Pathologists dislike sound? Evaluation of a computerised training microscope.

AIM: To evaluate the use of multimedia enhancements, using a computerised microscope, in the training of microscope skills. METHODS: The HOME microscope provides facilities to highlight features of interest in conjunction with either text display or aural presentation. A pilot study was carried out with 10 individuals, eight of whom were at different stages of pathology training. A tutorial was implemented employing sound or text, and each individual tested each version. Both the subjective impressions of users and objective measurement of their patterns of use were recorded. RESULTS: Although both versions improved learning, users took longer to work through the aural than the text version; 90% of users preferred the text only version, including all eight individuals involved in pathology training. CONCLUSIONS: Pathologists appear to prefer visual rather than aural input when using teaching systems such as the HOME microscope and sound does not give added value to the training experience.     

User training costs in medical information system implementation.

Implementation of a Medical Information System (MIS) in a hospital environment is a complex, problematic, long-term endeavor. St. Vincent Hospital and Medical Center (SVHMC) in Portland, OR, completed the implementation of its base MIS five and one-half years after the original contract was signed. SVHMC prepared the MIS users through an extensive and well-documented training program focused on user competence and user acceptance. Over five and one-half years, 4581 individuals received 9,359 hours of training. Direct training costs were $116,000; total training costs were $317,000. There are many other costs to implement a major MIS project. Reported here are only the costs related to training the system's users. Training costs can be insidious and are often under estimated as institutions plan for large scale MIS projects.     

检验医师培养的实践探讨

采取临床科室轮转学习、临床教学查房、临床会诊和病例讨论、检验项目和质量控制宣传教育、定期学术汇报、规范考核制度以及加强科研创新能力培养等多种形式进行检验医师规范化培训,积极探索检验医师临床工作模式,并对我国检验医师培养面临的问题进行剖析与思考。