Daniele Amato Examination - Online MSK Couse
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The assignment is to describe and review a teaching experience within higher education, reason about the experience based on pedagogical theories/principles and discuss how the teaching session could be developed in order to better facilitate meaningful learning for the students. Describe the aims, main content, the set-up and who the students are/the student group. The description should also show the context in which the teaching takes place and the learning outcomes in the course syllabus that your teaching session supports the students in achieving. Review this session based on the pedagogical theories and principles that have been brought up during the course in relation to, for example, meaningful learning, student-centred teaching, the role of the teacher, outcome-related teaching, constructive alignment, etc. Discuss the ways in which the teaching/supervision facilitates the students' learning and what may constitute difficulties/obstacles. Discuss what you could consider changing or developing in your teaching, describe how you would go about it and justify changes based on relevant pedagogical theories and concepts. Also describe how you could go about following up the students' learning (if you do not already do this). Your reasoning should be supported by references to course literature and/or other literature/research within higher education. Compile the literature you refer to in a list of references according to an accepted referencing system.
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Daniele Amato Examination - Online MSK Couse
- 1. Teaching and Learning in Higher Education: An Online Doctoral Course Autumn 2022 Prof. Per Palmgren Online Course of MSK Anatomy Examination Assignment Daniele Amato, Radiology I Teaching and Learning in Higher Education Course
- 2. Intro - Name, meaning: “Daniele” – “God is my judge”. - Department: Radiology I Universita’ Cattolica del Sacro Cuore (UCSC); Catholic University of the Sacred Heart – Rome, Milan – Italy. - Guest Student: Karolinska Institutet and Universitetet i Bergen - CCBIO – Fall 2022. - One adjective that start with “D” and tells something about who you are: “Discrete”. - Something positive with teaching and learning: …
- 4. Online Course of Modular Human Anatomy The Modules: -Musculoskeletal (MSK) Anatomy: Arms and Legs; -Neuroanatomy: Spine and Brain; -Anatomy of the Heart; -Body: Lungs, Upper and Lower Abdomen including the GU and GI.
- 5. Description of the teaching / supervision session -The context -The aim -The structure of the teaching session -The learning outcomes in the CV
- 6. Description of the teaching / supervision session The context: - For “younger” Students Anatomy, undergraduate, 2nd year Medicine. - For “older” Students Radiology, undergraduate, 4th year Medicine Residents, 1st year.
- 7. Description of the teaching / supervision session -The context -The aim -The structure of the teaching session -The learning outcomes in the CV of the student
- 8. Description of the teaching / supervision session -The aim: The Course is a basic Anatomic “hybrid” (online and in presence) set of lessons on the Anatomical rules and the correlation with the Anatomy in vivo, the radiological and clinical-pathological findings.
- 9. Description of the teaching / supervision session -The Aims of the Teaching/Learning Session: 1-the teaching of Normal Human MSK Anatomy, the Anatomic pathology with the signs/symptoms/lab of hypothetical patient-cases starting from the fact that the study of the Anatomy is the basis of the Medical Practice. 2-the detection of the differences between normal Paraphysiological (basic correlation of the anatomy with the technique used: e.g., normal vs congenital variation or alteration) 3-the study of the pathology at various levels of difficulty according to the feedback of the peers.
- 10. Description of the teaching / supervision session -The context -The aim -The structure of the teaching session -The learning outcomes in the CV
- 11. Description of the teaching / supervision session -The structure of the teaching session: 1-First Lecture, to the whole class: introduction of Anatomy as a basic principle apart from the year in Medicine or specialization, on the images from paper book-atlas (e.g., Netter) stressing the importance ections and their correlation with the normal human anatomy; correlation with radiological digital anatomy: introduction of IMAIOS, the eAnatomy and the basic correlation real-virtual anatomy. 2-First Feedback from the students by themselves: Study of the most important anatomical cuts/basic sections on paper books-atlas based on the lecture in the main classroom and correlation with real-virtual anatomy using such tools as IMAIOS and OSIRIX. 3. Second Lecture and second feedback in small groups a-Repetition of the human normal Anatomy and the correlation of the digital anatomy of IMAIOS. b-Presentation of the first cases: the importance of analytical diagnostic-therapeutical approach. c-Introduction of the concept of the workstation and how important is a DICOM-viewer app (e.g., OSIRIX) to go on training by themselves and together, on their personal device (a “personalized” individual workstation).
