Computer-assisted pathological immunohistochemistry scoring is more time-effective than conventional scoring, but provides no analytical advantage

Computer-assisted pathological immunohistochemistry scoring is more time-effective than conventional scoring, but provides no analytical advantage

Synthesis and computer-assisted design of mitochondrial electron transport-chain inhibitors as antimalarial agents

Tese de doutoramento, Farmácia (Química Farmacêutica e Terapêutica), Universidade de Lisboa, Faculdade de Farmácia, 2014

Results of computer assisted navigation in Total Knee Arthroplasty (TKA): comparison with the conventional method

The aim of this retrospective study was to compare the clinical and radiographic results after TKA (PFC, DePuy), performed either by computer assisted navigation (CAS, Brainlab, Johnson&Johnson) or by conventional means. Material and methods: Between May and December 2006 we reviewed 36 conventional TKA performed between 2002 and 2003 (group A) and 37 navigated TKA performed between 2005 and 2006 (group B) by the same experienced surgeon. The mean age in group A was 74 years (range 62-90) and 73 (range 58-85) in group B with a similar age distribution. The preoperative mechanical axes in group A ranged from -13° varus to +13° valgus (mean absolute deviation 6.83°, SD 3.86), in group B from -13° to +16° (mean absolute deviation 5.35, SD 4.29). Patients with a previous tibial osteotomy or revision arthroplasty were excluded from the study. Examination was done by an experienced orthopedic resident independent of the surgeon. All patients had pre- and postoperative long standing radiographs. The IKSS and the WOMAC were utilized to determine the clinical outcome. Patient's degree of satisfaction was assessed on a visual analogous scale (VAS). Results: 32 of the 37 navigated TKAs (86,5%) showed a postoperative mechanical axis within the limits of 3 degrees of valgus or varus deviation compared to only 24 (66%) of the 36 standard TKAs. This difference was significant (p = 0.045). The mean absolute deviation from neutral axis was 3.00° (range -5° to +9°, SD: 1.75) in group A in comparison to 1.54° (range -5° to +4°, SD: 1.41) in group B with a highly significant difference (p = 0.000). Furthermore, both groups showed a significant postoperative improvement of their mean IKSS-values (group A: 89 preoperative to 169 postoperative, group B 88 to 176) without a significant difference between the two groups. Neither the WOMAC nor the patient's degree of satisfaction - as assessed by VAS - showed significant differences. Operation time was significantly higher in group B (mean 119.9 min.) than in group A (mean 99.6 min., p <0.000). Conclusion: Our study showed consistent significant improvement of postoperative frontal alignment in TKA by computer assisted navigation (CAS) compared to standard methods, even in the hands of a surgeon well experienced in standard TKA implantation. However, the follow-up time of this study was not long enough to judge differences in clinical outcome. Thus, the relevance of computer navigation for clinical outcome and survival of TKA remains to be proved in long term studies to justify the longer operation time. References 1 Stulberg SD. Clin Orth Rel Res. 2003;(416):177-84. 2 Chauhan SK. JBJS Br. 2004;86(3):372-7. 3 Bäthis H, et al. Orthopäde. 2006;35(10):1056-65.

Problem solving and computer-assisted instruction in science education : analysis of research findings and the research process /

