继续医学教育中应加强心理学知识学习

部队的医务人员不仅要救治各种身体疾患,同时也要医治各种心理疾患,为部队官兵提供全方位的医疗卫生服务,这就迫切要求部队医务人员不断加强心理学知识的学习。笔者通过对总后勤部机关及直属干休所门诊部的122名医务人员问卷凋查发现,以前学习过心理学的占56％,没学过的占44％;认为有必要在本单位为官兵开展心理咨询诊疗工作的占98％;     

多制式影像DICOM格式转换的研究

本文采用面向对象方法,借助中间文件方式,实现了一种在医学影像DICOM格式和通用图像/媒体格式之间进行相互转换的软件,可以使我国目前存在的大量不符合DICOM标准的医学影像设备能够方便地接入PACS中,又可以将标准数字医学影像设备获取的DICOM数据简便地转换成通用图像/媒体文件。     

多媒体课件中图像素材的制作与处理

本文介绍了在多媒体课件的设计制作过程中,如何利用彩色扫描仪获取最佳图像的方法和使用PhotoShop等图像编辑软件对图像加工处理的技巧。     

VB实现DICOM到BMP的转换

DICOM是医学影像存储和传输的国际标准,它是随着图像化、计算机化的医疗设备的普及和图像存档与通讯系统（PACS）和远程医疗系统的发展应运而生。DICOM医学图像在CT、MR、医院PACS系统中应用广泛。但是大多数图像处理软件都不支持DICOM图像文件格式,所以要处理D1COM图像文件必然要对其进行格式转换,文章通过对DICOM和BMP文件格式的介绍,用VB6．0实现读取DICOM图像数据并转换为BMP格式并进行加窗显示、垂直镜像变换,对医学影像技术的研究具有重要的意义。     

核磁共振图像与BMP图像间的格式转换

在正确分析识别西门子磁共振图像格式基础上,通过软件编程实现将西门子核磁共振图像转换为BMP格式图像的方法。从而得出西门子核磁共振图像完全能够转换为BMP格式图像的结论。     

浅谈预防医学多媒体课件的制作

随着计算机技术特别是多媒体技术的迅速发展,计算机辅助教学已成为医学高等院校教学中重要的辅助手段。文章通过制作预防医学多媒体教学课件,围绕多媒体教学及多媒体课件制作的相关问题,分别从制作的教育理论、基本要求、素材准备及注意事项等方面详细介绍了预防医学多媒体课件制作,为预防医学多媒体课件的开发制作提供有意义的指导。     

国外继续医学教育特点及启示

目的：运用循证法介绍国外继续医学教育的特点,分析军队医院继续医学教育现状,为军队继续医学教育的管理提供实证。方法在 CNKI、万方数字化期刊、PUBMED、MEDLINE 等相关数据库,索引检索“国外继续医学教育”“军队”“问题”“现状”等关键词获得文献资料。结果国外继续医学教育具有管理机构健全、多学科教育、培训手段多样、培养目标明确、评价体系日趋完善等特点,军队继续医学教育起步晚,存在诸多问题。结论继续医学教育是医院可持续发展的重要组成部分,国外继续医学教育起源早、理论成熟,军队医院可借鉴其发展经验,突破自身发展瓶颈,促进继续医学教育健康发展。     

多媒体制作的素材与流程分析

Macromedia Authorware6．0是基于流程和图标设计开发的多媒体创作软件，它将图形、文字、动画、声音、视频等汇集于一体，在内容、形式、结构、实施、评价、管理上适应教育技术的发展，以线性形式播放或人机交互对话，增强了多媒体教学的视觉刺激，有效地提高了教学质量和教学效果。     

浅述医院多媒体素材的制作和集成

本研究对医院多媒体素材的制作和集成进行了阐述,包括：数字音频的编辑;图像的处理;动画和视频的制作;多媒体的创作工具。     

基于CCD的X线医学图像采集与BMP文件转换

在正确分析识别基于CCD的X射线图像数据格式的基础上,通过软件编程实现读取X射线图像并转换为BMP文件的方法,从而得出医学图像向BMP文件转换的方法。     

A new vision for distance learning and continuing medical education

Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self-assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer learning. The educational philosophy is "just-for-you" learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and "just-in-time" learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.     

Patient-management problems as a learning tool for the continuing medical education of general practitioners

The value of Patient-Management Problems (PMPs as a learning tool for continuing medical education was studied by using two frequently seen cardiovascular problems (angina and high blood pressure) and a province-wide sample of full-time general practitioners. The results indicate that PMPs can be a motivating and effective means of CME for the general practitioner; that knowledge was gained through the successive resolution of three pmps; that corrective feedback enhanced learning; and, that most of the knowledge gained on the paper cases was transferred to practice as reported by the participants on a questionnaire. Furthermore, while cueing may be a confounding factor when PMPs are used for evaluation purposes, it was shown to facilitate learning in the present learning context.     

