计算机辅助教学在医学影像学实习课中的应用

在医学影像学实习教学中，计算机辅助教学已逐渐取代了传统的阅片方式。计算机辅助教学在实习教学中发挥重要作用，但同时也有它的不足之处。     

计算机多媒体辅助教学应用于高校体育教学

20世纪90年代以后，计算机广泛应用，多媒体技术迅速兴起和发展向各应用学科普及渗透，数字化信息冲击着传统的教学模式、教学理念，引发了体育教学方法和教学手段的变革。教育现代化的重要标志是教学手段的现代化，CAI（computer assisted instruction）即计算机辅助教学；指利用计算机作为教学手段的教学系统工具^[1,2]。计算机辅助教学可以增加课容量，提高课密度，     

计算机辅助教学在临床护理教学中的应用研究

目的为提高临床护理教学质量,探讨计算机辅助教学效果,使学生更好地掌握护理学基础理论。方法选择我院240名护理学专业学生,按随机原则分为对照组120人,实验组120人,实验组实施计算机辅助教学,对照组实施传统教学方法。结果实验组的理论、实践分数与合格人数明显优于对照组,组间比较差异有显著性(P<0.01);实验组的教学效果评价也明显优于对照组(P<0.05)。结论计算机辅助教学是对护理专业课程传统教学方法的有力改革,教学质量高、效果好,必将是今后护理教学的发展趋势。     

医学遗传学教学中计算机辅助教学的应用

目的:探讨计算机辅助教学在医学遗传学教学中的作用.方法:将180名护理中专生按学年分为对照组和观察组,分别采用传统的教学方法和计算机辅助教学进行医学遗传学教学,并在学期末对两组学生进行理论与综合考试,并调查两组学生对各组教学方法的作用及满意度.结果:两组学生考试成绩比较,观察组明显好于对照组(P＜0.05);两组学生对各自所在组教学方法的作用及满意度比较,观察组好于对照组(P＜0.05),差异有显著性意义.结论:计算机辅助教学有利于增强学生的学习兴趣,提高学生的学习效果,是一种较好的医学遗传学教学方法.     

新媒体技术在英语学科中的广泛应用

随着以计算机为核心的新媒体技术的迅速发展,计算机辅助教学系统在教学中的应用日趋广泛,这种在课堂上使用的计算机辅助教学系统被称为课件或多媒体课件.学校把这一项工作看作是教学改革的当务之急,以提高教育教学质量的重中之重.然而如何将新媒体技术在英语学科中广泛应用呢?     

多媒体技术在《临床CT》教学中的应用研究

本文研究的是一个基于微机多媒体技术的《临床ＣＴ》教学系统。本系统具有图像采集、存贮、播放和计算机辅助教学等功能。     

多媒体技术在《临床CT》教学中应用研究

本文研究的是一个基于微机多媒体技术的《临床 Ｃ Ｔ》教学系统。本系统具有图像采集、存贮、显示、播放和计算机辅助教学等功能     

计算机辅助诊断的应用简述

<正>计算机辅助诊断(computer aided diagno-sis,CAD)或计算机辅助检测(computer aided detection,CAD),最早由美国的Ledley于1966     

SPSS软件在医学统计学教学中应用的探讨

目的 探讨SPSS软件对医学统计学教学的怍用。方法 教研室自1999年起在研究生、本科生的医学统计学教学中结合SPSS软件进行计算机辅助教学实践。结果 使用SPSS软件辅助医学统计学教学，激发了学生的学习积极性，提高了学生对实际资料的统计分析能力，明显地提高了教学效果。结论 使用SPSS软件来辅助医学统计学教学的方法对提高医学统计学的教学效果有重要的意义，值得推广。     

影响职业卫生与职业医学计算机辅助考试成绩的因素分析

用计算机评分与人工评分法,分析影响计算机辅助考试成绩的主要因素,认为标准化的题库和考务系统、高效能的考务流程和有力的考务保障是影响计算机辅助考试成绩的主要因素,也是高效推进计算机辅助考试的基本保障。     

