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Development Of Medical Imaging Curriculum By A Multi Stage Teaching Model

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Entrepreneurism in BME

Page Count

6

Page Numbers

9.458.1 - 9.458.6

Permanent URL

https://peer.asee.org/13991

Download Count

129

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Paper Authors

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Dawei Wu

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Chunyan Wu

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Aditya Dikshit

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

DEVELOPMENT OF MEDICAL IMAGING CURRICULUM BY A MULTI-STAGE TEACHING MODEL

Weizhao Zhao, Dawei Wu, Chunyan Wu, Aditya Dikshit

Department of Biomedical Engineering University of Miami, Coral Gables, Florida, USA

Abstract

Medical imaging technologies widely applicable to both clinical and basic science research are crucially important to the biomedical engineering field. Teaching medical imaging becomes a key component in biomedical engineering education. For undergraduate students who learn medical imaging technologies, however, the “classroom-only” teaching style suffers from many limitations that make it difficult for students to gain a complete understanding of a particular system. We developed a new medical imaging curriculum by associating a series of courses with 1) on-site lecturing in research and clinical laboratories and 2) a set of Internet accessible imaging simulation tutorial programs, and formed an integrated teaching program. This program provides students with medical imaging knowledge in live, effective and interactive formats.

Introduction

Biomedical engineering has been emerging as a multi-disciplinary engineering area since the end of last century. As a key component in this field, medical imaging education, combining physics, mathematics, electrical engineering and computer engineering together, provides students with a broad view of information technologies applied to biology and medicine. The curriculum for medical imaging education usually involves tremendous amount of prerequisite background knowledge, such as physics, mathematics, programming, biology and even human anatomy. Medical imaging systems have their common basis but are also different from each other. Typical medical imaging systems include radiographic imaging (X-ray, computed tomography (CT)), magnetic resonance imaging (MRI), ultrasound imaging, positron emission tomography (PET) and other nuclear medical imaging systems. It is very difficult for an instructor to provide students with in-depth knowledge in the setting of a single course. The detailed course contents that are potentially available must be cut down to size to fit into the available class hours.

Ongoing advances in novel imaging techniques, particularly those used in research laboratories, should be consistently and steadily integrated into the medical imaging curriculum. It is nearly impossible, however, for textbooks to remain steadily up-to-date with respect to these

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright 2004, American Society for Engineering Education

Wu, D., & Wu, C., & Dikshit, A., & Zhao, W. (2004, June), Development Of Medical Imaging Curriculum By A Multi Stage Teaching Model Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13991

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