DEMONSTRATION
Interactive Visual
Tools for Procedural Training
Grace Huang, Michael Parker,
ABSTRACT:
While medical
education has been built on time-honored methods such as didactic lectures,
primary literature reading, case-based instruction and hands-on training, the
technological age is altering the way that medicine is learned and therefore
taught.
One area ripe with
potential for improvement is that of teaching students and house staff how to
perform inpatient and ambulatory procedures. The majority of the data on
procedural training arises from surgical publications, and well-controlled
studies on trainee’s technical skills and observed complication rates are
lacking in the current literature. Traditionally, the process of learning these
skills is embodied by the motto, "See one, do one, teach one." As a result, potentially life-saving
techniques such as central venous line placement are often poorly standardized
and inadequately rehearsed, and the fidelity of certain well-subscribed methods
can become lost in the verbal transmission of knowledge, possibly leading to
adverse outcomes.
As part of MyCourses
(http://mycourses.med.harvard.edu), the curriculum management web portal at
Harvard Medical School, interactive visual tools are created using Macromedia
Flash technology to illustrate commonly performed procedures for medical
students and house officers. These visual aids are animated with vector-based
graphics, which are readily transferred to handheld computers at reasonable
file sizes compared to bitmap graphics and therefore portable for immediate
reference on the wards and in office practice where appropriate.
In the example, which
would be provided on a Macromedia Flash Player-enabled handheld, a lumbar
puncture is demonstrated, with a discussion of indications and complications.
Methods for identifying appropriate bony landmarks, insertion of the spinal
needle, measurement of opening pressure, and collection of the specimen are
illustrated.
Procedure instruction
is best suited for animation given the necessity for visualization and the
importance of anatomy. In comparison, concepts in physiology are more readily
illustrated with text and static images. In addition, availability of newly
designed interactive visuals from any computer or handheld provides context
specificity, which will enhance learning and address practical needs for urgent
information in a timely fashion. The creation of interactive visual tools for
computer and handheld instruction focuses on a need in the current curriculum
for procedure instruction as medical students and house staff train on the
wards.
BENEFIT TO PARTICIPANTS ATTENDING SESSION:
We are creating
interactive visual tools on handheld computers to illustrate commonly performed
bedside procedures at the point of care. Examples include arterial blood gas
sampling, lumbar puncture, paracentesis and thoracentesis. The interactive
component is self-directed, and the user is able to select links to relevant
anatomy and physiology in parallel with the animation. The teaching of
procedures is well suited for animation given the goals of visualizing
technique and understanding anatomy.
Grace C. Huang, MD
Shapiro Institute for
Education and Research
330 Brookline Avenue,
E/ES-212
Boston, MA 02215
Phone: 617-667-8413
Fax: 617-667-9122
mailto:ghuang@bidmc.harvard.edu
CO-AUTHORS:
Michael J. Parker, MD
Harvard Medical
School
260 Longwood Avenue,
TMEC 158
Boston, MA 02215
Phone: 617-432-0680
Fax: 617-432-0425