191,911 research outputs found
Computerâbased interactive tutorial versus traditional lecture for teaching introductory aspects of pain
In the health sciences, a wide range of computerâbased courseware is now available. The aim of the study described in this paper has been to compare the effectiveness of a computerâbased learning (CBL) software package and a traditional lecture (TL) for the delivery, of introductory material on pain. Nineteen undergraduate nursing students were divided into two groups to attend a oneâhour learning session which introduced clinical aspects of pain and which was delivered by either CBL or TL. Students were assessed for prior knowledge by a preâsession test, and for knowledge gain by an identical postâsession test. In addition, a multipleâchoice question paper was used to examine differences in pain knowledge between the two groups, and a questionnaire was used to examine the studentsâ views on their experience during the learning session. The results demonstrated that both groups showed significant knowledge gain after their respective learning sessions. No significant differences between the groups in the magnitude of knowledge gain were found for clinical aspects of pain delivered during the learning sessions. The attitude questionnaire revealed that students attending CBL reported similar learning experiences to those attending the lecture
Robot Autonomy for Surgery
Autonomous surgery involves having surgical tasks performed by a robot
operating under its own will, with partial or no human involvement. There are
several important advantages of automation in surgery, which include increasing
precision of care due to sub-millimeter robot control, real-time utilization of
biosignals for interventional care, improvements to surgical efficiency and
execution, and computer-aided guidance under various medical imaging and
sensing modalities. While these methods may displace some tasks of surgical
teams and individual surgeons, they also present new capabilities in
interventions that are too difficult or go beyond the skills of a human. In
this chapter, we provide an overview of robot autonomy in commercial use and in
research, and present some of the challenges faced in developing autonomous
surgical robots
Pre and Post-hoc Diagnosis and Interpretation of Malignancy from Breast DCE-MRI
We propose a new method for breast cancer screening from DCE-MRI based on a
post-hoc approach that is trained using weakly annotated data (i.e., labels are
available only at the image level without any lesion delineation). Our proposed
post-hoc method automatically diagnosis the whole volume and, for positive
cases, it localizes the malignant lesions that led to such diagnosis.
Conversely, traditional approaches follow a pre-hoc approach that initially
localises suspicious areas that are subsequently classified to establish the
breast malignancy -- this approach is trained using strongly annotated data
(i.e., it needs a delineation and classification of all lesions in an image).
Another goal of this paper is to establish the advantages and disadvantages of
both approaches when applied to breast screening from DCE-MRI. Relying on
experiments on a breast DCE-MRI dataset that contains scans of 117 patients,
our results show that the post-hoc method is more accurate for diagnosing the
whole volume per patient, achieving an AUC of 0.91, while the pre-hoc method
achieves an AUC of 0.81. However, the performance for localising the malignant
lesions remains challenging for the post-hoc method due to the weakly labelled
dataset employed during training.Comment: Submitted to Medical Image Analysi
Teaching periodontal pocket charting to dental students: a comparison of computer assisted learning and traditional tutorials
AIM: The aim of this study was to compare the effectiveness of a computer assisted learning (CAL) programme with that of traditional small group tutorials in teaching theoretical and practical aspects of periodontal pocket charting. METHOD: Sixty-one third year undergraduate dental students were randomized to either receive a tutorial or to work through the CAL programme. Students using the CAL programme completed questionnaires relating to previous computer experience and the ease of use of the programme. All students were assessed immediately after the intervention by means of a confidence log, a practical exercise and a further confidence log. They were assessed again three weeks later by means of a confidence log and a multiple-choice written test. RESULTS: There were very few significant differences between groups for any of the assessments used. However, subjective comments indicated that students occasionally felt disadvantaged if they had not received a tutorial. CONCLUSION: CAL and traditional teaching methods are equally effective in teaching periodontal pocket charting to undergraduate dental students
Developing crossâcultural communicative competence via computerâassisted language learning: The case of preâservice ESL/EFL teachers
Based on a qualitative research project, this article presents a view on the use of computer technology to develop a critical crossâcultural communicative competence in English as a Second Language (ESL) / English as a Foreign Language (EFL) for preâservice teachers. The article includes a brief critical theoretical framework, some classroom pedagogical implications, and a dataâbased discussion of preâservice teachersâ views. These views included: (1) critical views and an awareness of cultural power relations in computerâassisted language learning (CALL), (2) uncritical views and a lack of awareness of cultural power relations in CALL, and (3) uses of metaphors in CALL. The powerful contribution of CALL can be found in its potential for providing ways to connect people and build communities, for offering opportunities for crossâcultural communicative competence to be developed and used, and for improving processes of democratization via computerâmediated communication. However, a socioâcultural criticism revealed that this powerful tool, like any other media, is nonâneutral because it can serve to reinforce further the hegemonic aspects of education, that is, the dominant culture will be strengthened and protected via computer technology. Computerâbased technologies and software are increasingly incorporated into the curricula of ESLIEFL teacher education programmes. However, this integration is often done in ways that seem to leave unquestioned the potential cultural and hegemonic ramifications of such technology. Hence there is a need for a more critical technological competence
Enhancing Information Language Learning with Mobile Technology - Does it Work?
There are many theories that attempt to explain second language acquisition processes and factors determining success or failure. Despite a lack of general agreement between proponents of these theories, research has convincingly shown that the amount of exposure to target language input is one important predictor of ultimate achievement levels. âTime on taskâ is as important in language learning as it is in many other domains (cf. Reber, 1993) and it is therefore important to identify ways in which this can be increased. An obvious possibility is to encourage learners to engage with (and in) the language outside the classroom. Informal learning, in the sense of learning outside of formal education, has been shown to be a major aspect of adult learning (Cross, 2007) and, given appropriate preparation and support, learners can greatly increase opportunities for learning if they can do so independently. Mobile technologies have obvious potential in this regard. However, is it possible to improve language skills in this way? In this article we report on an exploratory study into the use of cellphones for extensive listening practice. We used input enhancement to draw learnersâ attention to not only the meaning of the materials but also the formal (grammatical) aspects of the input. We found that the use of mobile technology presented a number of challenges and in this study did not result in learners acquiring the target structures. We conclude with a number of recommendations for the use and future study of mobile technologies for (language) learning
Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project
The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computerâaided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation
Costâeffectiveness analysis of computerâbased assessment
The need for more costâeffective and pedagogically acceptable combinations of teaching and learning methods to sustain increasing student numbers means that the use of innovative methods, using technology, is accelerating. There is an expectation that economies of scale might provide greater costâeffectiveness whilst also enhancing student learning. The difficulties and complexities of these expectations are considered in this paper, which explores the challenges faced by those wishing to evaluate the costâeffectiveness of computerâbased assessment (CBA). The paper outlines the outcomes of a survey which attempted to gather information about the costs and benefits of CBA
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