应用PowerPoint XP设计制作网络型医学多媒体教学课件

医院“军卫一号工程”的实施，使医院开展网络教学,随时获得信息资源，进行继续医学教育成为现实．网络型医学多媒体教学课件(以下简称“网络型教学课件”)也随之应运而生。网络型教学课件是以网络为载体，把各种信息以广泛性、互动性、渗透性、传输性、多媒体、无形化、经济等优势传达给学习者^[1]。就如何应用PowerPoint XP软件设计制作网络型教学课件介绍如下。     

《人体解剖学》课程多媒体课件教学的实践与思考

人体解剖学是一门重要的医学基础课程,更是一门形态科学。它要求教学内容直观、形象、生动。计算机多媒体是继书本、黑板、音像等教学媒体后出现的另一种新的教学媒体[1]。它能以图文声像并茂的方式提供知识,进行示范与练习,以及提供一种边演示边讲解的教学方式,具有高趣味性与启发性,能较好地解决解剖学理论课教学中形象、直观的问题。我们在1999年秋季学期护理专业《人体解剖学》课程的教学中,全面采用了多媒体课件进行教学,课件全部都由我们自己根据教学需要所创作。现将我们进行多媒体教学的实践与思考简介如下:1　课件制作在课件的制作…     

浅谈多媒体课件的设计和制作

多媒体技术已应用于教学、科研、医疗卫生等各个领域 ,现在参加医疗学术活动、职称答辩都需要使用课件。本文就多媒体课件的设计、制作艺术谈点粗浅的认识 ,介绍了常用的多媒体课件的制作工具 ,并讲述多媒体课件构成的艺术要素及设计需把握的几个重要环节。1　多媒体课件平台的选择　医疗活动中的论文报告、教学和演示等多媒体课件已成为常用工具 ,因此 ,合理选择多媒体平台就显得尤为重要。1.1　功能强大　多媒体开发工具应具有所见即所得、媒体集成度高、各种特殊效果丰富且易实现的特点。1.2　兼用性强　多媒体课件要用到的素材千变万化 …     

医学影像学多媒体教学课件的设计及其制作

随着计算机技术的普及和多媒体技术在计算机辅助教学领域的不断深入和开展 ,多媒体辅助教学越来越受到影像学教育工作者和广大师生的重视和欢迎。作为教学单位 ,我们担负着临床医学影像专业本科生影像诊断学的教学任务 ,在近 4年的教学实践中 ,深刻地体会到传统的教学模式极大的限制了学生的主观能动性和创造性。因此 ,为适应教学改革 ,更新教学手段 ,提高教学质量 ,我们对医学影像学多媒体教学课件以幻灯为模式进行了设计与制作。1　材料与方法1 .1　软件设计及制作设计思想与制作流程 :我们将整个软件制作流程划分为系统设计、信息录入、…     

影像诊断学多媒体教学课件探讨

目的 对影像诊断多媒体课件的制作方法和特点进行探讨。方法 根据《影像诊断学》教材内容，利用影像工作站、Internet、扫描仪等设备获取图像资料，利用图形处理软件Photoshop处理图像、利用PowerPoint，Flash等软件制作成多媒体课件。结果 初步完成了影像诊断学多媒体课件的制作，并在实际教学中应用。结论 多媒体课件在内容的丰富性、信息的及时性、增加学生的学习兴趣、增强教学内容的表现力、相关学科知识连接等方面具有较大优势，教学效果有较大提高，具有广阔的发展前景。     

多媒体计算机在现代医学影像学教学中的应用

目的 探索多媒体计算机教学系统在医学影像学教程制作技术,讨论该系统在医学影像学教学与交流中的地位和作用。方法 应用计算机多媒体制作技术。借助计算机教学系统编辑制作医学影像学教程并用ＲＧＢ大屏幕投影仪在不同类型的教学和学术交流会上作演示,采用问卷调查的形式评价教学和演式效果。结果 被调查的２１２名师生,对计算机多媒体教学的形式、内容和课程准备的２１２名师生,对计算机多媒体教学的形式、内容和课程准备的     

