be considered in the planning of improved and expanded monitoring efforts. Better communication between users and modelers needs to be established (18). Bases of chemical and environmental data of known quality need to be developed, along with more structure-activity relationships for predicting chemical properties. In short, the widespread use of multimedia models will depend on the availability of data rather than on the availability of a model.

Environmental Exposure↗

PubMed1999

Saving the cost and energy by an interactive multimedia system with ISDN 128 Kbps for telemedicine.

The telemedicine systems offer many potential advantages for health care delivery. In 1997, we implemented Phoenix, the interactive multimedia system of the Nippon Telegraph and Telephone Corporation (NTT) for clinical application involving teleconsultations over a wide area for delivery of special care in emergency medicine at Tokai University linking with eight hospitals via the Integrated Service Digital Network (ISDN) 128 Kbps. This study was designed to determine the potential saving of the cost and energy through the interactive multimedia network. By using the interactive multimedia system with some modifications, we achieved a satisfactory real-time contact regarding clinical matters. We believe that this network has allowed appropriate transfer of information between medical centers. This system has also significantly reduced the estimated cost for clinical meetings.

Humans↗

PubMed2001

The effectiveness of a self-care management interactive multimedia module.

PURPOSE/OBJECTIVES: To develop and test an interactive multimedia module prototype designed to accommodate adults with limited literacy and without computer skills. DESIGN: Experimental, randomized, controlled, pretest, post-test. SETTING: Cancer treatment centers in California, Louisiana (pilot). New Hampshire, Pennsylvania, and Texas. SAMPLE: Outpatients who were at least 18 years old with a minimum fifth-grade reading level; 86 experimental treatment, 88 control. METHODS: Experimental treatment involved use of the interactive multimedia module; the control group received customary Instruction. FINDINGS: As compared to the control group, subjects in the experimental group had significant improvement (p = 0.0001; 257% gain) in self-care ability regardless of age, sex race, education, geographic location, reading ability, computer experience, or preferred learning style; a 6.515% increase in fatigue content covered and 16.775% Increase in instructional duration; and significantly greater benefit from sleep-related activities and a consistent, positive pattern of self-care behavior. CONCLUSIONS: The program is instructionally effective, appropriate for a wide and geographically diverse audience, and feasible for use in the ambulatory setting. IMPLICATIONS FOR NURSING PRACTICE: The interactive multimedia module is an effective, self-directed resource for individualized patient fatigue education.

Adaptation, Psychological↗

PubMed1992

Instructional multimedia computing in the health sciences.

This article focuses on the development and utilization of interactive videodisc (IVD) and multimedia instruction in the health sciences. The characteristics of IVD and multimedia are outlined and the four levels of IVD systems that can be used in health science education are described. The advantages of utilization of videodisc or multimedia materials are presented, as well as instructional approaches. Potential applications such as simulations, tutorials, role-modeling, and drill-and-practice are described. Research findings, levels of curricular integration, instructional delivery, and courseware networking are also described. The article concludes with suggestions for institutional development of IVD materials or the incorporation of off-the-shelf programs into health science curricula.

Computer-Assisted Instruction↗

PubMed1992

Computer-based multimedia in plastic surgery education.

Rapid developments in communications networks (cellular telephone, direct-link satellite, and international high-speed computer nets) and the continued success of affordable powerful personal computers (desktop, laptop and soon "palmtop" devices) have set the stage for educational materials accessible by electronic means. Computer-based multimedia are sophisticated audiovisual teaching materials built from digitized illustrations, photographs, audio and video recordings viewed by display on a computer screen. The computer interface allows interactive access to information, and connectivity to other sources of information. Computer programmability allows presentation of a single collection of information at different levels of sophistication (the "patient", "medical student" or "surgeon trainee" level, for example), to appeal to different viewer needs. The information may be electronically updated or changed whenever appropriate. This desktop exhibit demonstrates multimedia plastic surgery teaching materials with full-fidelity digital sound, three-dimensional computer graphics, and "picture-in-picture" video capabilities that we have developed since 1989. We have used these materials at St. Louis University for patient informed consent, and the education of medical students and surgical trainees. We are excited that similar multimedia teaching materials are now becoming commercially available in other fields of medical education, attesting to broadening interest among educators and publishers.

Computer Graphics↗

PubMedDate not supplied

Multimedia training in nursing education.

The new developments in computer technology are changing the way training professionals look at computer-assisted instruction (CAI). Nursing educators and practitioners can plan on CAI capabilities that will be both possible and economical as well as within the reach of most organizations. Health care delivery may not be in a position to forego multimedia training as part of its repertoire. In this article, we review interactive video instruction as a multimedia tool in nursing education with an emphasis on the new developments in hardware and software technology. In particular, we examine the changing role of CD-ROM technology and how it has become a tool to change the face of CAI. We define the current status and future trends in CAI and interactive video instruction for nursing education. Several key definitions are introduced to reflect the new direction of multimedia in nursing education.

