Medical photography with a mobile phone: useful techniques, and what neurosurgeons need to know about HIPAA compliance

2020 ◽  
Vol 132 (1) ◽  
pp. 260-264 ◽  
Author(s):  
Rebecca A. Reynolds ◽  
Lawrence B. Stack ◽  
Christopher M. Bonfield
Keyword(s):  
Mobile Phone ◽  
Patient Care ◽  
Teaching And Learning ◽  
Protected Health Information ◽  
Operative Techniques ◽  
Imaging Studies ◽  
Educational Value ◽  
Patient Scenario ◽  
Medical Photography ◽  
Hipaa Compliance

Medical photographs are commonly employed to enhance education, research, and patient care throughout the neurosurgical discipline. Current mobile phone camera technology enables surgeons to quickly capture, document, and share a patient scenario with colleagues. Research demonstrates that patients generally view clinical photography favorably, and the practice has become an integral part of healthcare. Neurosurgeons in satellite locations often rely on residents to send photographs of diagnostic imaging studies, neurological examination findings, and postoperative wounds. Images are also frequently obtained for research purposes, teaching and learning operative techniques, lectures and presentations, comparing preoperative and postoperative outcomes, and patient education. However, image quality and technique are highly variable. Capturing and sharing photographs must be accompanied by an awareness of the legal ramifications of the Health Insurance Portability and Accountability Act (HIPAA). HIPAA compliance is straightforward when one is empowered with the knowledge of what constitutes a patient identifier in a photograph. Little has been published to describe means of improving the accuracy and educational value of medical photographs in neurosurgery. Therefore, in this paper, the authors present a brief discussion regarding four easily implemented photography skills every surgeon who uses his or her mobile phone for patient care should know: 1) provide context, 2) use appropriate lighting, 3) use appropriate dimensionality, and 4) manage distracting elements. Details of the HIPAA-related components of mobile phone photographs and patient-protected health information are also included.

Clinical Cybersecurity Training Through Novel High Fidelity Simulations (Preprint)

2018 ◽  
Author(s):  
Christian Dameff ◽  
Jordan Selzer ◽  
Jonathan Fisher ◽  
James Killeen ◽  
Jeffrey Tully
Keyword(s):  
Patient Safety ◽  
Patient Care ◽  
Medical Devices ◽  
Healthcare Systems ◽  
High Fidelity ◽  
Protected Health Information ◽  
Patient Harm ◽  
Security Vulnerabilities ◽  
Clinical Simulations ◽  
Medical Infrastructure

BACKGROUND Cybersecurity risks in healthcare systems have traditionally been measured in data breaches of protected health information but compromised medical devices and critical medical infrastructure raises questions about the risks of disrupted patient care. The increasing prevalence of these connected medical devices and systems implies that these risks are growing. OBJECTIVE This paper details the development and execution of three novel high fidelity clinical simulations designed to teach clinicians to recognize, treat, and prevent patient harm from vulnerable medical devices. METHODS Clinical simulations were developed which incorporated patient care scenarios with hacked medical devices based on previously researched security vulnerabilities. RESULTS Clinician participants universally failed to recognize the etiology of their patient’s pathology as being the result of a compromised device. CONCLUSIONS Simulation can be a useful tool in educating clinicians in this new, critically important patient safety space.

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

Virtual World Classrooms

2014 ◽  
pp. 233-260 ◽  
Author(s):  
Susan Martin Meggs ◽  
Sharon Kibbe ◽  
Annette Greer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Interior Design ◽  
Second Life ◽  
Teaching And Learning ◽  
Outcome Evaluation ◽  
Educational Value ◽  
Traditional Course ◽  
Laboratory Component

This chapter provides a comprehensive case study to demonstrate the longitudinal development of online pedagogy for higher education through a lens of interior design. The chapter presents constructivist theory as a guiding pedagogical framework for the creation of learning environments within Second Life (SL) virtual reality. Details of the rigorous process of incorporation of SL, as an enhancement to a traditional course with a laboratory component, is presented to validate the integrity of the scholarship of teaching and learning undertaken in the exemplar case study. The concluding components of the chapter review the iterative process of course outcome evaluation compared to course and accreditation standards to further demonstrate the educational value of virtual reality as an environment for learning.