- 12. Description of the teaching / supervision session -The context -The aim -The structure of the teaching session -The learning outcomes in the CV
- 13. Outcome-based Program for Undergraduate Students Biggs, Collis 1982 - Prestructural Phase: based on the previous “luggage” of information about the most important “clinical cases” ever met in their previous years; need for TRAINING. - Unistructural Phase: normal/variant giving a “personal” name; CORRECTION from the teacher. - Multistructural Phase: list, combination of anatomical findings (also US) that the peers can reproduce. SUPPORT from the teacher. - Relational Phase: analyze and relate the finding to the aetiology if normal or not; providing of a set of method to analyze – the GOLD STANDARD of the clinical practice. - Extended Abstract: ability to distinguish normal/artifact/para-physiological and make them do “DIFFERENTIAL DIAGNOSIS” (normal/artifact) also in relation to the symptoms/signs and Lab of the Patient (“relative” concept),
- 14. Outcome-based Program for Residents Biggs, Collis !982 - Prestructural Phase: based on the previous “luggage” of information about the most important clinical cases ever met in their previous years and the importance of anamnesis (history, symptoms and Lab); need for TRAINING. - Unistructural Phase: description of the image for the difference between normal/pathological giving a diagnostic hypothesis; need for a STANDARDIZED method of evaluation. - Multistructural Phase: list, combination of anatomo-pathological findings (US/CT/MR) that the peers can reproduce. SUPPORT from the teacher. - Relational Phase: formulation of the Differential Diagnosis: a list of the possible aetiologies. PROVIDING the GOLD STANDARD from the literature/ clinical practice. - Extended Abstract: Final Diagnosis – Anatomical-Pathological Correlation and Follow up. DEFINITION of the DIAGNOSIC PATH to predict the eventual recurrence of disease.
- 15. DIAGNOSTIC PATH: -Identification/Detection (“Biomarker”) -Diagnosis; -Differential Diagnosis; -Treatment; -Follow Up. “The diagnostic path implements a metadata structure of image information. It stores and processes the different images seen by a pathologist during his “slide viewing” and the obtained image sequence (“observation path”)”. Outcome-based Program for Residents Schrader T, BMC 2006
- 16. Teaching session reviewed: -Learning in Higher Education -Teaching in Higher Education Review Richardson, Education Psychology 2006
- 17. Learning in Higher Education - the increase of knowledge; - memorizing; - the acquisition of facts or procedures - the abstraction of meaning - an interpretative process aimed at the understanding of reality Richardson, Education Psychology 2006
- 18. Teaching in Higher Education - Imparting information; - Transmitting structured knowledge; - Interaction between the teacher and the student - Facilitating understanding on the part of the student - Bringing about conceptual change and intellectual development in the student. Richardson, Education Psychology 2006
- 19. A review on how the teaching session can be developed to facilitate meaningful learning. How to evaluate? Developing the teaching/ supervision session
- 20. How to facilitate meaningful learning: - The use of the Workstation, the “portable Workstation” (OSIRIX). - The online study of Anatomy (IMAIOS). How to evaluate: - For the “younger” students (Undergraduate): Formative Quizzes – during the Course, “in itinere”. The follow up of the students is based on quizzes twice (every 6 months) or three times (every 4 months) during the year for the arms and the legs separately. - For the “older” students (Master): the final evaluation will be held with observations in “constructive” class activities at the end of the course generalizing, predicting, and evaluating the risk of recurrency of the disease. Developing the teaching/ supervision session Biggs, Collis 1982
- 21. A set of references to literature and educational research in Higher Education aimed at understanding the meaning of the outcome- based teaching and a student-centered approach to teaching and learning and an ability to use this in discussions on concrete situations. Application of educational theories/ principles