CD-ROM↗

PubMedDate not supplied

[Integrated imaging of the breast. Use of a hypermedia program and multimedia archives for teaching purposes].

This paper deals with the results obtained with a computerized senology system developed at the Institute of Radiology of "La Sapienza" University in Rome. The system combines a hypermedia program with a multimedia didactic archive integrated with the radiologic information system. These programs have been developed on Macintosh computers: the hypermedia one on a Macintosh IIfx with 160-Mb hard disk and 8-Mb RAM and a Supercard software, the multimedia archive on Macintosh IIvx, IIvi and Quadra 650 units, connected with an Ethernet network to a server Quadra 950 (RAM: 20 Megabytes; optical disk: 1 Giga) and using the 4th Dimension as software. The basics of breast anatomy, radiologic semiology and breast diseases are illustrated with the hypermedia program: such a system has many advantages to teach the basics requiring just a process of learning by heart. The multimedia archive allows to classify a large number of difficult and uncommon clinical cases, according to the ACR code. Thus, it is useful also to teachers to study particular subjects, including anatomical variants and uncommon conditions. In conclusion, we believe these systems to be valuable tools in the formation and update of the physicians devoted to the study of breast diseases.

Breast↗

PubMed1994

OncoLink: a multimedia oncology information resource on the Internet.

This paper describes OncoLink, the first multimedia World-Wide-Web (WWW) and gopher server focusing on cancer information for both the health care professional and the patient. OncoLink provides an internetworked hypertext and multimedia resource linking people, computers and information together in an easy to use fashion. Our objective in developing OncoLink is to provide comprehensive and timely information about many aspects of oncology for both patients and healthcare providers. Specifically, OncoLink's purposes are: (1) the rapid dissemination of information relevant to treatment of cancer and concomitant problems; (2) education of health care personnel (at all levels) in the field; (3) education of patients and families of patients who have cancer; (4) posting of clinical trials and eligibility criteria; (5) the rapid collection and dissemination of quality, peer-reviewed information pertinent to oncology in general and specific subspecialties; (6) provide a well-organized, frequently updated hypertext system to access other quality cancer information resources on the Internet. OncoLink attempts to provide one-stop shopping for the patient, healthcare provider, researcher or Internet browser searching for cancer-related information. Since its inception on March 7, 1994, OncoLink has averaged more than 36,000 accesses per month from around the world. While also accessible by text-based gopher servers, preliminary observations infer increased use of multimedia and hypertext documents over traditional text-only resources. From the large following of users, it is clear that electronic dissemination of high quality, peer-reviewed cancer information is very popular. We conclude OncoLink is both useful and has wide interest in the international community.(ABSTRACT TRUNCATED AT 250 WORDS)

Computer Communication Networks↗

PubMed1995

Deciding among interactive multimedia technologies.

The history of multimedia technology is reviewed briefly as are some current health science applications. Multimedia hardware and software are discussed. Cost and benefits of current interactive multimedia technologies are assessed and key factors affecting their successful application are identified and described.

Artificial Intelligence↗

PubMed1995

The AMUSE-environment: a didactical environment where active multimedia use stimulates expertise.

The rapidly evolving information technology domain continuously offers new opportunities for computer aided education (C.A.E.). In a pilot project at the Department of Medical Informatics, we studied the possibilities and the limitations of multimedia systems for computer aided education in medicine. Different specialists paid attention to the medical, didactic, conceptual and technical points of view. From this teamwork originated the AMUSE-environment: an environment where Active Multimedia Use Stimulates Expertise. The AMUSE-environment describes a didactic framework that focuses on knowledge acquisition and application in complex content domains (the transfer and stimulation of expertise). In the context of advanced learning and random access instruction, the active involvement of the user is mandatory. Multimedia systems enhance communication by integrating different media (e.g., text, pictures, audio, video, ...) in one natural, user-friendly environment. The first application that uses the AMUSE-environment is developed in cooperation with the Haematology Department of the University Hospital Gasthuisberg. The haematologists filled the didactical framework with more than 500 full color illustrations and corresponding text and audio. The application gives a complete overview of the morphology of the blood and bone marrow cells.

Audiovisual Aids↗

PubMed1995

An interactive consultation multimedia software for orthodontic patients.

