Direct digital radiograph. Technicians role in obtaining good images

To determine the rejected rate of direct digital radiography [DRs] in our hospital, benchmark it with other institutes, and explore the causes of rejection. Data were collected between June 2012 and May 2013 at King Abdulaziz University Hospital, Jeddah, Kingdom of Saudi Arabia. The rejected analysis was registered in the system, which is a built in software. Reasons for rejection could not be deleted, and no further imaging is allowed for the same patient without reporting the reason for rejection. Reasons for rejection are predefined by the machine. Of 89,797 images that were acquired, 13,371 were rejected, with a rejection rate of 15%. Positioning errors were the main reason for rejection, followed by artifact 28.5%, and motion 17.1%. As for body parts pelvis, abdomen, spine, and knee were recorded as rejected with higher rates than the average. This study has shown a number of unnecessary repeated imaging of patients. In addition, reject analysis in DR is proven to be an indicator for quality in imaging, the reasons of rejection that have high percentage for occurrence should be given more focus during patients scan

battle against respiration-induced organ motion in external beam radiotherapy

The latter 2 decades of the last century have witnessed significant improvements in external beam radiotherapy [EBRT], moved primarily by the advances in imaging modalities and computer-based treatment planning. These advancements lead to introducing the addition of a fourth-dimension, time, to the three-dimensional geometry in EBRT. The new era in EBRT presents challenges and opportunities to compensate for the effect of respiratory-induced target motion and improve treatment output. A number of these methods have been investigated, some of them already clinically approved and some still under development. Thus, there has been an increasing amount of literature in the area of respiratory motion compensation in EBRT. One criticism in most of the literature is that, it is either unorganized, or provides limited information. A few literature reviews provide a comprehensive overview regarding this fast growing area of study. The literature review here will provide an up to date summary of these publications

Evaluation of second and fourth year undergraduate medical students' perception and acceptance of the problem-based learning process

To investigate medical students' perception of problem based learning [PBL], to compare the acceptance level of new students who were introduced to PBL theoretically with those who had 2 years experience, and to study the effect of PBL on the academic performance. This cross-sectional study was conducted on medical students at King Abdul-Aziz University [KAU], Jeddah, Saudi Arabia between November 2008 and May 2009. A self-administered structured questionnaire was used to collect data from 2 groups of undergraduate medical students who volunteered to participate. Student t-test was used for comparison between the groups. Out of the 450 fourth-year, and 400 second-year medical students at KAU in 2009, 506 [60%] chose to participate in this study and represented the study population [250 second year, and 256 fourth year students]. There were 284 [56%] males and 222 [44%] females. A positive and higher mean score was found in all statements of the questionnaire among fourth year medical students. Although second year students perceived all domains of the PBL process positively, their mean scores were lower than the fourth year students. This study provides baseline data on the students' perception of PBL in the new curriculum. The study identified the strengths and weaknesses of PBL at KAU. Satisfaction was significantly perceived with the curricular change as indicated by students' perception of a positive learning environment

Medical students' knowledge of ionizing radiation and radiation protection

To assess the knowledge of fourth-year medical students in ionizing radiation, and to study the effect of a 3-hour lecture in correcting their misconceptions. A cohort study was conducted on fourth-year medical students at King Abdul-Aziz University, Jeddah, Kingdom of Saudi Arabia during the academic year 2009-2010. A 7-question multiple choice test-type questionnaire administered before, and after a 3-hour didactic lecture was used to assess their knowledge. The data was collected from December 2009 to February 2010. The lecture was given to 333 [72%] participants, out of the total of 459 fourth-year medical students. It covered topics in ionizing radiation and radiation protection. The questionnaire was validated and analyzed by 6 content experts. Of the 333 who attended the lecture, only 253 [76%] students completed the pre- and post questionnaire, and were included in this study. The average student score improved from 47-78% representing a gain of 31% in knowledge [p=0.01]. The results indicated that the fourth-year medical students' knowledge regarding ionizing radiation and radiation protection is inadequate. Additional lectures in radiation protection significantly improved their knowledge of the topic, and correct their current misunderstanding. This study has shown that even with one dedicated lecture, students can learn, and absorb general principles regarding ionizing radiation