- 22. Learning Technology Frenk, The Lancet 2022
- 23. Learning Technology C. Learning Technology - make health professional education effective, efficient and inclusive; - encourage transprofessional collaboration at clinical, institutional and systems levels; - make the education of healthcare professionals resilient to future pandemics, disruptions and the changing needs of society. Frenk, The Lancet 2022
- 24. Learning Technology C. Learning Technology - Innovate on “blended” educational models (face-to-face); - Increase institution-to-institution global education networks and consortia; - Develop enhanced robotics and simulation training; - Implement experiential learning in multiple professions and areas of expertise; - Prepare staff for success in a technology-dependent learning environment; - Rigorously assess educational interventions to improve learning and teaching.. Frenk, The Lancet 2022
- 30. Learning Technology Workstation: PACS – Picture Archiving and Communication System DICOM – Digital Imaging and Communications in Medicine
- 31. Learning Technology Osirix: a “portable” DICOM-viewer
- 32. Learning Technology Osirix: a “portable” DICOM-viewer
- 35. Learning Technology Ahedi, BMC 2020
- 36. CONCLUSIONS - SMALL GROUPS. - ASK QUESTIONS each other (CONFIDENCE). - CREATE CONNECTIONS AS “SPECIALISTS/PRACTICIONERS”. - RESPONSIBILITY, RESILIENCY and FREEDOM. - The “THIRD EYE” of the Teacher. Learning Technology
- 37. Thank You Credits: Unicatt Credits: Miles7one
Editor's Notes
- Presenter's Name Presenter's Name
- For the newest ones, MY NAME IS - Name, meaning: “Daniele” – “God is my judge”. - Department: Radiology I Universita’ Cattolica del Sacro Cuore (UCSC); Catholic University of the Sacred Heart – Rome, Milan – Italy. - Guest Student: Karolinska Institutet and Universitetet i Bergen - CCBIO – Fall 2022. - One adjective that start with “D” and tells something about who you are: “Discrete”. - Something positive with teaching and learning: …
- The Question is: «Anatomy for life?» The Question to the Students for their final assessment at the end of the course and the true title of the presentation.
- The Modules: -Musculoskeletal (MSK) Anatomy: Arms and Legs; -Neuroanatomy: Spine and Brain; -Anatomy of the Heart; -Body: Lungs, Upper and Lower Abdomen including the GU and GI
- The context -The aim -The structure of the teaching session -The learning outcomes in the CV
- The context: For “younger” Students Anatomy, undergraduate, 2nd year Medicine For “older” Students Radiology, undergraduate, 4th year Medicine Residents, 1st year.
- -The aim At higher levels (1) I’m reporting the activities with my both Undergraduate Students and Radiology Residents where the main purpose to achieve was to learn how to describe an image: to explain how to recognize a pathological/normal finding and describe it. The real "game"/aim was finding the correlation with the "Para-physiological" findings that could be reported as pathological and the importance of the artifacts for the example in such "concrete" techniques as the Ultrasound. 1-Biggs JB & Tang C. (2011). Teaching for Quality Learning at University (4th ed.) Open University Press, Berkshire, England. Open University Press.
- The aim: The Course is a basic Anatomic “hybrid” (online and in presence) set of lessons on the Anatomical rules and the correlation with the Anatomy in vivo, the radiological and clinical-pathological findings.
- -The Aims of the Teaching/Learning Session: 1-the teaching of Normal Human MSK Anatomy, the Anatomic pathology with the signs/symptoms/lab of hypothetical patient-cases starting from the fact that the study of the Anatomy is the basis of the Medical Practice. 2-the detection of the differences between normal Paraphysiological (basic correlation of the anatomy with the technique used: e.g., normal vs congenital variation or alteration) 3-the study of the pathology at various levels of difficulty according to the feedback of the peers.
