Alvarez Antonio, Gold Garry E, Tobin Brian, Desser Terry S
Stanford University School of Medicine, 300 Pasteur Drive, Stanford, CA 94305, USA.
Acad Radiol. 2006 Apr;13(4):512-7. doi: 10.1016/j.acra.2005.10.005.
To promote active learning in an introductory Radiologic Anatomy course through the use of computer-based exercises.
DICOM datasets from our hospital PACS system were transferred to a networked cluster of desktop computers in a medical school classroom. Medical students in the Radiologic Anatomy course were divided into four small groups and assigned to work on a clinical case for 45 minutes. The groups used iPACS viewer software, a free DICOM viewer, to view images and annotate anatomic structures. The classroom instructor monitored and displayed each group's work sequentially on the master screen by running SynchronEyes, a software tool for controlling PC desktops remotely.
Students were able to execute the assigned tasks using the iPACS software with minimal oversight or instruction. Course instructors displayed each group's work on the main display screen of the classroom as the students presented the rationale for their decisions. The interactive component of the course received high ratings from the students and overall course ratings were higher than in prior years when the course was given solely in lecture format.
DICOM viewing software is an excellent tool for enabling students to learn radiologic anatomy from real-life clinical datasets. Interactive exercises performed in groups can be powerful tools for stimulating students to learn radiologic anatomy.
通过使用基于计算机的练习，促进放射解剖学入门课程中的主动学习。
将我院PACS系统中的DICOM数据集传输到医学院教室中的联网台式计算机集群。放射解剖学课程的医学生被分成四个小组，分配任务处理一个临床病例，时长45分钟。这些小组使用iPACS viewer软件（一款免费的DICOM查看器）来查看图像并标注解剖结构。课堂教师通过运行SynchronEyes（一款用于远程控制PC桌面的软件工具），在主屏幕上依次监控并展示每个小组的工作。
学生能够在极少监督或指导的情况下使用iPACS软件执行指定任务。当学生阐述其决策依据时，课程教师在教室的主显示屏上展示每个小组的工作。该课程的互动部分获得了学生的高度评价，并且课程总体评分高于该课程仅以讲座形式授课的前几年。
DICOM查看软件是使学生能够从真实临床数据集中学习放射解剖学的优秀工具。小组进行的互动练习可以成为激发学生学习放射解剖学的有力工具。