高校成人病理学教学中多媒体辅助教学的探析

科技和经济推动了计算机辅助教学(CAI)的发展,该文就CAI在成人病理学教学中的优势及弊端、以及如何在病理学的CAI中抑弊扬利进行了阐述,并对成人病理学教学中使用CAI做了展望。     

Examining the presence of computer-assisted instruction in physical therapy education

The purpose of this study was to compare computer-assisted instruction (CAI) use in physical therapist (PT) and physical therapist assistant (PTA) education programs. Secondary purposes included examining faculty attitudes toward CAI, selection criteria, and evaluation criteria. Questionnaires were mailed to 389 PT and PTA programs. The total return rate was 52% (N = 201). Frequencies, percentages, and modes of responses were calculated for each questionnaire item. Eight percent of PT and 35% of PTA programs indicated that all faculty are using CAI, whereas 3% of PT and 6% of PTA reported that no faculty are using CAI. PT program respondents indicated using nine different types of CAI, whereas PTA programs indicated using eight different types. Fifty-seven percent of PT and 33% of PTA programs provide formal computer instruction. Forty-six percent of PT and 47% of PTA programs have a computer prerequisite. Nine percent of PT and 0% of PTA programs have mandatory computer ownership or lease policies. Positive aspects reported included improved knowledge of technology and independence with information gathering. Negative aspects reported included cost and time. Respondents were unsure whether different students benefit more from CAI (high or low aptitude, learning style) Results indicated that criteria for selecting CAI material are based on cost, ease of use, and compatibility with current systems rather than instructional design, and evaluation procedures included student outcomes and course evaluations. Contextual differences between PT and PTA probably account for differences in types and uses of CAI for PT and PTA programs. Instructor feedback is important when using CAI to teach psychomotor skills. More research is needed to determine if one type of student benefits more than others. Programs should consider the instructional design of CAI materials, in addition to practical aspects such as cost, and ease of use. We need to be aware of the instructional goals, content, and learners when selecting, designing, and using CAI.     

Preparing allied health faculty to use and develop computer-assisted instruction

Microcomputers can be powerful teaching tools if educators learn to develop effective computer-assisted instruction (CAI). This paper reports on an allied health faculty development project that incorporated hands-on workshops and guided individual instruction led by a specialist in the educational uses of microcomputers. Faculty participants gained basic computer literacy skills and learned to assess the salient characteristics of quality software. They also learned specialized skills for designing their own CAI packages. The positive change in participants' knowledge about and attitude toward microcomputers as instructional tools was measured both subjectively by the authors and by a participants' self-report questionnaire. This project can serve as a model for helping allied health educators become computer literate and gain the skills necessary to evaluate and author quality computer-assisted instruction.     

Introducing computer-aided instruction into a traditional histology course: student evaluation of the educational value

Both the World Health Organisation and the World Federation for Medical Education have endorsed integration of computer technology into medical education. In line with this and for more practical reasons, second-year medical students were introduced to commercial and inhouse computer-aided instruction (CAI) packages in the traditional histology course. Although CAI was well received, light microscopy was still regarded as a valuable skill in the undergraduate curriculum. Its application was viewed to be important in future medical studies, as well as in general practice. It was also perceived to be a more self-directed form of learning than CAI. Students' use of CAI packages was related to CAI meeting course objectives and the level of interactivity.     

Computer assisted instruction in the continuing education of health professionals.

The rapid increase in new knowledge in health care has resulted in the implementation of continuing education requirements for many health professions. Computer assisted instruction (CAI) is one means by which continuing education opportunities can be provided for health professionals. Three main classes of reasons for using CAI are enumerated and explored. The current status of the use of CAI in the continuing education of health professionals is explored. The four major problems facing the further development and expansion of CAI in the continuing education of health professionals are identified as: (1) developing learning materials, (2) proliferation of software and hardware, (3) cost and (4) accreditation of CAI programs. Possible solutions to these problems are explored.     