- -The context -The aim -The structure of the teaching session -The learning outcomes in the CV
- Premises to the whole class: the knowledge of human anatomy is a basic principle for undergraduate/residents/postdoc students apart from their specialization and can be considered an “heritage” for life. The structure of the MSK Course can be seen as follows: 1-First Lecture (in the main classroomon the most important lines/signs and the most important anatomical cuts/basic s): introduction on the images from paper book-atlas (e.g., Netter) stressing the importance ections and their correlation with the normal human anatomy; correlation with radiological digital anatomy: introduction of IMAIOS and the basic correlation real-virtual anatomy. 2-First Feedback from the students by themselves: Study of the most important anatomical cuts/basic sections on paper books-atlas based on the lecture in the main classroom and correlation with real-virtual anatomy on IMAIOS. 3-Second Lecture with the 2nd FEEDBACK (“peer to peer”) in small groups: exercise-study of "sample" images/diagnostic exams/cases: a-Repetition of the human normal Anatomy and the correlation of the digital anatomy of IMAIOS. b-Presentation of the first cases: the importance of analytical diagnostic-therapeutical approach. c-Introduction of the concept of the workstation and how important is a DICOM-viewer app (e.g., OSIRIX) to go on training by themselves, on their personal device (a “personalized” individual workstation). 2-Crosby, R. M. H., Joy. (2000) AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Med. Teach. 22, 334–347. 3-Kugel P (1993) How professors develop as teachers, Studies in Higher Education. 4-Richardson J (2005) Students’ approaches to learning and teachers approaches to teaching, Educational Psychology, 35,6, 673-680.
- -The context -The aim -The structure of the teaching session -The learning outcomes in the CV
- 5-Biggs JB & Collis KF (1982) “Evaluating the Quality of Learning: The SOLO Taxonomy”, New York: Academic Press. A set of clinical cases would be listed and showed to the audience of peers. Teachers will ask students to describe the image with their own “luggage” of words/knowledge encouraging them to speak out and make "mistakes". The youngest peers can fail or miss the findings at the beginning, feeling incompetent; by training themselves, the highest number of images they study at lesson, the most trained they will be (Prestructural phase) (5). They will find the most relevant (pathological) aspect of the image giving the finding a "personal" name (Unistructural phase). The teacher would correct them with the appropriate name making the peers listing, combining all the findings, describing them and, if an Ultrasound exam, making the peer repeat It to let him/her recover the finding (Multistructural phase). The aim in this case is make the student more secure and confident in the use/practice of the probe/radiological technique, also as “future teachers” themselves. Then as a teacher with their lecture teachers would give the peers the criteria and the "gold-standard" (most used) method to analyze, classify the findings according to a scientific/experience encoded bases. They would explain the causes and relate the finding to the etiology of what they are watching starting to write it into a “starting” report (Relational phase). After describing the most important clinical-radiological findings the peers should be taught to give a list of the possible causes on what they see on the image shown (Differential Diagnosis) so they can formulate a set of diagnostic hypotheses with a grade/percentage of probability (Extended Abstract) in relation with the anamnesis/symptoms/signs/Lab exams of the Patient.
- Here is reported the limit of the peer and where starts the role of the TEACHER. The teaching method for the “older” students and the final assessment are related with the Structure of Observed Learning Outcomes (SOLO) taxonomies “served” for Anatomy (5): 1-Presentation of the clinical case starting to ask the peers the MSK Anatomy eventually studied on books at lesson (Prestructural basis): anamnesis with the history, symptoms-Lab analysis of the Patient. 2-Description of the image according to a “standardized” method for each radiological technique: lines-spaces/density for XR, density for CT, intensity for MR and echogenicity for the US according to the tissue/state of aggregation of the finding. Description of the Basic anatomical margins and joints e.g., bones-muscles, ligaments, and tendons showing the bone and its normal density different from the other MSK tissues (ligaments and tendons) in all the different radiological techniques: different structure, density, and intensity) (Unistructural approach). 3- Description of what is normal-anatomical variant or pathological to formulate Diagnostic hypothesis: a congenital/traumatic or an inflammatory-tumoral disease (Multistructural approach). 4- Formulation of the Differential Diagnosis: Listing of all the possible hypothesis to the finding (Relational Management) relating to anamnesis-LAB (Biomarkers) /+- Cytologic examination or Biopsy for the Neoadjuvant therapy (Antibiotic/Radio-chemotherapy) – with an Overall Meaning. Follow up after treatment with the evaluation of the regression (inflammation); progression (tumor and the following adjuvant Radio-chemotherapy). 5- Final Diagnosis: Anatomopathological Correlation and Follow up with the eventual relapse of the disease and the Evolution/Progression of the disease (Extended idea of the prediction of any recurrence).
