Core 4 - Training Core

培训核心（Pis Randy Gollub，MGH和索纳普约尔，BWH）的目标是降低障碍， 临床翻译研究者和软件工程师之间的有效沟通，这些软件工程师参与NA-MIC医学图像分析和数据管理软件工具的开发和应用。这些社区有着不同的教育背景，而且往往没有共同的词汇或论坛来交流想法或有价值的工具和解决方案。培训核心通过教育生物医学临床和研究社区的成员在与医学图像分析及其与计算机科学接口的应用相关的知识领域来解决这一差距。六年前，我们开始了这项任务，专注于我们自己的内部NA-MIC团队进行沟通的最有效手段。首先，我们确定了所有人都必须理解的关键知识领域。然后，我们开发了一种有效的方法，使每个人在这些领域迅速达到高水平的能力。例如，在我们的第一个项目活动（程序员周2004年），我们教育的图像算法开发人员感兴趣的弥散纤维束成像功能和结构神经解剖学，重点明确的主要纤维束。 在所有大型小组会议中，我们制定了一项政策，暂停定义不熟悉或可能有歧义的术语，直到我们达到共同的词汇。从最初的聚会到我们最近的项目活动的持续发展清楚地证明了这种方法的成功。 虽然被包装为NA-MIC套件的培训练习，但培训核心在第一个NA-MIC资助周期中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导师管理。每个教程都遵循人们如何学习（1，2，3）中建立的规则，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选民的培训材料，即，临床医生， 统计学家和计算机科学家。这些工具通过界定和公布共同词汇，进一步加强了这些社区之间的沟通。基于过去研讨会与会者的积极反馈，我们相信促进NA-MIC Kit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。

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.