Core 4 - Training Core

核心 4 - 培训核心

• 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
• 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

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.

训练核心的目标（PIS Randy Gollub，MGH和Sona Pujol，BWH）是降低障碍 临床翻译调查员与从事医疗图像分析和NA-MIC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，通常不会共享共同的词汇或论坛来交换思想或有价值的工具和解决方案。培训核心通过教育与医学图像分析的应用及其与计算机科学相关的知识领域中的生物医学临床和研究社区的成员来解决这一差距。六年前，我们开始了这项任务，专注于我们自己内部NA-MIC团队进行交流的最有效手段。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手段，可以快速使所有人在这些领域中具有很高的能力。例如，在我们的第一个项目活动（程序员的2004周）中，我们对图像算法开发人员进行了教育，该开发人员对扩散拖拉术感兴趣的有关功能和结构性神经解剖学的传播，将其侧重于主要纤维区域。 在所有大型小组会议期间，我们制定了一项政策，以定义陌生或可能模棱两可的条件，直到我们到达普通词汇为止。从最初的聚会到我们最近的项目事件的持续发展证明了这种方法的成功。 尽管在第一个NA-MIC资助周期中将训练核心的主要激活作为NA-MIC套件的训练练习，这是为了向临床医生，算法开发人员和计算机科学家开发和提供动手体验学习经验，以提高医疗图像分析各个方面的能力。因此，我们使用NA-MIC试剂盒（主要是3D Slicer软件）的组件来教授应用医学图像处理和可视化的基础。我们所有的教程都可以由Instmctor自学或管理。每个教程都遵循人们学习方式（1，2,3）所建立的标题，该专栏需要以学习者为中心的，面向目标的体验式教学。这种方法使我们能够开发一套一组培训材料，这些培训材料同样适合来自所有背景的成分，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颁布共同的词汇来进一步加强这些社区之间的沟通。根据过去的研讨会的参与者的积极反馈，我们认为促进NA-MIC套件进行教育，研究和医学图像分析软件开发将对临床转化医学产生巨大的积极影响。