- Schrader T “The diagnostic path, a useful visualisation tool in virtual microscopy”, BMC 2006 BioMed Central -Identification/Detection (“Biomarker”); describing the importance of the radiological image as a “Biomarker. -Diagnosis; -Differential Diagnosis; -Treatment; -Follow Up. “The diagnostic path implements a metadata structure of image information. It stores and processes the different images seen by a pathologist during his “slide viewing” and the obtained image sequence (“observation path”)”.
- Review Richardson, Education Psychology 2006 Teaching session reviewed: -Learning in Higher Education -Teaching in Higher Education
- Richardson J (2005) Students’ approaches to learning and teachers approaches to teaching, Educational Psychology, 35,6, 673-680. In the Anatomical field, teachers are invited to be: “information-providers”, through the lectures where the students are called to distinguish the difference between the concept to learn “genuinely” and the “Teacher’s filter” used during the teaching/learning process to connect the dots with the right “variations”; “examiners” at the end of the course; “role models”, as a professional example for the peers, “facilitators” and incubators, “mentors” and tutors, and “planners” together with the students (above all in the small group activities) (2). The final aim is to focus on what the student is actively learning by working side-by-side to make the students “independent”, “active” and “receptive” (3).
- Richardson J (2005) Students’ approaches to learning and teachers approaches to teaching, Educational Psychology, 35,6, 673-680. A review on how the teaching session can be developed to facilitate meaningful learning. How to evaluate?
- 5-Biggs JB & Collis KF (1982) “Evaluating the Quality of Learning: The SOLO Taxonomy”, New York: Academic Press. How to facilitate meaningful learning: - The use of the Workstation, the “portable Workstation” (OSIRIX). - The online study of Anatomy (IMAIOS). How to evaluate: For the “younger” students (Undergraduate): Formative Quizzes – during the Course, “in itinere”. The follow up of the students is based on quizzes twice (every 6 months) or three times (every 4 months) during the year for the arms and the legs separately. - For the “older” students (Master): the final evaluation will be held with observations in “constructive” class activities at the end of the course generalizing, predicting, and evaluating the risk of recurrency of the disease. The knowledge of the MSK anatomy should be aligned to the other modules of the program at the end of the Course of Anatomy and applied to the use of the workstations. The use of workstations with the support of eLearning is an innovative changing and developing base for my Teaching and Learning Activity (TLA) where the student actively participates and control the quality of the image (zoom, contrast, measurements); it also creates variation in the teaching process during the lectures. During the Course the student is guided and constantly evaluated “by himself/herself”. The workstation in a continuous and motivating interaction to find the best angle or contrast in the picture which could help himself/herself and colleagues to understand the anatomy itself. EVALUATION The exam is made of multiple-answer questions on Normal human anatomy to grade, select and help to predict the result of the student at the exam. The Clinical cases are added exclusively for the older students of the 4th year and the residents. The result at the MSK exam could be considered as a formative assessment if considered during Anatomy, but also a summative result if considered in the average of the final vote exam at the end of the year (6). 6-Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). San Francisco: Jossey-Bass. The Relationship Teacher/Student is comparable to that Practitioner/Patient based on the “help to give”. The final word is to the student that “must” say if and why the anatomy is “for life” in his/her own final personal statement (“ANATOMY, FOR LIFE?”).
