Core 4 - Training Core

核心 4 - 培训核心

基本信息

批准号：
8045817
负责人：
Ron Kikinis
金额：
$ 24.96万
依托单位：
BRIGHAM AND WOMEN'S HOSPITAL
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-09-30 至 2014-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8045817
关键词：
Active Learning Address Adoption Algorithms Ally Area Awareness Biomedical Research Clinical Clinical Research Communication Communities Competence Computer software Computers Development Diffusion Education Education and Outreach Educational Background Educational process of instructing Educational workshop Event Evolution Exercise Feedback Fiber Funding Goals Group Meetings Hand Image Image Analysis Imagery Imaging Device Individual Knowledge Learning Libraries Medical Imaging Medical Students Methodology Neuroanatomy Otsuka brand of aripiprazole Policies Radiology Specialty Research Research Personnel Scientist Software Engineering Software Tools Solutions Training Translational Research Validation Vocabulary base bioimaging clinical practice computer science data management experience image processing interest member pre-doctoral software development success tool translational medicine

项目摘要

The goal of the Training Core (Pis Randy Gollub, MGH and Sona Pujol, BWH) is to lower barriers to effective communication between the clinical translational investigators and the software engineers engaged in the development and application of medical image analysis and data management software tools for NA-MIC. These communities have diverse educational backgrounds and often do not share a common vocabulary or forum for exchanging ideas or valuable tools and solutions. The Training Core addresses this gap by educating members of the biomedical clinical and research communities in the domains of knowledge relevant to the application of medical image analysis and its interface with computer science. We began this task six years ago by focusing on the most effective means for our own internal NA-MIC team to communicate. First we identified critical domains of knowledge that were necessary for all to comprehend. Then we developed an effective means for rapidly bringing everyone to a high level of competence in these domains. For instance, during our first Project Event (Programmer's Week 2004), we educated the image algorithm developers interested in diffusion tractography about functional and structural neuroanatomy, focusing explicltiy on the major fiber tracts. During all large group meetings we made it a policy to pause to define unfamiliar or potentially ambiguous terms until we had arrived at a common vocabulary. The continuing evolution from that initial gathering to our most recent Project Events is clear testament to the success ofthis approach. Although packaged as a training exercise for the NA-MIC Kit, the primary activify of the Training Core in the first NA-MIC funding cycle was to develop and deliver hands-on experiential learning experiences to clinicians, algorithm developers, and computer scientists to increase their competence in all aspects of medical image analysis. Thus, we used components ofthe NA-MIC Kit, primarily the 3D Slicer software, to teach the fundamentals of applied medical image processing and visualization. All of our tutorials can be self-taught or administered by an instmctor. Each tutorial follows the rubric established in How People Learn (1, 2,3), which requires learner-centered, goal-oriented experiential teaching. This approach enabled us to develop a single set of training materials that were equally well suited for constituents from all backgrounds, i.e., clinicians, statisticians, and computer scientists. These tools further served to strengthen communication among these communities by defining and promulgating common vocabulary. On the basis of positive feedback from attendees of past workshops, we believe that facilitating the adoption ofthe NA-MIC Kit for education, research, and medical image analysis software development will have a tremendous positive impact on clinical translational medicine.

培训核心（Pis Randy Gollub，MGH 和 Sona Pujol，BWH）的目标是降低障碍临床转化研究人员和从事NA-MIC医学图像分析和数据管理软件工具开发和应用的软件工程师之间的有效沟通。这些社区具有不同的教育背景，并且通常不共享共同的词汇或论坛来交换想法或有价值的工具和解决方案。培训核心通过对生物医学临床和研究社区的成员进行与医学图像分析应用及其与计算机科学接口相关的知识领域的教育来解决这一差距。我们六年前开始这项任务，重点关注我们内部 NA-MIC 团队最有效的沟通方式。首先，我们确定了所有人都需要理解的关键知识领域。然后我们开发了一种有效的方法来快速使每个人在这些领域达到高水平的能力。例如，在我们的第一次项目活动（2004 年程序员周）期间，我们对对扩散纤维束成像感兴趣的图像算法开发人员进行了有关功能和结构神经解剖学的教育，重点关注主要纤维束。在所有大型小组会议期间，我们制定了一项政策，即暂停定义不熟悉或可能模糊的术语，直到我们达成共同的词汇。从最初的聚会到我们最近的项目活动的不断演变清楚地证明了这种方法的成功。虽然打包为 NA-MIC 套件的培训练习，但第一个 NA-MIC 资助周期中培训核心的主要活动是为临床医生、算法开发人员和计算机科学家开发和提供实践体验式学习经验，以提高他们在医学图像分析各个方面的能力。因此，我们使用 NA-MIC 套件的组件（主要是 3D Slicer 软件）来教授应用医学图像处理和可视化的基础知识。我们所有的教程都可以自学或由讲师管理。每个教程都遵循人们如何学习 (1, 2,3) 中建立的准则，这需要以学习者为中心、以目标为导向的体验式教学。这种方法使我们能够开发一套同样适合所有背景的参与者的培训材料，即临床医生、统计学家和计算机科学家。这些工具通过定义和传播通用词汇进一步加强了这些社区之间的沟通。根据过去研讨会与会者的积极反馈，我们相信，促进 NA-MIC 套件在教育、研究和医学图像分析软件开发中的采用将对临床转化医学产生巨大的积极影响。