Survey on multisensory feedback virtual reality dental training systems.

Compared with traditional dental training methods, virtual reality training systems integrated with multisensory feedback possess potentials advantages. However, there exist many technical challenges in developing a satisfactory simulator. In this manuscript, we systematically survey several current dental training systems to identify the gaps between the capabilities of these systems and the clinical training requirements. After briefly summarising the components, functions and unique features of each system, we discuss the technical challenges behind these systems including the software, hardware and user evaluation methods. Finally, the clinical requirements of an ideal dental training system are proposed. Future research/development areas are identified based on an analysis of the gaps between current systems and clinical training requirements.

[Computer technologies in teaching pathological anatomy].

The paper gives experience with personal computers used at the Academician A.L. Strukov Department of Pathological Anatomy for more than 20 years. It shows the objective necessity of introducing computer technologies at all stages of acquiring skills in anatomical pathology, including lectures, students' free work, test check, etc.

Evolution of illustrations in anatomy: a study from the classical period in Europe to modern times.

Illustrations constitute an essential element of learning anatomy in modern times. However it required a significant evolutionary process spread over centuries, for illustrations to achieve the present status in the subject of anatomy. This review article attempts to outline the evolutionary process by highlighting on the works of esteemed anatomists in a chronological manner. Available literature suggests that illustrations were not used in anatomy during the classical period when the subject was dominated by the descriptive text of Galen. Guido da Vigevano was first to use illustrations in anatomy during the Late Middle Ages and this concept developed further during the Renaissance period when Andreas Vesalius pioneered in illustrations becoming an indispensable tool in conveying anatomical details. Toward later stages of the Renaissance period, Fabricius ab Aquapendente endeavored to restrict dramatization of anatomical illustrations which was a prevalent trend in early Renaissance. During the 18th century, anatomical artwork was characterized by the individual styles of prominent anatomists leading to suppression of anatomical details. In the 19th century, Henry Gray used illustrations in his anatomical masterpiece that focused on depicting anatomical structures and were free from any artistic style. From early part of the 20th century medical images and photographs started to complement traditional handmade anatomical illustrations. Computer technology and advanced software systems played a key role in the evolution of anatomical illustrations during the late 20th century resulting in new generation 3D image datasets that are being used in the 21st century in innovative formats for teaching and learning anatomy.

Transposing Yallom: recognizing and understanding group dynamics in a Canadian online diploma in psychiatric nursing.

Given the historical association between psychiatric/mental health (P/MH) nursing education and group formats, and the recent shift to online education, one might expect to see a well developed literature that focuses on P/MH nurse education in online group settings; yet this is patently not the case. This paper attempts to redress this omission by drawing on educational material produced in a regional online diploma in psychiatric nursing. After reviewing the relevant extant literature, it adopts Yallom's seminal work and transposes this into online group settings. Examples of postings drawn from this programme are then used to help recognize and understand online group dynamics. The authors conclude that group dynamics are as much a part of online P/MH nurse education as they have been for 'traditional', face-to-face, educational programs, albeit manifest, expressed and encountered in different ways. Secondly, acknowledging the existence of these group dynamics creates the need for a new skill set, or maybe the transposition of an existing skill set for P/MH nursing educators. Thirdly, examination/analysis of student online postings (virtual case studies) enables the tentative epistemological transposition of face-to-face group dynamics into the online version.

Dynamics of list-server discussion on genetically modified foods.

Computer-mediated discussion lists, or list-servers, are popular tools in settings ranging from professional to personal to educational. A discussion list on genetically modified food (GMF) was created in September 2000 as part of the Forum on Genetically Modified Food developed by Science Controversies: Online Partnerships in Education (SCOPE), an educational project that uses computer resources to aid research and learning around unresolved scientific questions. The discussion list "GMF-Science" was actively supported from January 2001 to May 2002. The GMF-Science list welcomed anyone interested in discussing the controversies surrounding GMF. Here, we analyze the dynamics of the discussions and how the GMF-Science list may contribute to learning. Activity on the GMF-Science discussion list reflected some but not all the controversies that were appearing in more traditional publication formats, broached other topics not well represented in the published literature, and tended to leave undiscussed the more technical research developments.

Historical review of computer-assisted cognitive retraining.