The quantitative component of this study examined the effect of computerassisted instruction (CAI) on science problem-solving performance, as well as the significance of logical reasoning ability to this relationship. I had the dual role of researcher and teacher, as I conducted the study with 84 grade seven students to whom I simultaneously taught science on a rotary-basis. A two-treatment research design using this sample of convenience allowed for a comparison between the problem-solving performance of a CAI treatment group (n = 46) versus a laboratory-based control group (n = 38). Science problem-solving performance was measured by a pretest and posttest that I developed for this study. The validity of these tests was addressed through critical discussions with faculty members, colleagues, as well as through feedback gained in a pilot study. High reliability was revealed between the pretest and the posttest; in this way, students who tended to score high on the pretest also tended to score high on the posttest. Interrater reliability was found to be high for 30 randomly-selected test responses which were scored independently by two raters (i.e., myself and my faculty advisor). Results indicated that the form of computer-assisted instruction (CAI) used in this study did not significantly improve students' problem-solving performance. Logical reasoning ability was measured by an abbreviated version of the Group Assessment of Lx)gical Thinking (GALT). Logical reasoning ability was found to be correlated to problem-solving performance in that, students with high logical reasoning ability tended to do better on the problem-solving tests and vice versa. However, no significant difference was observed in problem-solving improvement, in the laboratory-based instruction group versus the CAI group, for students varying in level of logical reasoning ability.Insignificant trends were noted in results obtained from students of high logical reasoning ability, but require further study. It was acknowledged that conclusions drawn from the quantitative component of this study were limited, as further modifications of the tests were recommended, as well as the use of a larger sample size. The purpose of the qualitative component of the study was to provide a detailed description ofmy thesis research process as a Brock University Master of Education student. My research journal notes served as the data base for open coding analysis. This analysis revealed six main themes which best described my research experience: research interests, practical considerations, research design, research analysis, development of the problem-solving tests, and scoring scheme development. These important areas ofmy thesis research experience were recounted in the form of a personal narrative. It was noted that the research process was a form of problem solving in itself, as I made use of several problem-solving strategies to achieve desired thesis outcomes.

A comparison of two computer-assisted remedial reading programs for adolescent unskilled readers : component reading skills and repeated reading

This study compared the relative effectiveness of two computerized remedial reading programs in improving the reading word recognition, rate, and comprehension of adolescent readers demonstrating significant and longstanding reading difficulties. One of the programs involved was Autoskill Component Reading Subskills Program, which provides instruction in isolated letters, syllables, and words, to a point of rapid automatic responding. This program also incorporates reading disability subtypes in its approach. The second program, Read It Again. Sam, delivers a repeated reading strategy. The study also examined the feasibility of using peer tutors in association with these two programs. Grade 9 students at a secondary vocational school who satisfied specific criteria with respect to cognitive and reading ability participated. Eighteen students were randomly assigned to three matched groups, based on prior screening on a battery of reading achievement tests. Two I I groups received training with one of the computer programs; the third group acted as a control and received the remedial reading program offered within the regular classroom. The groups met daily with a trained tutor for approximately 35 minutes, and were required to accumulate twenty hours of instruction. At the conclusion of the program, the pretest battery was repeated. No significant differences were found in the treatment effects of the two computer groups. Each of the two treatment groups was able to effect significantly improved reading word recognition and rate, relative to the control group. Comprehension gains were modest. The treatment groups demonstrated a significant gain, relative to the control group, on one of the three comprehension measures; only trends toward a gain were noted on the remaining two measures. The tutoring partnership appeared to be a viable alternative for the teacher seeking to provide individualized computerized remedial programs for adolescent unskilled readers. Both programs took advantage of computer technology in providing individualized drill and practice, instant feedback, and ongoing recordkeeping. With limited cautions, each of these programs was considered effective and practical for use with adolescent unskilled readers.

The effects of computer assisted interactive fiction on the development of reading comprehension in grade five students

This study was undertaken in order to determine the effects of playing computer based text adventure games on the reading comprehension gains of students. Forty-five grade five students from one elementary school were randomly assigned to experimental and control groups, and were tested with regard to ability, achievement and reading skills. An experimental treatment, consisting of playing computer based interactive fiction games of the student's choice for fifteen minutes each day over an eight-week period, was administered. A comparison treatment engaged the control group in sustained silent reading of materials of the student's choice for an equal period of time. Following the experimental period all students were post-tested with an alternate form of the pre-test in reading skills, and gain scores were analysed. It was found that there were no significant differences in the gain scores of the experimental and control groups for overall reading comprehenSion, but the experimental group showed greater gains than the control group in the structural analysis reading sub-skill. Extreme variance in the data made generalization very difficult, but the findings indicated a potential for computer based interactive fiction as a useful tool for developing reading sl