医学影像学多媒体教学在中医院校中的应用

随着数字影像学的快速发展和普及,医学影像学教学中多媒体的应用也越来越广泛。为了进一步研究中医院校学生学习医学影像学的特点,我们制作了一部针对本科学生的多媒体课件,对学生实施了教学,并进行了效果分析。1材料与方法以人民卫生出版社出版的《医学影像学》第五版教材为蓝     

武警四川总队医院多媒体教学成效显著

本刊讯　武警四川总队医院将多媒体技术用于卫训队的教学,通过计算机模拟其它手段难以达到的教学动作和场景,便得卫训队的教学内容生动,形象逼真,尤其是利用三维动画制作的《人体解剖学》教学光盘,更使学员受益非浅,克服了卫训队教具图谱有限,学员基础知识差,理解困难等不利因素,为基层部队培养合格的卫生技术人才创造了有利的条件。近年,该院积极探索计算机助教学的新路子,购买了多媒体投影仪,将自制多媒体课件与购买多媒体教学光盘相结合,广泛用于卫训队教学、医院业务学习及大型学术研讨会,使医学传媒载体与最新趋势接转,收到较好的效果…     

国际互联网在医学检验教育中的综合应用

目的:提高国际互联网在医学检验教育中的综合应用水平。方法:通过HTML、Java语言、VB语言及图形制作工具等,编制医学检验教学课件,创建自己的国际互联网站点,建立考试题库及日常管理和学习系统。结果:在医学检验教育中利用国际互联网实现了计算机多媒体教学;在医学检验科研中建立了方便的中、英文信息查询及国内外学术交流系统;建成了医学检验考试题库及日常管理和网上学习系统。结论:通过国际互联网在医学检验教育中的综合应用,可极大地提高医学检验的教学、科研及管理水平。     

影像诊断学多媒体网络教学课件探讨

目的：对影像诊断学多媒体网络教学课件的制作方法和特点进行探讨。方法：根据《影像诊断学》教材内容,利用电脑、扫描仪等设备获取图像,图形处理软件处理图像,Ｆrontpage等软件制作成网络课件。结果：初步完成了多媒体网络课件的制作,申请了域名,并将部分内容上传至网站。结论：多媒体网络课件在教学的灵活性、内容的丰富性、信息的及时性等方面具有较大的优势,具有广阔的发展前途。     

Multimedia presentation of radiological image data using the internet

Summary Aim: Recent developments of the Internet (World Wide Web) allow the integration of audio, video, digital film sequences, and three-dimensional data. The applicability of these innovations for medical documentation is demonstrated. Methods: Our existing software for medical image processing and 3D reconstruction was extended to provide images, film sequences, and complex 3D models in an Internet-compatible data format. Results: The multimedia results of the image processing were integrated into Internet documents. Specialized programs are no longer necessary for visualization. The Internet software allows for user-friendly handling and interactive presentation of the 2D and 3D data. Conclusions: The Internet offers public-domain software for display of images, audio/video, and 3D data. Thus, the tools of the Internet represent an ideal basis for local hospital information systems, computer-aided medical education, and teleconferencing. Eingegangen am 16. September 1996 Nach überarbeitung angenommen am 11. November 1996     

Internet-based dissemination of educational video presentations: a primer in video podcasting

OBJECTIVE: Video "podcasting" is an Internet-based publication and syndication technology that is defined as the process of capturing, editing, distributing, and downloading audio, video, and general multimedia productions. The expanded capacity for visual components allows radiologists to view still and animated media. CONCLUSION: These image-viewing characteristics and the ease of widespread delivery are well suited for radiologic education. This article presents detailed information about how to generate and distribute a video podcast using a Macintosh platform.     