基于VB6.0的DICOM与BMP格式转换软件的开发与应用

DICOM图像是医学图像存储与通讯的国际标准,但目前Windows中的通用图像软件无法对这一特殊格式进行读取。本文通过对DICOM及BMP文件格式的分析,利用VB6.0提供的丰富的界面设计资源实现了对DICOM格式文件的读取、转换及处理,具有广泛的临床应用价值。     

Computer-based learning materials for medical education: a model production

Computer-based learning materials (CBL or courseware) have the potential to be valuable learning resources for medical education. However, CBL has failed to realize its potential primarily because of unstructured approaches towards design and development. This paper describes the courseware development model (CDM), a conceptual model produced and used by the Medical Education Unit at The University of Liverpool. The model describes a structured multi-disciplinary approach to the design and production of CBL materials. It promotes meticulous planning, communication and organization. The CDM draws on three areas of expertise: (1) education; (2) computer science; and (3) medical content.     

Portfolio-based learning: continuing medical education for general practitioners — a mid-point evaluation

In October 1994 a project was initiated by the General Practice Continuing Medical Education Tutors in the Department of General Practice at Sheffield University. The project sought to evaluate the efficiency (effort expended) and effectiveness (distance travelled) of a model of continuing professional development for general practitioners through individual portfolio-based learning in co-mentoring groups. Learning demonstrated through the portfolio was accredited for the postgraduate education allowance of participants. This paper addresses the process of portfolio development at the mid-point of a year-long trial to ascertain the strengths, weaknesses and possible future development of such a process within the context of continuing medical education.     

Comparison of problem-based learning and lecture format in continuing medical education on headache diagnosis and management

The purpose of the study was to compare the impact of continuing medical education for primary care physicians in Halifax, Nova Scotia, Canada, delivered through a problem-based learning (PBL) format with that of a lecture-based format, in the clinical area of headache diagnosis and management. From January to June 1995, 38 physicians participated in three problem-based learning sessions, and 49 in a lecture-based session in the clinical area of headache. Pre- and posttest assessments of knowledge were made of each group before and immediately after the educational sessions. A second evaluation using Key Features Problems (KFP) to measure clinical reasoning was administered to both groups 3 months later. Analysis of covariance between groups on the post-test, using the pre-test result as covariate, showed significantly greater knowledge in the PBL group. Mean post-test KFP scores also were significantly higher for the PBL group. The PBL group's satisfaction with several programme dimensions was significantly higher than that of the lecture group. These results must be viewed in the context of differing amounts of exposure for the two groups. Problem-based learning in continuing medical education in the area of headache management was associated with greater knowledge acquisition and with greater improvement in clinical reasoning skills than in a lecture-based approach. Problem-based learning also was preferred by family physicians. However, the cost-benefit of this approach was questioned, since the PBL group had more exposure. Several factors limit the generalizability of this study, e.g. the impossibility of randomly composing the two experimental groups. Further research is required to determine if the results are generalizable and whether a PBL approach results in change in practice behaviour.     

The application of the Mayer multimedia learning theory to medical PowerPoint slide show presentations

PowerPoint? and other slideware have the potential to be overused and abused. Presentations should be tailored using scientifically derived principles in order to maximise teaching potential. This paper applies the Mayer Multimedia Learning Theory (with its twelve evidence-based principles of multimedia design) to medical slide show presentations. The best way to avoid audience boredom or mortification is to adhere to these precepts. Presentations stand or fall on the quality, relevance, and integrity of the content. Slide shows should supplement a presentation, and not substitute for it. The key principles are brevity, cogency and clarity.     

Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students

Introduction: Technology has revolutionised teaching. Teaching pathology via digital microscopy (DM) is needed to overcome increasing student numbers, a shortage of pathology academics in regional medical schools, and difficulties with teaching students on rural clinical placement. Objective: To identify whether an online DM approach, combining digital pathology software, Web‐based slides and classroom management software, delivers effective, practical pathology teaching sessions to medical students located both on campus and on rural placement. Methods: An online survey collected feedback from fourth and fifth year undergraduate James Cook University medical students on the importance of 16 listed benefits and challenges of using online DM to teach pathology, via a structured five‐point Likert survey. Results: Fifty‐three students returned the survey (response rate = 33%). Benefits of online DM to teach pathology rated as ‘very important’ or ‘extremely important’ by over 50% of students included: higher quality images; faster learning; more convenient; better technology; everyone sees the same image; greater accessibility; helpful annotations on slides; cost savings; and more opportunity for self‐paced learning out‐of‐hours and for collaborative learning in class. Challenges of online DM rated as ‘very important’ or ‘extremely important’ by over 50% of students included: Internet availability in more remote locations and potential problems using online technology during class. Conclusions: Nearly all medical students welcomed learning pathology via online digital technology. DM should improve the quantity, quality, cost and accessibility of pathology teaching by regional medical schools, and has significant implications for the growing emphasis in Australia for decentralised medical education and rural clinical placements.