| 1. |
- Asplund, Sara, 1976, et al.
(författare)
-
Extended analysis of the effect of learning with feedback on the detectability of pulmonary nodules in chest tomosynthesis
- 2011
-
Ingår i: Progress in Biomedical Optics and Imaging - Proceedings of SPIE. - : SPIE. - 1605-7422. ; 7966
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In chest tomosynthesis, low-dose projections collected over a limited angular range are used for reconstruction of section images of the chest, resulting in a reduction of disturbing anatomy at a moderate increase in radiation dose compared to chest radiography. In a previous study, we investigated the effects of learning with feedback on the detection of pulmonary nodules in chest tomosynthesis. Six observers with varying degrees of experience of chest tomosynthesis analyzed tomosynthesis cases for presence of pulmonary nodules. The cases were analyzed before and after learning with feedback. Multidetector computed tomography (MDCT) was used as reference. The differences in performance between the two readings were calculated using the jackknife alternative free-response receiver operating characteristics (JAFROC-2) as primary measure of detectability. Significant differences between the readings were found only for observers inexperienced in chest tomosynthesis. The purpose of the present study was to extend the statistical analysis of the results of the previous study, including JAFROC-1 analysis and FROC curves in the analysis. The results are consistent with the results of the previous study and, furthermore, JAFROC-1 gave lower p-values than JAFROC-2 for the observers who improved their performance after learning with feedback. © 2011 SPIE.
|
|
| 2. |
|
|
| 3. |
- Asplund, Sara, 1976, et al.
(författare)
-
Learning aspects and potential pitfalls regarding detection of pulmonary nodules in chest tomosynthesis and proposed related quality criteria.
- 2011
-
Ingår i: Acta radiologica. - : SAGE Publications. - 1600-0455 .- 0284-1851. ; 52:5, s. 503-512
-
Tidskriftsartikel (refereegranskat)abstract
- Background In chest tomosynthesis, low-dose projections collected over a limited angular range are used for reconstruction of an arbitrary number of section images of the chest, resulting in a moderately increased radiation dose compared to chest radiography. Purpose To investigate the effects of learning with feedback on the detection of pulmonary nodules for observers with varying experience of chest tomosynthesis, to identify pitfalls regarding detection of pulmonary nodules, and present suggestions for how to avoid them, and to adapt the European quality criteria for chest radiography and computed tomography (CT) to chest tomosynthesis. Material and Methods Six observers analyzed tomosynthesis cases for presence of nodules in a jackknife alternative free-response receiver-operating characteristics (JAFROC) study. CT was used as reference. The same tomosynthesis cases were analyzed before and after learning with feedback, which included a collective learning session. The difference in performance between the two readings was calculated using the JAFROC figure of merit as principal measure of detectability. Results Significant improvement in performance after learning with feedback was found only for observers inexperienced in tomosynthesis. At the collective learning session, localization of pleural and subpleural nodules or structures was identified as the main difficulty in analyzing tomosynthesis images. Conclusion The results indicate that inexperienced observers can reach a high level of performance regarding nodule detection in tomosynthesis after learning with feedback and that the main problem with chest tomosynthesis is related to the limited depth resolution.
|
|
| 4. |
|
|
| 5. |
- Bennerstedt, Ulrika, 1979, et al.
(författare)
-
How gamers manage aggression: Situating skills in collaborative computer games
- 2012
-
Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 7:1, s. 43-61
-
Tidskriftsartikel (refereegranskat)abstract
- In the discussion on what players learn from digital games, there are two major camps in clear opposition to each other. As one side picks up on negative elements found in games the other side focuses on positive aspects. While the agendas differ, the basic arguments still depart from a shared logic: that engagement in game-related activities fosters the development of behaviors that are transferred to situations beyond the game itself. With an approach informed by ethnomethodology, in this paper we probe the underlying logic connected to studies that argue for such general effects of games. By focusing on proficient gamers involved in the core game activity of boss encounters in a massively multiplayer online game, we examine the fundamentals that must be learnt and mastered for succeeding in an ordinary collaborative gaming practice where aggression is portrayed. On the basis of our empirical analysis we then address the contentious links between concrete instances of play and generic effects. As expected, the results point to “aggression” as well as “collaboration” as major components in the gaming experience, but our analysis also suggests that the practices associated with these notions are locally tied to the game. Based on these results, we propose that to reverse this relationship and claim that game environments foster collaboration or aggression in general first assumes strong theoretical claims about the nature of cognition and learning, and second, risks confusing the debate with hyperbole.
|
|
| 6. |
- Ivarsson, Jonas, 1976, et al.