Analysis of simulated angiographic procedures: part 1--capture and presentation of audio and video recordings

PURPOSE: To assess different methods of recording angiographic simulations and to determine how such recordings might be used for training and research. MATERIALS AND METHODS: Two commercially available high-fidelity angiography simulations, the Mentice Vascular Interventional Simulation Trainer and the Simbionix AngioMentor, were used for data collection. Video and audio records of simulated procedures were created by different methods, including software-based screen capture, video splitters and converters, and external cameras. Recording parameters were varied, and the recordings were transferred to computer workstations for postprocessing and presentation. RESULTS: The information displayed on the simulators' computer screens could be captured by each method. Although screen-capture software provided the highest resolution, workflow considerations favored a hardware-based solution that duplicated the video signal and recorded the data stream(s) at lower resolutions. Additional video and audio recording devices were used to monitor the angiographer's actions during the simulated procedures. The multiple audio and video files were synchronized and composited with personal computers equipped with commercially available video editing software. Depending on the needs of the intended audience, the resulting files could be distributed and displayed at full or reduced resolutions. CONCLUSIONS: The capture, editing, presentation, and distribution of synchronized multichannel audio and video recordings holds great promise for angiography training and simulation research. To achieve this potential, technical challenges will need to be met, and content will need to be tailored to suit the needs of trainees and researchers.     

A five-step approach to digital image manipulation for the radiologist.

Digital manipulation of images plays a key role in development of multimedia presentations. Five basic steps to digitizing images and preparing them for publication and computer presentation are scanning, correction, editing and labeling, saving files, and producing final output. These steps can be completed with commercially available hardware and image manipulation software (eg, Photoshop). The higher the quality of the original scanned image, the more image data there will be to edit: A good image cannot be created from an inferior scan. The most important functions for properly scanning images are size, resolution, and color. Resolutions of 300 ppi and 72 ppi should be used for print publication and computer presentations, respectively. The higher resolution image has the larger file size. The scanned image should be saved as a TIFF (tagged image file format), which is an uncompressed file type used for printed images. The Joint Photographic Experts Group (JPEG) format compresses the size of the image file but also reduces image quality. The JPEG format is a good choice if a small file size is needed, such as in Web and PowerPoint presentations. If the user needs to save an image as a JPEG file, the image should be edited first and then saved once in JPEG format. With Photoshop, the user can rotate and crop an image; adjust its brightness, contrast, and color; remove unwanted patient information, dust, and scratches; and add text and symbol labels to enhance images for teaching purposes. Digital manipulation can be fast and effective if the user has some basic knowledge and tools.     

E-learning tools for education: regulatory aspects, current applications in radiology and future prospects

PURPOSE: E-learning, an abbreviation of electronic learning, indicates the provision of education and training on the Internet or the World Wide Web. The impact of networks and the Internet on radiology is undoubtedly important, as it is for medicine as a whole. The Internet offers numerous advantages compared with other mass media: it provides access to a large amount of information previously known only to individual specialists; it is flexible, permitting the use of images or video; and it allows linking to Web sites on a specific subject, thus contributing to further expand knowledge. Our purpose is to illustrate the regulatory aspects (including Internet copyright laws), current radiological applications and future prospects of e-learning. Our experience with the installation of an e-learning platform is also presented. MATERIALS AND METHODS: We performed a PubMed search on the published literature (without time limits) dealing with e-learning tools and applications in the health sector with specific reference to radiology. The search included all study types in the English language with the following key words: e-learning, education, teaching, online exam, radiology and radiologists. The Fiaso study was referred to for the regulatory aspects of e-learning. RESULTS: The application of e-learning to radiology requires the development of a model that involves selecting and creating e-learning platforms, creating and technologically adapting multimedia teaching modules, creating and managing a unified catalogue of teaching modules, planning training actions, defining training pathways and Continuing Education in Medicine (CME) credits, identifying levels of teaching and technological complexity of support tools, sharing an organisational and methodological model, training the trainers, operators' participation and relational devices, providing training, monitoring progress of the activities, and measuring the effectiveness of training. Since 2004, a platform--LiveLearning--has been used at our university: this is a Web-oriented application, that is, an Internet software solution that users can access through a Web browser. The pages displayed by the browser are dynamically generated through interaction with a database that collects both data required for the application to work and data related to the courses provided. There are different approaches to developing applications that use databases to store information. The selected approach is based on a modular three-level architecture divided into presentation level, intermediate level, and data level. The LiveLearning platform includes modules to manage multimedia contents and to interface with the streaming server so that the student can access the training contents directly from the platform interfaces. Furthermore, the platform offers its users different modules: Teaching Units, Documents, Forums, and Chats. By appropriately combining these modules, customised training can be devised based on specific requirements. CONCLUSIONS: The increasing diffusion of continuous education will reduce the costs of e-learning and make this training method, which helps keep pace with technological progress, more attractive, with significant professional gains for radiologists.     