- Richardson J (2005) Students’ approaches to learning and teachers approaches to teaching, Educational Psychology, 35,6, 673-680. A set of references to literature and educational research in Higher Education aimed at understanding the meaning of the outcome-based teaching and a student-centered approach to teaching and learning and an ability to use this in discussions on concrete situations.
- A recent article from THE LANCET stressed the importance of elearning for educating health professionals particularly after the disruption of the COVID-19 pandemic.
- The Learning technology aims at making health professional education effective, efficient and inclusive; encourageìing transprofessional (multidisciplinariety) collaboration at clinical, institutional and systems levels (holistic); making the education of healthcare professionals resilient to future pandemics, disruptions and the changing needs of society.
- Innovate on “blended” educational models (face-to-face); REF TO Bullock, de Jong, Technology-enhanced learning TEL 2014!!!! - Increase institution-to-institution global education networks and consortia. - Develop enhanced robotics and simulation training (VR). - Implement experiential learning (competency based education) in multiple professions and areas of expertise. - Prepare staff for success in a technology-dependent learning environment (TRAINING). - Rigorously assess educational interventions to improve learning and teaching.
- My example is called Imaios – APP where is shown the Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Head CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Head + COLORS for the anatomical-functional areas. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ MRI Spine LS + Anatomical points of reference + XRAY. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ CT Abdomen + Anatomical points of reference + Functional Study PET-CT. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Imaios – APP Cross Sectional Anatomy – Real Time – Dynamic Learning_ Cross sectional anatomical analysis from cadavers – condemned to death+ Anatomical points of reference. CONCLUSIONS The whole activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM.
- Here is a typical radiological workstation composed of: PACS (Picture Archiving and Communication System) on the right side of the image there is the list of the exam of patients with all those tools useful to recall from the archive the name, the type of the exam; in the middle and on the left side there two screens of visualization of the image. The RIS (Radiology Information System) is an Electronic Health Record (EHR) to store and manipulate data and distribute radiologists reports. On both sides there the speakers. On the extreme right side there is a microphone for the voice recognition dictation software. DICOM – Digital Imaging and Communications in Medicine. Is the standard for the communication and management of medical information and related data. Contain multiple monochrome images and a rich set of metadata! Patient info, institution, modality.
- Here is Osirix, the most “portable” DICOM-viewer.
- Here are reported three examples of the use of Osirix in the clinical practice in research. These three images are taken from three different articles from the current literature.
- A recent article from International Orthopaedics (2012) stressed the importance of eLearning (Osirix) for educating health professionals particularly in the cases of femoroacetabular impingement.
- A recent article from Osteoarthitis Cartilage (2014) stressed the importance of eLearning (Osirix) for educating health professionals particularly in the cases of femoroacetabular impingement.
- A recent article from BMC BioMed Central (2020) stressed the importance of eLearning (Osirix) for educating health professionals particularly in the cases of femoroacetabular impingement.
- CONCLUSIONS The whole TEACHING/LEARNING activity should be conducted in SMALL GROUPS to test the levels of CONFIDENCE of the single peer towards the single radiological finding. In each group asking questions and answering each other they would build their personal power using their own voice; the teacher should discover the source of the connections while making the peers experience connections with each other as human being themselves, pushing themselves past their own comfort zones of “STUDENTS” to that of “SPECIALISTS/PRACTICIONERS”. The teachers should TRUST in the connections created among the peers with an HIGHER SELF, a “third eye”. Talking each other the peers can increase their PERSONAL POWER from taking radical responsibility for themselves, their own life and experience, their emotional state, for a “resilient” consciousness framework based on FREEDOM. Teachers as advisors, mentors and SPIRITUAL GUIDES.
- That’s my personal map with where I was born and living now map (Terlizzi and Molfetta). Where I studied (Rome and Milan). Where I’m studying now (Bergen and Solna). Thanks for Your attention. I will turn over to You.