(författare)
-
Arranging for better learning opportunities in radiology
- 2015
-
Ingår i: Optimisation in X-ray and Molecular Imaging 2015 - the Fourth Malmö Conference on Medical Imaging, Gothenburg, Sweden, 28-30 May 2015.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Purpose: The study provides an example on how it is possible to design environments at the workplace that could meet learning demands implied by the introduction of novel imaging technologies in radiology (in this case tomosynthesis). The innovative aspect of this design does not result from the implementation of any specific tool for learning. Instead, advancement is achieved by a novel set-up of existing imaging technologies. Based on a number of pedagogical principles, we developed what we call a Technology enhanced Learning Session (TLS), an interactive format that allows for focused discussions between learners with different levels of expertise. Method: Interactions during a TLS were videotaped and later analysed using interaction analysis. We did not seek to explain factors affecting learning, but rather identify qualities of the arrangement that presented opportunities for professionally meaningful forms of action, i.e. enabling conditions of the TLS for displaying knowledge on how to judge radiological section images produced by the novel technology. Results: Based on the analysis we propose three principles to be considered when designing learning environments for teaching professional modes of reasoning in radiology: First, the ways in which participants with different levels of experience interact and communicate have a large impact on the outcome of the activity. By publicly displaying records of the participants’ individual assessments everyone can become involved and mistakes become dissected rather than hidden. Second, experts working on authentic cases give prominence to case specific details, disambiguation practices, and several dimensions of variation (in representations, anatomy, pathology etc.). Professional modes of reasoning, when being made publically visible, operate as instructions. Third, participants should be given shared access to visual materials: Given different setups, participants will have different possibilities of establishing shared references and partake in reasoning that build on visual details. As we have seen, the observers’ ability to notice, discuss, and investigate particular features of the radiological images became a necessary requirement for the accomplishment of their collaborative work. Conclusions: The study points to what we see as the underexplored possibilities of tailoring basic and specialist training that meets the new demands given by novel imaging technologies in radiology.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Ivarsson, Jonas, 1976, et al.
(författare)
-
The application of improved, structured and interactive group learning methods in diagnostic radiology
- 2016
-
Ingår i: Radiation Protection Dosimetry. - : Oxford University Press (OUP). - 0144-8420 .- 1742-3406. ; 169:1-4, s. 416-421
-
Tidskriftsartikel (refereegranskat)abstract
- This study provides an example on how it is possible to design environments in a diagnostic radiology department that could meet learning demands implied by the introduction of new imaging technologies. The innovative aspect of the design does not result from the implementation of any specific tool for learning. Instead, advancement is achieved by a novel set-up of existing technologies and an interactive format that allows for focussed discussions between learners with different levels of expertise. Consequently, the study points to what is seen as the underexplored possibilities of tailoring basic and specialist training that meet the new demands given by leading-edge technologies.
|
|
| 10. |
- Kuroshima, Satomi, 1976, et al.
(författare)
-
Toward a praxeological account of performing surgery: Overcoming methodological and technical constraints
- 2021
-
Ingår i: Social Interaction. Video-Based Studies of Human Sociality. - : Det Kgl. Bibliotek/Royal Danish Library. - 2446-3620. ; 4:3
-
Tidskriftsartikel (refereegranskat)abstract
- Surgical operations are fundamentally comprised of multisensorial and multimodal activities. As surgical work involves professional and technical skills that entail a multitude of sensorial information, various methodological difficulties and technical constraints emerge for analysts. Subjective sensations and feedback received during the participants' constructed actions may not be available to outsiders, and the privilege of studying surgical operations is not always guaranteed for the fieldworker. However, as practical surgical tasks are constructed from the routine progression of mundane activities, technical and methodological difficulties can be overcome, confirming the perspicuous nature of surgical operations for social scientists as outsiders. In this report, the researchers describe their fieldwork experiences in two different types of operating rooms—gastroenterology surgical operations in a Japanese context and endovascular aortic repairs in a Swedish context—with a specific focus on how they controlled the technical challenges. This demonstrates the value of surgical operations as a site for scientific investigation independent of expert knowledge about surgery.
|
|
