Learning tumor diagnostics and medical image processing via the WWW — the case-based radiological textbook ODITEB

Horsch, Alexander; Balbach, Thomas; Melnitzki, Susanne; Knauth, Jürgen

doi:10.1016/s1386-5056(00)00074-5

Cited by 9 publications

(4 citation statements)

References 4 publications

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“…For example, we encountered studies utilising virtual textbooks (where text and/or images were digitised and placed online) where despite efforts to ensure the technology was easy to use, learner engagement remained low (e.g. because the learners perceived that they could access 'better' but similar content face to face or in other formats) [80-83]. Conversely, we found a 1996 paper describing a bio-computing course that had been set up to allow teaching expertise to be shared between the few geographically dispersed experts there were in this field [84].…”

Section: Resultsmentioning

confidence: 99%

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Wong¹,

Greenhalgh²,

2010

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BackgroundEducational courses for doctors and medical students are increasingly offered via the Internet. Despite much research, course developers remain unsure about what (if anything) to offer online and how. Prospective learners lack evidence-based guidance on how to choose between the options on offer. We aimed to produce theory driven criteria to guide the development and evaluation of Internet-based medical courses.MethodsRealist review - a qualitative systematic review method whose goal is to identify and explain the interaction between context, mechanism and outcome. We searched 15 electronic databases and references of included articles, seeking to identify theoretical models of how the Internet might support learning from empirical studies which (a) used the Internet to support learning, (b) involved doctors or medical students; and (c) reported a formal evaluation. All study designs and outcomes were considered. Using immersion and interpretation, we tested theories by considering how well they explained the different outcomes achieved in different educational contexts.Results249 papers met our inclusion criteria. We identified two main theories of the course-in-context that explained variation in learners' satisfaction and outcomes: Davis's Technology Acceptance Model and Laurillard's model of interactive dialogue. Learners were more likely to accept a course if it offered a perceived advantage over available non-Internet alternatives, was easy to use technically, and compatible with their values and norms. 'Interactivity' led to effective learning only if learners were able to enter into a dialogue - with a tutor, fellow students or virtual tutorials - and gain formative feedback.ConclusionsDifferent modes of course delivery suit different learners in different contexts. When designing or choosing an Internet-based course, attention must be given to the fit between its technical attributes and learners' needs and priorities; and to ways of providing meaningful interaction. We offer a preliminary set of questions to aid course developers and learners consider these issues.

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Section: Resultsmentioning

confidence: 99%

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Wong¹,

Greenhalgh²,

2010

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“…ClinicalCases.org [ 20 ] includes a section of questions prepared by medical experts, e.g., to request the right diagnosis. The Open Distributed Internet Text Book (ODITEB) for tumour diagnosis [ 21 ] provides cases that are didactically prepared by means of expert-guided diagnostic tours.…”

Section: Introductionmentioning

confidence: 99%

“…Different CBR learning scenarios have been investigated, such as e-learning systems for self-studies [ 20 , 21 ] and presentation systems guided by a teacher [ 17 , 18 ]. The McBAGEL (Multiple Case-Based Approach to Generative Environments for Learning) [ 24 ] is embedded into a variant of PBL and provides access to a case library for solving a presented problem.…”

Section: Introductionmentioning

confidence: 99%

Towards case-based medical learning in radiological decision making using content-based image retrieval

Welter

Deserno

Fischer

et al. 2011

BMC Med Inform Decis Mak

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BackgroundRadiologists' training is based on intensive practice and can be improved with the use of diagnostic training systems. However, existing systems typically require laboriously prepared training cases and lack integration into the clinical environment with a proper learning scenario. Consequently, diagnostic training systems advancing decision-making skills are not well established in radiological education.MethodsWe investigated didactic concepts and appraised methods appropriate to the radiology domain, as follows: (i) Adult learning theories stress the importance of work-related practice gained in a team of problem-solvers; (ii) Case-based reasoning (CBR) parallels the human problem-solving process; (iii) Content-based image retrieval (CBIR) can be useful for computer-aided diagnosis (CAD). To overcome the known drawbacks of existing learning systems, we developed the concept of image-based case retrieval for radiological education (IBCR-RE). The IBCR-RE diagnostic training is embedded into a didactic framework based on the Seven Jump approach, which is well established in problem-based learning (PBL). In order to provide a learning environment that is as similar as possible to radiological practice, we have analysed the radiological workflow and environment.ResultsWe mapped the IBCR-RE diagnostic training approach into the Image Retrieval in Medical Applications (IRMA) framework, resulting in the proposed concept of the IRMAdiag training application. IRMAdiag makes use of the modular structure of IRMA and comprises (i) the IRMA core, i.e., the IRMA CBIR engine; and (ii) the IRMAcon viewer. We propose embedding IRMAdiag into hospital information technology (IT) infrastructure using the standard protocols Digital Imaging and Communications in Medicine (DICOM) and Health Level Seven (HL7). Furthermore, we present a case description and a scheme of planned evaluations to comprehensively assess the system.ConclusionsThe IBCR-RE paradigm incorporates a novel combination of essential aspects of diagnostic learning in radiology: (i) Provision of work-relevant experiences in a training environment integrated into the radiologist's working context; (ii) Up-to-date training cases that do not require cumbersome preparation because they are provided by routinely generated electronic medical records; (iii) Support of the way adults learn while remaining suitable for the patient- and problem-oriented nature of medicine. Future work will address unanswered questions to complete the implementation of the IRMAdiag trainer.

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“…Interactive applications of the Internet for medical imaging education have primarily been for diagnostic or visualization purposes [19][20][21][22][23], for medical image database development [24][25][26], and for developing radiologists' programming skills [27,28]. The main objective of these developments has been to describe medical image quality, the Internet itself, and its capabilities in radiological or other diagnostic education.…”

Section: Introductionmentioning

confidence: 99%

An online interactive simulation system for medical imaging education

Dikshit

et al. 2005

Computerized Medical Imaging and Graphics

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Learning tumor diagnostics and medical image processing via the WWW — the case-based radiological textbook ODITEB

Cited by 9 publications

References 4 publications

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Towards case-based medical learning in radiological decision making using content-based image retrieval

An online interactive simulation system for medical imaging education

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