DOI: 10.1148/rg.256055065
Multimedia Extension of Medical Imaging Resource Center Teaching Files1
Guo Liang Yang, MSc,
Aamer Aziz, MD, PhD,
Banukumar Narayanaswami, BEng,
Ananthasubramaniam Anand, MSc,
C. C. Tchoyoson Lim, MD and
Wieslaw Lucjan Nowinski, PhD, DSc
1 From the Biomedical Imaging Laboratory, Agency for Science Technology and Research, Singapore (G.L.Y., A. Aziz, B.N., A. Anand, W.L.N.); and National Neuroscience Institute, Singapore (C.C.T.L.). Presented as an infoRAD exhibit at the 2004 RSNA Annual Meeting. Received March 23, 2005; revision requested May 25 and received July 11; accepted July 18. Supported by the National Healthcare Group and the Biomedical Research Council of the Agency for Science, Technology and Research, Singapore. All authors have no financial relationships to disclose.
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Figure 1. Screen capture of a MIRC electronic teaching file shows typical static display of text and images with a popular Web browser. This teaching file is based on magnetic resonance (MR) images obtained in a 73-year-old man with spinal schwannoma, who presented with back pain.
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Figure 2. Partial schematic of video encoding of a multimedia teaching file. The video file consists of multiple frames, each of which contains only information about the image state, and not the radiologic image itself.
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Figure 3. Flowchart of a multimedia teaching file shows the recording process, which involves simultaneous encoding of audio and video content by using two threads.
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Figure 4. Photograph shows a user of a MIRC electronic teaching file who is recording a multimedia teaching file by using a mouse and microphone. The user highlights a tumor (schwannoma) on the MR image by using graphic annotations (circle and arrow) while recording an audio commentary about the features that may help radiologists to distinguish the tumor from adjacent normal intervertebral foramina.
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Figure 5. Screen capture shows the same case as in Figure 4, during playback of the multi-media teaching file. The typical dumbbell-like shape of the tumor is highlighted both in the audio description and with a graphic (white outline) overlay on the MR image. Other users can add their remarks to the multimedia teaching file by clicking on the Comments button.
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Figure 6. Screen capture shows the Web-based discussion thread in the multimedia teaching file application. By clicking on Create New, users can record their responses to other users’ remarks, thereby adding to the richness of the dialogue.
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Figure 7a. Screen captures show the same frame from video recordings made by using the Windows Media Video software (a) and the multimedia teaching file applications (b). The multimedia file is smaller, has a shorter download time, and has better image quality for radiology teaching. The multimedia teaching file applications allowed the teacher not only to highlight the subdural hematoma (red outline) and a shift in the midline (green outline) but also to record an audio description of the findings on the computed tomographic image of a 56-year-old man with head injury.
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Figure 7b. Screen captures show the same frame from video recordings made by using the Windows Media Video software (a) and the multimedia teaching file applications (b). The multimedia file is smaller, has a shorter download time, and has better image quality for radiology teaching. The multimedia teaching file applications allowed the teacher not only to highlight the subdural hematoma (red outline) and a shift in the midline (green outline) but also to record an audio description of the findings on the computed tomographic image of a 56-year-old man with head injury.
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Copyright © 2005 by the Radiological Society of North America.
