Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI) programs, which are rapidly assuming a prominent role in both medical and nonmedical education. The development process includes defining objectives, identifying the target audience, assembling the design team, selecting compatible hardware and software, optimizing image quality, designing a palette, structuring information, and evaluating the program through user feedback. Although the individual radiologist is unlikely to possess all the skills necessary for developing a CAI program, even a basic knowledge of the computer environment is sufficient to enable him or her to become integrally involved in the process. The radiologist as "content expert" can and should participate actively throughout the process to integrate medical content with CAI program design. Indirect involvement might include participation in creative brainstorming sessions; direct involvement might help ensure image quality. A comprehensive understanding of the development process will enable the radiologist to communicate effectively as an educator in the new medium of CAI.
วันอาทิตย์ที่ 7 ตุลาคม พ.ศ. 2561
Computer-assisted instruction (CAI) week13
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Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI) programs, which are rapidly assuming a prominent role in both medical and nonmedical education. The development process includes defining objectives, identifying the target audience, assembling the design team, selecting compatible hardware and software, optimizing image quality, designing a palette, structuring information, and evaluating the program through user feedback. Although the individual radiologist is unlikely to possess all the skills necessary for developing a CAI program, even a basic knowledge of the computer environment is sufficient to enable him or her to become integrally involved in the process. The radiologist as "content expert" can and should participate actively throughout the process to integrate medical content with CAI program design. Indirect involvement might include participation in creative brainstorming sessions; direct involvement might help ensure image quality. A comprehensive understanding of the development process will enable the radiologist to communicate effectively as an educator in the new medium of CAI.
Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI) programs, which are rapidly assuming a prominent role in both medical and nonmedical education. The development process includes defining objectives, identifying the target audience, assembling the design team, selecting compatible hardware and software, optimizing image quality, designing a palette, structuring information, and evaluating the program through user feedback. Although the individual radiologist is unlikely to possess all the skills necessary for developing a CAI program, even a basic knowledge of the computer environment is sufficient to enable him or her to become integrally involved in the process. The radiologist as "content expert" can and should participate actively throughout the process to integrate medical content with CAI program design. Indirect involvement might include participation in creative brainstorming sessions; direct involvement might help ensure image quality. A comprehensive understanding of the development process will enable the radiologist to communicate effectively as an educator in the new medium of CAI.
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