15 research outputs found
Assessment of a novel computer aided learning tool in neuroanatomy education
Impaired understanding of intricate neuroanatomical concepts and structural inter-relationships has been associated with a fear of managing neurology patients, called neurophobia, among medical trainees. As technology advances, the role of e-learning pedagogies becomes more important to supplement the traditional dissection / prosection and lecture-based pedagogies for teaching neuroanatomy to undergraduate students. However, despite the availability of a myriad of e-learning resources, the neuro (-anatomy-) phobia â neurophobia nexus prevails. The focus of the PhD was to investigate the difficulties associated with learning neuroanatomy and to develop and assess the efficacy of a novel e-learning tool for teaching neuroanatomy, in the context of the strengths and pitfalls of the currently available e-learning resources. Firstly, we sought to provide direct evidence of the medical and health science studentsâ perception regarding specific challenges associated with learning neuroanatomy. The initial results showed that neuroanatomy is perceived as a more difficult subject compared to other anatomy topics, with spinal pathways being the most challenging to learn. Participants believed that computer assisted learning and online resources could enhance neuroanatomy understanding and decrease their neurophobia. Next, in the context of the significance of e-learning for supplementing traditional pedagogies, we identified features of neuroanatomy web-resources that were valued by students and educators with regards to learning neuroanatomy of the spinal pathways. Participants identified strengths and weaknesses of existing neuroanatomy web-resources and ranked one resource above the others in terms of information delivery and integration of clinical, physiological and medical imaging correlates. This provides a novel user perspective on the influence of specific elements of neuroanatomy web-resources to improve instructional design and enhance learner performance. Finally, considering the data acquired from students and educators, a novel, interactive, neuroanatomy learning e-resource was developed to support teaching of the neuroanatomy of the spinal pathways. The instructional design included a discussion of the clinical interpretation of basic neuroanatomical facts to aid in neurological localization. The e-learning tool was assessed and evaluated by undergraduate medical and neuroscience students using neuroanatomy knowledge quizzes and Likert-scale perception questionnaires and compared to the previously identified best-ranked neuroanatomy e-resource. Participantsâ opinion regarding the usefulness of various components of the tools was also gauged. The results showed that usage of the UCC e-resource led to a significant increase in participantsâ knowledge of the neuroanatomy of the spinal pathways compared to studentsâ who did not use e-resources. Moreover, the participants reported a greater interest in learning neuroanatomy with the novel tool, showing a greater appreciation for it while learning clinical neurological correlates compared to those using the best available e-resource identified earlier. In summary, the prevailing problem of neurophobia could be addressed by enhancing student-interest. Technological e-learning pedagogies, with intelligently designed interactive user-interface and clinical correlation of basic neuroanatomical facts can play a pivotal role in helping students learn neuroanatomy and breaking the nexus between neuro (-anatomy-) phobia and neurophobia
Sydney College of the Arts handbook
2004 handbook for Sydney College of the Art
Development and evaluation of the virtual pathology slide: a new tool for understanding inter-observer variability in diagnostic microscopy
The VPS (Virtual Pathology Slide) is a microscope emulator enabling the examination of pathology slides via the Internet or CD-Rom. A novel feature of the VPS is the ability to record the migratory traces (image viewed and magnification) of pathologists examinations on a remote relational database located in Dublin City University.
In order to evaluate the VPS, Ten breast needle core biopsies were randomly selected and presented to 17 pathologists or trainee pathologists with at least 2 years experience in pathology practice. Participants were required to examine each case online and provide a diagnostic classification using online feedback forms, based on the Core Biopsy Reporting Guidelines for Non-operative Diagnostic Procedures and Reporting in Breast Cancer screening as used by the British National Co-ordinating Committee for Breast Screening Pathology. The recorded data permitted examination of interobserver variability and user satisfaction.
The study demonstrated that Pathologists can make a correct diagnosis using the VPS. Consensus glass diagnosis agreed with consensus VPS diagnosis in 9 out of 10 cases. Consensus diagnosis for Slide 8 differed from glass slide diagnosis by one classification grade. Several Participants using the VPS achieved strong individual performance, with 10 of the 17 participants displaying âgoodâ to âexce//e«iâ (>0.6) agreement with VPS consensus, based on a weighted Kappa rating.
Modification of diagnostic classification based on a review of text diagnosis resulted in VPS consensus diagnosis for Slide 8 concurring with glass slide diagnosis and demonstrated a lack o f familiarity and understanding amongst participants in the application of the applied diagnostic guidelines, particularly in the diagnosis of Intraductal Pappilloma. Modification of diagnostic classification based on text diagnosis increased average overall slide consensus from 66.5% to 69.4% but decreased individual Kappa performance by 0.76 to 0.72.
Participants diagnostic performance was found to be unrelated to their confidence in making a diagnostic decision using the VPS. Perception of image quality was demonstrated to be clearly dependent on participants screen resolution and colour depth, but was shown not to influence diagnostic performance.
