Fundamentals of image processing for personal computers.

Photographic images make an important contribution to medical education. Conventional means of display have included 35-mm projection, film, videotape, and more recently, analog videodiscs that accompany computer-based text. The availability of compact discs, with their enormous storage capacity, and of powerful central processing units now permits consideration of digital storage of visual images for display by the personal computer. The data processing required for the representation and transfer of high-quality images is forbidding, however, even with today's technology. The problem is compounded if one anticipates display of full-motion video. In this tutorial we first review the nature of analog signals and the process of capturing them in digital format. We then consider mass storage and the concept of compressing data into smaller amounts of information that can be processed and transferred by personal computers with the use of optical disc drives. A look into the future provides a vision of high-definition television-quality video in digital format.

Computer-assisted learning and evaluation in medicine.

The use of the computer in medical education has been in evolutionary development since the early 1960s; its adoption, however, has been less widespread than the promise of the medium should warrant. Computer-assisted instruction enhances learning, allowing the student the discretion of content, time, place, and pace of instruction. Information conveyed can take several forms, some better suited to undergraduate medical education, others more applicable to graduate and continuing education. The use of the computer in certification and licensure could, within a decade, transform the way competence is assessed. Its greatest promise, however, may lie in providing pertinent information at the time when, and in the place where, patient care takes place. New developments in data storage and retrieval forecast applications that could not have been imagined even a year or two ago.

A course in emergency care for first-year medical students.

A 52-hour course in emergency medicine for first-year medical students was developed from the Department of Transportation's (DOT) training program for emergency medical technicians (EMT). The objective of the course was to train students to provide life support and emergency care in the field at the level of competence of the EMT. Ninety-four percent of the first class met these standards on written examination. Problems in the course included over-simplified presentations by paraprofessional faculty and an overemphasis on inhospital management by physician faculty. The program is well received by students and allows for introduction of clinical material into the first-year curriculum. The DOT training program for the EMT provides a useful model that, with slight adaptation, is appropriate for the first-year medical student.