“Premierløytnant Bielke”

2011 ◽  
pp. 117-133
Author(s):  
Jo Dugstad Wake ◽  
Rune Baggetun
Keyword(s):  
Mobile Phone ◽  
Design Process ◽  
Mobile Phones ◽  
Computer Games ◽  
Teaching And Learning ◽  
Research Interest ◽  
Mobile Location ◽  
Mobile Phone Technology ◽  
Learning History ◽  
The Subject

Developments in mobile phone technology, together with an increased research interest in utilizing computer games to facilitate teaching and learning, are an important catalyst for the emergence of the area of mobile, location-based computer games in schools. This article describes both the design process and an evaluation of Premierløytnant Bielke, a mobile, location-based game for teaching and learning history using mobile phones. We argue that by using the surroundings and milieu that are local to the students in a playful context, we can support the construction of meaning related to the subject of history in a way that is both engaging and worthwhile.

Identifying the Potential of Mobile Phone Cameras in Science Teaching and Learning

2011 ◽  
Vol 3 (2) ◽  
pp. 16-30 ◽  
Author(s):  
Sakunthala Ekanayake ◽  
Jocelyn Wishart
Keyword(s):  
Mobile Phone ◽  
Science Teaching ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Science Lesson ◽  
Science Teaching And Learning ◽  
Teachers And Students ◽  
Field Notes ◽  
Collaborative Learning Opportunities

This research was motivated by previous work using mobile phones to support science teaching and learning in a variety of ways. This paper explores in detail how mobile phone cameras can support science teaching and learning during the planning, implementing, and evaluation stages of a lesson. A case study of a science lesson carried out in a school in Sri Lanka is described. The methodological approach of this study is qualitative and data were collected using observations, informal interviews and field notes. The results show that mobile phone cameras support the teacher in a range of ways during lesson planning, lesson implementation, and evaluating learning. Furthermore, the camera function of mobile phones was reported by teachers and students as enhancing the effectiveness of student learning, providing more opportunities for students’ active participation, increasing interactions and collaborative learning opportunities.

scholarly journals Usability of QiraahBot for extensive Arabic reading activities

2018 ◽  
Vol 53 ◽  
pp. 04005
Author(s):  
Al-Muslim Mustapa ◽  
Zulkifli Nawawi ◽  
Salamiah Ab. Ghani ◽  
Maryam Abdul Rahman ◽  
Zuraida Shaadon ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Phone ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Mobile Phone Technology ◽  
Teaching Aids ◽  
System Usability Scale ◽  
Mobile Phone Applications ◽  
Reading Activities

Today’s changing learning landscape urges the integration of mobile phone technology and Arabic learning as a foreign language. Learning through mobile phones is seen as a potential teaching aids which demonstrate effectiveness in teaching and learning activities. A QiraahBot prototype was built to aid the implementation of extensive Arabic reading activities. The user’s perspective on QiraahBot’s usability is essential for the effectiveness of learning through mobile phone applications. This study aims to identify the level of usability of the QiraahBot application prototype and to explore the deeper experience of users using the application. Therefore, a group of 30 student users was involved in the study. They were assigned tasks to be completed within the specified periods via the application, and then given an open-ended questionnaire adapted from the System Usability Scale. The findings show that the QiraahBot usability level is moderate. The study also revealed some of the advantages of QiraahBot as easy to use and the ability to help the learning process. In addition, there are weaknesses in applications, especially aspects of application usability, which needs to be improved in the next version. The researcher has provided some suggestions for further studies that are more comprehensive in the future.