OBJECTIVES: This article details the introduction and development of the use of microcomputers as adjuncts to traditional cognitive rehabilitation of persons with acquired brain injury. SUMMARY: The initial application of video games as therapeutic recreation in the late 1970s was soon followed in the early 1980s by the use of the first personal computers and available educational software. By the mid-1980s, both the IBM PC and Macintosh platforms were established, along with simplified programming languages that allowed individuals without extensive technical expertise to develop their own software. Several rehabilitation clinicians began to produce and market specially written cognitive retraining software for one or the other platform. Their work was detailed and reviewed, as was recently released software from commercial sources. The latter discussion included the latest developments in the rehabilitation applications of personal digital assistants and related organizing, reminding, and dictation devices. A summary of research on the general and specific efficacy of computer-assisted cognitive retraining illustrated the lingering controversy and skepticism that have been associated with this field since its inception. CONCLUSIONS: Computer-assisted cognitive retraining (CACR) can be an effective adjunct to a comprehensive program of cognitive rehabilitation. Training needs to be focused, structured, monitored, and as ecologically relevant as possible for optimum effect. Transfer or training or generalizability of skills remains a key issue in the field and should be considered the key criterion in evaluating whether to initiate or continue CACR.

Laboratory instruction in histology at the University at Buffalo: recent replacement of microscope exercises with computer applications.

Histology is a morphologic science in which the structure of the cells, tissues, and organs of the body are examined with a microscope. In the laboratory courses in histology at the School of Medicine of the University at Buffalo, histologic specimens had been used since the late 19th century to teach the principles of cell, tissue, and organ structure. Students also had to learn how to analyze or "read" slides with a microscope. Learning histology in this way, i.e., by direct examination of actual specimens, is time consuming and viewed by some as unnecessary. As a result of recent curricular reform at the School of Medicine that reduced contact time in histology, half of all laboratory exercises that would have been performed with a microscope were performed instead with interactive computer applications. By replacing some microscope exercises with more efficient computer applications, the histology course accommodated curricular change by both reducing contact time and continuing to offer valuable microscope laboratories for most of the organ systems of the body. To provide a basis for comparing traditional microscope exercises with computer-assisted instruction in histology, the nature of the laboratory experience between 1846 and 1998 is briefly reviewed. The instructional strategy behind the use of computers is presented, along with the nature of the computer applications and the means by which the computer applications were incorporated into the school's laboratory course in histology.

POTS, PANS, and PEARLs: the nursing profession's rich history with distance education for a new century of nursing.

BACKGROUND: Continuing education via distance education is expanding. A review of the media used to deliver classes in the past as well as future possibilities are presented. METHOD: The personal experience of the authors using these methods to present continuing nursing education is the basis for this article. RESULTS: There is evidence that people learn via distance education as well as they do with traditional formats such as conferences and seminars. Although learners are enrolling in these types of courses for convenience, they enjoy the classes more when there is active involvement and participation. CONCLUSIONS: Continuing education using distance education strategies will expand, especially because computers are available in the homes of learners. A larger number of offerings will be available, and more learners will use these media to remain current professionally.

It's a long way to multimedia: an account of 18 years of pursuing a new media project in physiology.

A teaching-oriented multimedia database authoring system, MILES ( Multimediales Informations- und Lehrsystem), has been in development since 1980 in our department. The hardware consists of a network of personal computers connected to digital and, until recently, audio/video storage devices. The system provides a database capable of handling all kinds of multimedia data and computer programs. User-friendly software provides input, editing, retrieval, and communication; the authoring system allows these components to be organized into structures of complex menus, combined with free database access. More than 12,000 components have been stored, including approximately 3,500 pictures. The paper reports on an extensive field test, in which the system has been applied as a common source for all kinds of materials used in teaching physiology to students of medicine. ResuIts show that the "new media" are powerful instruments for improving teaching and learning. However, they should not be expected to provide the sole basis for education. Their application still faces many problems regarding concepts, efficiency, and acceptance by students and staff.

Using multi-media to enhance history education: Glasgow, A Tale of Two Cities? and Tiree, Famine and Clearance 1840-1900.

Advances in information technology raise issues central to history education. Debates have focused on how pupils learn history by emphasising the development of critical thinking which in turn provides the basis of a theoretical framework for the use of IT in history. Martyn Wild identifies seven areas of teaching and learning enhanced through IT ranging from child-centered learning to pedagogy. James Schick argues that appropriate software brings out the absorbing, fascinating and enjoyable nature of history. This article discusses how multi-media computer programs, Glasgow, A Tale of Two Cities? and Tiree, Famine and Clearance 1840-1900 enhance the delivery of history in Scottish Primary and Secondary Schools within the criteria established by Martyn Wild. These programs relate to recent curricular changes in Scotland and help satisfy current demands for more Scottish history within overall history syllabuses. Moreover, it will be argued that appropriate software motivates pupils and enhances the central role of the classroom teacher.

The Internet and medical education.

The Internet is a watershed event. Access to information resources throughout the world has never been greater or easier. The Internet's effect on medicine, education and practice, is being expanded and redefined daily. Understanding what the Internet is and how it is effecting medical education and medical practice will be vital to the successful practitioner. This paper will provide historical information on the development of the Internet and define the current terminology used by computer professionals and the media. It will discuss how the Internet is currently being used and why you want to be a part of it.