Presentation of diagnosis and treatment planning for orthodontic problems by orthodontists is often a hurdle and a nuisance to most patients. The reasons are that it has much content which may be hard to understand without having expert knowledge related to the temporal change in dentofacial structures known as the growth, development and physiological aspects of masticatory apparatus. To complement this, we have developed an interactive consultation multimedia software for orthodontic patients. he design concept of the current software has three aspects. Firstly, since the software is operated by orthodontic patients themselves or by their parents, it enhances the operational feasibility. Secondly, it helps the patients choose the information in which they are interested. Thirdly, it emphasizes audio-visual understanding of orthodontic practice, including terminology. e used a hypertext machine with a 240MB hard disk drive, an 8MB RAM and a 13 inch color monitor. In developing the current software, we also used a video camera, a video color board, a microphone, and an image scanner together with an image recorder, a movie and sound data editing system, image scanning and editing, an image changer, a spread sheet and mathematical software. he current software consists of various multimedia such as images, sounds, characters, and biosignals. The "stack" of the software consists of three parts: a) "General Understanding of Occlusion" b) "Understanding Specific Types of Occlusion Exhibited by the Patient" c) "Orthodontic Terminology" When card A is selected the patient can choose either "Good Occlusion" or "Malocclusion." If "Malocclusion" is chosen, respective occlusal types are shown. The next card provides pathological conditions caused by respective malocclusion, e.g., gingivitis. After selecting card B which asks the patient, "What do your teeth look like?" the following buttons are provided: "Maxillary Protrusion," "Reversed Occlusion," "Crowding," "Open Bite," and "Spaced Arch." After selecting one of these, the card with an explanation of the respective malocclusion is shown according to the patient's physiological age. Finally, after card C is selected, a new card which has a list of orthodontic terminology is presented. Patients can search any term according to their choice to open a new card which gives a detailed explanation. e confirmed that the current consultation multimedia software can provide a comfortable environment to the patients and their families to learn where the orthodontic problems lie and how they could be solved.

Audiovisual Aids↗

PubMed1995

A multimedia-based histology laboratory course: elimination of the traditional microscope laboratory.

UNLABELLED: We have developed a multimedia-based laboratory course which has enabled us to eliminate the microscope and traditional microscope laboratory that have been mainstays of our histology course and histology courses at almost all institutions where histology is taught. The multimedia laboratory uses a library of histology images (approximately 24,000) stored on videodisc ( HISTOLOGY: A Photographic Atlas, by S. Downing) as its microscope slide collection and accesses those images through barcode and computer interfaces. The laboratory workstations consist of a videodisc player, videodisc monitor, computer, and computer monitor. One workstation is available for every 4-students, and our students are encouraged to work together in groups of four or five. In our current set-up, the students are introduced to and instructed in the basic principles of histology using a computer program that interfaces with the videodisc images. The computer program is divided into 19 chapters (the chapters are typical of the chapters found in a normal histology textbook) and has: (1) a laboratory component that covers the material traditionally covered in the microscope laboratory, and (2) a lecture component that enables the students to evaluate their understanding of the lecture material in a non-punishing way. The laboratory section of each chapter is divided into a "MicroLab" section, an "InFo Time" section, and a "Quiz Time" section. Each of these sections interfaces with histological images stored on the videodisc. The students are encouraged to work through the "MicroLab" section of each chapter before moving on to the "InFo Time" and "Quiz Time" sections. The "MicroLab" sections introduce the students to the various tissues and organs of the body and is interfaced with the videodisc player and the histology images stored on the videodisc. These sections describe the basic histological features of the various tissues and organs and give the students access to multiple examples of what they are studying. The "InFo Time" sections bring up specific images and ask the students to think about the images. Information about the images being observed is available if the students want it and the students can flag those images that they found difficult. The Quiz Time section of the program is also interfaced with the videodisc player and provides access to a large number of histology images stored on the videodisc. The "Quiz Time" sections provide non-punishing review questions that the students can study after she has worked her way through the "MicroLab" and "InFo Time" sections. In addition to the use of a computer program to access the histology images stored on videodisc, we use barcodes that address specific images on the histology videodisc in a variety of ways to augment the students' laboratory and lecture experience. The benefits of using multimedia in place of the traditional microscope and microscope slide collection are numerous and include the speed at which specific histological images can be accessed and reviewed (when compared to finding a structure on a glass slide), a significant reduction in the amount of laboratory time needed by the student to learn the same amount of information, the ease of tutoring on a large monitor screen (when compared to trying to discuss a histological structure with a student through the eyepiece of a microscope), the encouragement of group study (which is difficult to do when a student is working 1-on-with a microscope), and the reduction of the number of faculty necessary to cover a typical histology laboratory session. The use of barcodes that address specific videodisc histology images has greatly changed our examination procedures and has significantly expanded the usefulness of the traditional lecture note handouts given to our students.

Computer-Assisted Instruction↗

PubMedDate not supplied

Multimedia in nursing and patient education.

Multimedia education or computer-based instruction is currently being used in both patient and nursing education for staff development, continuing education, general health information, and informed consent. It can be used to teach content, skills, and concepts, as well as to simulate situations. Multimedia may be incorporated as a part of other hospital systems to provide individualized patient education by using actual patient data. Multimedia as an instructional strategy has some definite advantages and disadvantages that can affect integration and use. It will be used more and more in the health care environment to provide consistent, accurate information to nurses and patients.

Computer-Assisted Instruction↗