The Neurosurgeon's Handbook

2010 ◽  
Keyword(s):  
Personal Experience ◽  
Clinical Presentation ◽  
Signs And Symptoms ◽  
Surgical Anatomy ◽  
Operative Techniques ◽  
Imaging Studies ◽  
Classification Schemes ◽  
Clinical Series ◽  
Accepted Practice ◽  
The Brain

The Neurosurgeon's Handbook concisely covers all aspects of adult and paediatric neurosurgery. It is systematically, meticulously and clearly broken down into easy-to-follow sections that contain all critical neurosurgical information, which is systematically presented to include clear definitions; epidemiology, pathophysiology and mechanisms of disease; neuroradiological and neuropathological features; critical care and neuroanaesthesia; clinical presentation and differential diagnosis; treatment; critical surgical anatomy and step-by-step key operative techniques of the brain, skull base and spine. The material is based on clinical trials, major clinical series and the extensive personal experience of some of the world’s best neurosurgeons and neuroclinicians who contributed to the handbook. It contains hundreds of imaging studies, neuropathological photographs (some in full colour) and anatomical and surgical diagrams that supplement the text. Additionally, widely accepted practice guidelines, major classification schemes, commonly used neurological scales, significant syndromes and constellation of key signs and symptoms are found in 188 tables, all presented in a way easy to understand and remember.

scholarly journals Resident Perceptions of Service Versus Clinical Education

2012 ◽  
Vol 4 (4) ◽  
pp. 472-478 ◽  
Author(s):  
Shelley L. Galvin ◽  
Elizabeth Buys
Keyword(s):  
Patient Care ◽  
Clinical Education ◽  
Direct Patient Care ◽  
Obstetrics And Gynecology ◽  
Educational Goals ◽  
Personal Factors ◽  
Educational Value ◽  
Community Needs ◽  
Resident Perceptions ◽  
Qualitative Survey

Abstract Background The Accreditation Council for Graduate Medical Education states that education needs to have priority over service. There is a potential for residents to have a negative perception of activities termed service. Objective To understand how residents of one obstetrics and gynecology program conceptualize service and clinical education in their daily training experiences. Methods We conducted a qualitative survey using semistructured interviews with 9 residents in obstetrics and gynecology. Verbatim transcripts underwent phenomenologic analysis for themes and statements exemplifying the essence and nuances of residents' experiences. Results The conceptualization of service and clinical education encompassed 6 categories, with some overlap between terms. The category education encompassed (1) tasks and situations with some educational value termed indirect patient care; (2) tasks and situations with high educational values subdivided into direct patient care and teacher-learner interactions; and (3) traditional educational activities, including reflection. Service denoted: (1) tasks and situations with little to no educational value subdivided into indirect and direct patient care categories; (2) tasks and situations with some educational value described as direct patient care; and (3) community service to patients and communities. Conclusions Definitions and the relative educational value of service and clinical education experiences overlapped considerably, but they varied by systematic, environmental, and personal factors. Service was used interchangeably to connote negative experiences that interfered with educational goals and positive experiences at the core of the profession's higher calling, the raison d'être of many physicians. The community needs to agree on the definitions of these terms and clarify the meaning of an appropriate balance.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

MYTH TROUBLES: An Open-Source Educational Game in Scratch for Greek Mythology

2017 ◽  
Vol 49 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Olympia Evangelopoulou ◽  
Stelios Xinogalos
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Greek Mythology ◽  
Primary School Students ◽  
School Students ◽  
Educational Value ◽  
The Subject ◽  
Willingness To Use ◽  
Game Developers

Background. Educational games are nowadays used for facilitating the teaching and learning process of various subjects. History is one of the subjects that simulations and games are used for promoting active learning and supporting students in comprehending various history-related subjects. Aim. This article reports on a new educational game on Greek mythology, called MYTH TROUBLES, designed and developed from scratch with the aim of supporting primary school students in studying Greek mythology and raising their interest on the subject of history. Method. The article presents the educational rationale and design of MYTH TROUBLES in the context of an educational games design model proposed in the literature. Since the game was implemented with the platform of Scratch and it is available online both for students (or anyone interested in Greek Mythology) and game developers, some information for its implementation is also provided. The results of a pilot evaluation of MYTH TROUBLES with the help of 21 experienced school teachers are presented, along with proposals for improvement and extension of the game. Results. Teachers evaluated positively MYTH TROUBLES in terms of acceptability, usability, utility as an educational tool, as well as its interface and game play and expressed their willingness to use it in the classroom. Conclusions. MYTH TROUBLES is considered appropriate by teachers for supporting the teaching and learning of Greek mythology and assessing its educational value in class is the next step. Scratch is appropriate for implementing such educational games and sharing them with interested players and game developers.

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