Health professionals in various fields of Medicine and Dentistry must acquire comprehensive technological knowledge in order to practice their professions. A large portion of that knowledge cannot be found in a textbook. Examples of this type of information are data gleaned from viewing microscopic slides and dissecting cadavers. In order to fully comprehend an area of study in medicine, the student relies on various resources (often physically unrelated, like the x-ray department and the dissection room). This situation makes the teaching and learning processes much more difficult to accomplish, since the instructor and students have to manipulate multiple media and take the courses in various sites. Today's technology allows us to design and create teaching and learning tools that can alleviate these difficulties. Personal computers are now used to capture and display a vast array of information through many different media: text, sound, images, photographs, illustrations, animation and video. This information can be presented to the user with audio-visual interfaces designed to facilitate efficient communication of ideas. It is controlled primarily by the use of the mouse, at one's own pace. This interactive, multi-media approach to teaching and learning is called "Edutainment" (Education and Entertainment). This demonstration will show how these new tools are used to teach and learn about various subjects related to Medicine, particularly in Dermatology and Dentistry. Several courseware applications were developed, addressing various aspects of the field: Cancers of the Skin, Dental Development, the Temporomandibular joint, the Masticatory Muscles etc. These programs provide anthropological data on growth collected through longitudinal research, diagnosis and treatments of pigmented lesions of the skin, thousands of digitized x-rays accessible through a relational database, the latest imaging technology used to diagnose the temporomandibular disorders, high-quality photographs of dissecting room material of the head and neck region, 3-dimensional animation of physiological principles of the temporomandibular joint movements, digital video of examination techniques, and other valuable resources to the user. The software were developed for both platforms, Macintosh and PC/Compatible, and all of them are in English and French, with some titles available in Spanish. To facilitate their distribution and usage, they were written to hybrid CD-ROMs, i.e., one CD-ROM was produced for each application, containing versions for both platforms in all languages. The CD-ROMs were recorded in our premises. During the presentation, the technical aspects of the development and production of a Multi-media document will be discussed along with the scientific content of the CD-ROM.
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Cogn Sci
January 2025
Department of Learning, Teaching, and Literacies, University of Pennsylvania.
There has been considerable research on confusion and frustration that has treated them as two unitary constructs, distinct from each other. In this article, we argue that there is instead a constellation of different types of confusion and frustration, with different antecedents, manifestations, and impacts, and that the commonalities between many types of confusion and frustration justify thinking of them as part of the same constellation of affect, distinct from other prominent affective categories. We discuss how these types of affect have been considered historically and in key models.
View Article and Find Full Text PDFInt J Gynaecol Obstet
January 2025
Saving Mothers, New York, New York, USA.
Objective: Guatemala has one of the highest rates of maternal mortality in Central America. A total of 60% of births in Guatemala are attended by traditional Mayan birth attendants, or comadronas. Their prevalence in these communities makes them a valuable resource to bridge home births with safe prenatal care.
View Article and Find Full Text PDFInt J Med Robot
February 2025
Department of Surgery, Division of Transplantation, SUNY Upstate Medical University, Syracuse, New York, USA.
Background: We aimed to investigate the outcome of patients after RDN at different time points.
Methods: We studied the outcomes of 77 living robotic living donor nephrectomies (RDN). Donors were separated into three groups: learning curve period (LCP), stabilisation period (SP), and teaching period (TP).
Front Med (Lausanne)
January 2025
Department of Anesthesiology, The Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, China.
Objective: To evaluate the effectiveness of integrating GASMAN anesthesia simulation software with case-based learning (IGC) compared to traditional lecture-based learning (LBL) in teaching inhalation anesthesia to undergraduate anesthesiology students.
Methods: Fourth-year students from two academic years (2022, = 110; 2023, = 131) enrolled in a five-year anesthesiology program were assigned to either traditional lecture-based learning (LBL) or IGC groups. The LBL group received traditional lectures using PowerPoint slides, while the IGC group engaged with GASMAN anesthesia simulation software (a tool designed for anesthesia simulation and gas monitoring) combined with case-based learning.
Neurol Educ
December 2024
From the Warren Alpert Medical School of Brown University (K.A.S.), Providence, RI; Memorial Sloan Kettering Cancer Center (A.M.M.), New York, NY; Department of Neurology (J.J.M.), Yale School of Medicine, New Haven, CT; Wake Forest University School of Medicine (K.W., S.-E.G., R.E.S.), Winston-Salem, NC; American Academy of Neurology (X.S., L.S., R.R., M.M., T.D.), Minneapolis, MN; and University of Michigan School of Medicine (Z.L.), Ann Arbor, MI.
Background And Objectives: Microlearning is the acquisition of knowledge or skills in small units, commonly delivered by digital technology. NeuroBytes (NB) and Question of the Day (QOD) are 2 microinstructional programs in neurology. NB programs are brief, video-based mini-courses on clinical topics (microteaching); QODs are daily multiple-choice questions (microassessment).
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