Computer assisted instruction for retraining family doctors in hypertension and hyperlipoproteinemia

In an attempt to retrain family doctors in hypertension and hyperlipoproteinemia, computer assisted instruction (CAI) was assessed in fourteen doctors (Group 1) and its efficiency was compared to that of traditional lectures given to twenty-one doctors (Group 2). The same objectives, contents and illustrations were used in both teaching approaches. There was no significant difference for age, year of graduation and type of practice in the two groups. Comparison between pre-test and immediate post-test revealed a significant gain of knowledge for hyperlipoproteinemia (group 1, 33% and group 2, 22%) and hypertension (group 1, 16% and Group 2, 19%). A year later a similar post-test was done in both groups, and no significant difference was found between this late post-test and the pre-test. CAI applied to family doctors is as efficient for learning as traditional lectures, and both approaches failed to show retention of knowledge after one year. This is perhaps the result of having selected instructional objectives of theoretical more than practical value.     

The effects of traditional and computer-aided instruction on promoting independent skin care in adults with paraplegia

This study aimed to explore the viability of using computer-aided instruction (CAI) as an educational tool for promoting independent skin care in adults with paraplegia. There is a need to identify effective intervention strategies that provide health education for skin care management and the prevention of pressure ulcers for individuals with spinal cord injuries (SCI). There continues to be tremendous financial and personal costs associated with the treatment of pressure ulcers and the prevalence of skin breakdown among the SCI population, despite traditional educational methods. The methodology used in this study evaluated to what degree CAI assisted individuals with paraplegia to acquire knowledge and demonstrate skills necessary for optimal skin care. Results were obtained using a multiple baseline across subjects approach including an ABC (for two subjects) and an AC (for one subject) single case experimental design. Results indicated that CAI was more effective than traditional educational methods in increasing the initiation and performance of pressure-relieving techniques. Limitations in this study include the possibility of carryover effects, relatively short time periods for baseline and treatment conditions, and extraneous variables that were difficult to control such as the participants' level of motivation and cooperation. Further study using a larger group design with a control group is recommended to explore the effects CAI has on promoting optimal skin care among adults with paraplegia.     

Effectiveness of a computer-assisted instruction program for teaching sanitation

The purpose of this study was to determine whether computer-assisted instruction (CAI) is as effective as the lecture method of instruction (LMI) for teaching sanitation to hospital foodservice employees. Two dependent variables--gain in sanitation knowledge and amount of time required to complete the training experience--and three independent variables--treatment, age, and level of education--were examined for each treatment group. Attitude toward sanitation training and CAI was appraised for the groups prior to training and for the CAI group after training. A sanitation knowledge instrument was administered as a pre- and post-test, and a Likert-type attitude assessment questionnaire was utilized to provide an indication of participants' attitude toward sanitation training and CAI. Findings indicated that significantly more training time (97 vs. 32 minutes) was required by the CAI group than by the LMI group. Participants younger than 25 attained significantly higher gain scores (X = 11 vs. X = 10) with CAI than with LMI. Gain scores for other age categories tended to be higher for individuals taught by CAI; however, they were not significantly different from the scores of those taught by LMI. CAI group members demonstrated an improved attitude toward CAI and sanitation training. It was concluded that the CAI and LMI methods were equally effective for teaching sanitation for most of the employees who participated in the study.     

Effects of Computer-assisted Instruction on Selected Interaction Skills Related to Responsible Sexuality

This study examined effects of computer-assisted instruction on decision-making, assertiveness, and interpersonal communication related to responsible sexuality. Health science classes from four secondary schools in three midwestern states participated in the quasi-experimental study. The Experimental Group (n = 151) received simulation-based CAI, while Control Group #1 (n = 147) received regular classroom instruction, and Control Group #2 (n = 93) received no intervention. A 46-item questionnaire was administered to determine changes in the dependent variables. Findings indicated CAI, but not RCI, effectively improved decision-making knowledge and behavior, assertiveness knowledge and behavior, and interpersonal communication knowledge, attitude, and behavior. However, CAI did not improve assertiveness attitude. Over a five-week period, the effectiveness of CAI decayed for the knowledge variables. The effectiveness of CAI varied according to subject's gender, grade, and school-community setting. Results suggest simulation-based CAI provides an instructional approach that promotes positive change in some interaction skills related to responsible sexuality without many of the risks inherent in regular classroom instruction involving such sensitive topics.