Video Object Tracking And Analysis For Computer Assisted Surgery

Pedicle screw insertion technique has made revolution in the surgical treatment of spinal fractures and spinal disorders. Although X- ray fluoroscopy based navigation is popular, there is risk of prolonged exposure to X- ray radiation. Systems that have lower radiation risk are generally quite expensive. The position and orientation of the drill is clinically very important in pedicle screw fixation. In this paper, the position and orientation of the marker on the drill is determined using pattern recognition based methods, using geometric features, obtained from the input video sequence taken from CCD camera. A search is then performed on the video frames after preprocessing, to obtain the exact position and orientation of the drill. An animated graphics, showing the instantaneous position and orientation of the drill is then overlaid on the processed video for real time drill control and navigation

Computer Assisted Assessement

Introduction for UG course on TEL

Evaluaci??n de competencias de los estudiantes ante la implantaci??n de cr??ditos ECTS : aplicaci??n de las TIC en evaluaci??n de aprendizajes (Computer-Assisted Assesssment)

Se elabora un proyecto piloto encaminado a la armonizaci??n y convergencia de la ense??anza universitaria en el Espacio Europeo de Educaci??n Superior, mediante el dise??o y aplicaci??n de experiencias de innovaci??n en nuevos sistemas de evaluaci??n de competencias mediante la aplicaci??n de las TIC en la evaluaci??n educativa. Se aplica el dise??o experimental en Educaci??n y en Biom??dicas, para comprobar la eficiencia del uso de un software espec??fico para la evaluaci??n formativa frente a otros sistemas tradicionales. El uso de procesos de evaluaci??n a trav??s de la red, se orientan a resaltar la importancia del feed-back y el efecto que ello tiene en el aprendizaje del estudiante. El proyecto se desarrolla en tres fases. La primera, de recogida de informaci??n, selecci??n de las asignaturas de la aplicaci??n de la experiencia y dise??o de la investigaci??n. La segunda fase, de implementaci??n de la experiencia en dos ??reas de Educaci??n y Biom??dicas, y en una tercera fase, de validaci??n emp??rica de la experiencia a trav??s del an??lisis estad??stico de datos recogidos en la fase pre y postest. Se elaboran pruebas diferentes de evaluaci??n espec??ficas para los distintos objetivos y contenidos de las dos ??reas de estudio.

Adaptive computer assisted assessment of free-text students answers : an approach to automatically generate students' conceptual models.

Las formas de evaluación basadas en el uso de tests no pueden identificar muchos errores conceptuales de los estudiantes. Esta investigación tiene como objetivo facilitar un nuevo procedimiento capaz de generar los modelos conceptuales de los estudiantes de forma automática a partir de respuestas en texto libre.. Este trabajo se organiza en tres apartados. En primer lugar, se procede a la revisión del estado de la cuestión. A continuación se describen el procedimiento para generar automáticamente los modelos conceptuales de los estudiantes y los sistemas que implementan dicho procedimiento. Por último se ofrecen: una explicación de los experimentos realizados y sus resultados, las conclusiones obtenidas y las líneas de trabajo futuro. Además se proporciona información para aplicar el procedimiento en otro idioma y/o área de conocimiento.. Se propone un procedimiento para generar automáticamente modelos conceptuales de cada estudiante y de una clase a partir de las respuestas facilitadas al sistema de evaluación automático y adaptativo. Estos sistemas son la evolución de los actuales de evaluación de respuestas en texto libre, que evalúan respuestas en texto libre automáticamente y de forma adaptada al modelo de cada estudiante..

Computer-Assisted Language Learning (CALL) and trilingualism in the Basque Country. 'Aprendizaje de lenguas asistido por ordenador (CALL) y triling????smo en el Pa??s Vasco'

Resumen basado en el de la publicaci??n

Computer assisted instruction for developing speech perception skills in profoundly deaf children

This paper evaluates the usefulness of the "Foundations in Speech Perception" computer program developed by Breakthrough, Inc. in conjunction with Central Institute for the Deaf.