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Computer-assisted instruction: MR imaging of the knee.
Hillard AE, Sievert LJ, Boote EJ.
Department of Radiology, Columbia Regional Hospital, MO 65212, USA.
Radiographics. 1995 Mar;15(2):475-80.
Computer-assisted education offers a unique method of learning that is complementary to conventional learning techniques. The regional anatomy of musculoskeletal magnetic resonance (MR) imaging lends itself well to discrete learning modules on the computer. This article describes a computer-assisted educational program for MR imaging of the knee. The program is divided into four sections: MR imaging physics, anatomy, pathology, and a quiz. The program has cross-references between the sections that allow comparison of normal versus pathologic findings, review of specified pathologic entities, and self-testing of comprehension. The student can progress through the program in a linear or nonlinear fashion at his or her own pace. All images in the program were digitally acquired with an MR imager and transferred directly to the computer used to develop the program. The program is available throughout the radiology department on a local area network and in the medical school library on stand-alone units. The program is currently being used at a medical school as a supplement to the recently implemented problem-based learning curriculum and for resident education.
Posted via PubMed for educational and discussion purposes only.
Link to PubMed Reference
Department of Radiology, Columbia Regional Hospital, MO 65212, USA.
Radiographics. 1995 Mar;15(2):475-80.
Computer-assisted education offers a unique method of learning that is complementary to conventional learning techniques. The regional anatomy of musculoskeletal magnetic resonance (MR) imaging lends itself well to discrete learning modules on the computer. This article describes a computer-assisted educational program for MR imaging of the knee. The program is divided into four sections: MR imaging physics, anatomy, pathology, and a quiz. The program has cross-references between the sections that allow comparison of normal versus pathologic findings, review of specified pathologic entities, and self-testing of comprehension. The student can progress through the program in a linear or nonlinear fashion at his or her own pace. All images in the program were digitally acquired with an MR imager and transferred directly to the computer used to develop the program. The program is available throughout the radiology department on a local area network and in the medical school library on stand-alone units. The program is currently being used at a medical school as a supplement to the recently implemented problem-based learning curriculum and for resident education.
Posted via PubMed for educational and discussion purposes only.
Link to PubMed Reference
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