髋臼骨折分类三维仿真模型的建立及意义

目的 探讨建立髋臼骨折Letournel-Judet分类的三维数字仿真模型的方法及意义. 方法 对1名健康女性志愿者行骨盆16排螺旋CT扫描,所得Dicom格式的数据应用Mim-ics 10.01软件处理,重建出髋骨模型.依据髋臼骨折Letournel-Judet分类的标准模拟出各型骨折,各骨折块用不同的颜色表示.对骨折模型进行截图保存,并输出影片模式.5名骨科医师和10名医学生对比髋臼骨折Letournel-Judet分类三维骨折模型与二维平面示意图,给予初步评价.结果髋臼骨折Letournel-Judet分类三维模型形态逼真,立体感强,具有良好的视觉效果,可以从任意的方位和角度观察和截图,相对应的影片可以360°旋转观看骨折情况.4名骨科医师和9名医学生认为三维数字骨折模型更有利于理解骨折分型. 结论 髋臼骨折Letournel-Judet分类的三维数字仿真模型具有直观、立体、逼真、动态等特点,有利于临床工作及医学教学.     

Preparation of digital movie clips for online journal publication

OBJECTIVE: This article presents general guidelines for preparing movie clips for online journal publication. CONCLUSION: As more and more radiology journals establish an online presence, radiologists wishing to submit journal articles with movie clips need to understand the electronic submission process. Viewing a movie clip via an online journal is different from viewing one with PowerPoint using a local desktop computer because the movie file must first be downloaded onto the client computer before it can be displayed. Users thus should be cautious in selecting movie format and compression when creating movie clips for online journals. This article provides step-by-step demonstrations and general guidelines for movie format and compression selections.     

网络版胸部影像多媒体教学系统

目的 设计制作 适合在网络环境使用的胸部影像多媒体教学系统。方法 （１）搜集胸部病理证实的各种病例,图像以数码相机,扫描仪等方式数字化处理;（２）使用的制作 软件 Ｆｒｏｎｔｐａｇｅ ９８,Ｈｏｍｅｓｉｔｅ ２．５等。结果 （１）资料内容丰富,信息量大,超过１５００幅图像;（２）以多级目录式结构交互显示每种项目的内容,使用非常方便。（３）在局域网,Ｉｎｔｅｒｅｔ等环境下运行良好。     

Creating animated GIF files for electronic presentations using Photoshop

OBJECTIVE: Our objective is to present a simple method for converting movie clips to animated GIFs (graphics interchange format) using Photoshop. CONCLUSION: Although animated GIF is a more reliable format than movie clips (e.g., AVI and QuickTime) for presenting dynamic data sets in PowerPoint presentations, this output format is not available on most radiology workstations. Therefore, many academic radiologists still experience the problem of incompatible codecs and missing file links when trying to show movie clips in their PowerPoint presentations. One way to resolve this issue is to convert the movie clips to animated GIFs. In this article, we provide a simple method for this conversion using Photoshop--a common software application used by radiologists.