Perception of download speed was found to be unrelated to individual diagnostic performance. However, it was demonstrated that there is an increase in the number of fields of view examined by participants as their perception of download speed improves.
The number of fields of view examined per slide was found to be representative of the histological difficulty in interpreting a case. In general, as slide consensus decreases, the number of fields view examined for that slide increases. The number of fields of view examined at a particular magnification was found to be unique for each slide and dependent on the histological complexity of each slide.
To elucidate reasons for diagnostic inconsistency, a software application called âBitmapperâ was developed. This generates a graphical representation of a diagnostic trace using data stored on the VPS database. This takes the form of 128x128 pixel bitmap image, where each pixel is representative of an individual field of view on a VPS slide at the highest magnification available. The colour value of each pixel is determined by whether the field of view it represents has been viewed, and if so, at what magnification.
This diagnostic trace was used to locate hotspot regions of potential diagnostic importance within a slide. For each of the slides a pathologist, specialist in breast disorders, examined images from these hotspots and successfully deduced a reason for diagnostic inconsistencies. This demonstrated that Bitmapper is an extremely useful tool for determining reasons for observer variation.
The development of the VPS and ancillary software tools was successful in that pathologists were willing to use the system. Pathologists could make a correct diagnostic decision using the system. The degree of observer variation could be quantified and using Bitmapper, reasons for observer variation could be determined. This technology has applications in determining the cause of observer variability and will prove a useful tool in external quality assurance studies (EQA) in pathology
Validation of the Haptic Cow: A simulator for training veterinary students
A virtual reality simulator, the Haptic Cow, has been developed using touch feedback technology for training veterinary students to perform bovine rectal palpation of the reproductive tract. The simulator was designed to supplement existing training and address some of the difficulties associated with teaching palpation-based skills. Students need to achieve a certain level of proficiency by graduation but this has become increasingly difficult because of problems with current training methods and a reduction in the number of opportunities to practice. A simulator- based teaching tool was developed as a potential solution. The first step involved designing a simulator on the basis of requirements established through consultation with both veterinary surgeons, as teachers, and students, as learners. Research was then undertaken to validate the simulator by following a set of established criteria described for the evaluation of new technologies used in medical education. The virtual models were assessed by experts as realistic enough representations of the same structures in the cow. An experiment to assess the effect of simulator training compared the performance of one group of students, whose training was supplemented with a simulator session, with another group of traditionally trained students. The subsequent performance for finding and identifying the uterus when examining cows for the first time, was significantly better for the simulator trained group, indicating that skills learned in the simulator environment transferred to the real task. A project was also undertaken to integrate the simulator into a curriculum, with training included as part of the farm animal course at the University of Glasgow Veterinary School. The training was well received by students, useful feedback was gathered and the simulator continues to be used as part of the course. Further developments were undertaken with the aim of creating a more versatile teaching tool and addressing some of the questions and issues raised. An automated version of the Haptic Cow was designed for students to use on their own, with computer guidance replacing the instructor's role. An evaluation found that the new version of the teaching tool was both usable and an effective way of equipping students with the skills required to find and identify the uterus. The potential to use haptic technology to investigate various aspects of performance was also explored in relation to the question of hand choice for certain palpation-based skills: differentiating between objects on the basis of softness and size. Ongoing research and development options are discussed, with the aim of building on the current work by expanding the role of haptic technology in veterinary education in the future
Investigating the impact of individual user differences and environmental factors on spatial knowledge acquisition from virtual environments
This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Trying to âlearnâ the spatial layout of an environment is a common problem in certain application domains, such as military and emergency personnel training. Until recently this training was accomplished solely by providing maps and briefings of an environment. These methods, however, only provide topological (survey) knowledge of the environment, which pays little attention to the details of routes and landmarks that can only be acquired through the acquisition of procedural knowledge via navigation. Unlike previous experiments concerning
spatial knowledge acquisition this work does not attempt to determine whether spatial knowledge acquisition is feasible. Such investigations have yielded a variety of results, yet all agree that spatial knowledge acquisition from a virtual
environment is feasible if given enough exposure time. Accordingly, the aim of this
thesis is to contribute towards a better understanding of how various individual
differences and environmental factors impact the exposure time requirements needed for a person to acquire spatial knowledge from a virtual environment.
Although the results of our investigation should be used with caution, we show that
a one-size-fits-all situation is not possible when estimating the required exposure time that a user needs to acquire spatial knowledge. Moreover we provide a guide that allows a trainer to predict the required exposure time a person will require, by using the person's personal profile, and the environment's particular factors. In addition, we found that one of the tests we used during our investigation caused unnecessary frustration and confusion to our participants. This test is a standard
way of finding a participant's orientation skill, and is commonly used in the area of
spatial knowledge acquisition. Therefore, by recreating a new electronic version of
the test and comparing the scores from both the new test and the old one our investigation showed that the scores on the new test were significantly higher for
all participants. The training time was also lowered significantly. Our updated electronic version will be useful in future research. This test is available online at:
www.newgztest.com