Validated imaging biomarkers as decision-making tools in clinical trials and routine practice: current status and recommendations from the EIBALL* subcommittee of the European Society of Radiology (ESR)

Abstract: Observer-driven pattern recognition is the standard for interpretation of medical images. To achieve global parity in interpretation, semi-quantitative scoring systems have been developed based on observer assessments; these are widely used in scoring coronary artery disease, the arthritides and neurological conditions and for indicating the likelihood of malignancy. However, in an era of machine learning and artificial intelligence, it is increasingly desirable that we extract quantitative biomarkers from medical images that inform on disease detection, characterisation, monitoring and assessment of response to treatment. Quantitation has the potential to provide objective decision-support tools in the management pathway of patients. Despite this, the quantitative potential of imaging remains under-exploited because of variability of the measurement, lack of harmonised systems for data acquisition and analysis, and crucially, a paucity of evidence on how such quantitation potentially affects clinical decision-making and patient outcome. This article reviews the current evidence for the use of semi-quantitative and quantitative biomarkers in clinical settings at various stages of the disease pathway including diagnosis, staging and prognosis, as well as predicting and detecting treatment response. It critically appraises current practice and sets out recommendations for using imaging objectively to drive patient management decisions

Perceptions of E-Learning Utility-Towards a Canadian Forces Strategy

Supervisor: Tom JonesThis qualitative research examines the perceptions of e-learning stakeholders within the Canadian Department of Defence and makes strategy recommendations that may support e-learning adoption. A review of the literature describes the diffusion of educational technology as a slow and evolutionary process that may take twenty-five years or more to be realized in educational settings. Adoption is more successful if the technologies are easily integrated, not too complex and offer obvious advantage over existing practices. A review of distance education systems suggests a return to the basics. Large distance education systems thrive using print as the media of choice to support learning. Leading theories of distance education inform the reader of the essential requirements to support learning at a distance including the requirement for interaction and communication. The Canadian Forces (CF) are aligned with the Advanced Distributed Learning (ADL) and the Shareable Content Object Reference Model (SCORM). As one of only two ADL colabs located outside the United States, learning objects, contrary perspectives to the learning object paradigm, and notions about the SCORM standard are explored. Moreover, many complex notions embedded in the learning object concept have led some to ask where is the learning in learning objects and complex standards. Two related themes that have recently gained momentum are the convergence of knowledge management with e-learning and the rapid development of e-learning. These notions seem to support a shift from course-based learning to just-in-time and informal learning constructs. Elements of a strategic plan including the requirement for vision and leadership are examined as critical components to adoption. There is no shortage of educational technology. However, vision, leadership, and pedagogical practices have not kept pace with technological development. Hence, strategy and vision must be able to withstand the constant barrage and challenge of implementing new technologies. The Chapter Four, “findings,” provides a rich description of the challenges of implementing advanced technology applications, in the words of the candidates who were interviewed. The Chapter Five, “conclusion,” provides strategic recommendations that may be considered for implementation

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work