The following abstracts have been accepted for presentation at this meeting in Poster format in the category of Innovations and Technology.  Those selected for Oral Poster Presentations are so designated in the far right column.
 
 

IT1	INTERNET DISSEMINATION OF TOOLS FOR TEACHING:  THE AMERICAN PHYSIOLOGICAL SOCIETY ARCHIVE OF TEACHING RESOURCES R.G..Carroll*, M. Lowy1, and M. L. Matyas1, Department of Physiology, Brody School of Medicine, East Carolina University, Greenville, NC U.S.A., and 1Education Office, American Physiological Society, Bethesda, M.D.  U.S.A.   The ease of use and accessibility of the internet provides a mechanism for rapid dissemination of information.  This medium can also be used to rapidly transmit information to facilitate teaching.  The American Physiological Society (APS) has launched a freely accessible site for internet dissemination of materials to enhance physiology teaching, the APS Archive of Teaching Resources: http://www.apsarchive.org.    The APS site is part of a larger consortium of web based teaching resources, the BiosciEdNet, coordinated by the American Association for the Advancement of Science.  The archive is a site where faculty can post materials that they have developed, and found to be useful in their teaching activities.  Importantly, the copyright remains with the author, and materials posted on the archive will be withdrawn when requested by the originating author.   We are now actively soliciting material to populate the archive.  We are particularly interested in clinical cases, animations, and simulations.  Prior to posting to the archive, materials are reviewed for scientific accuracy, and appropriate use of animals or humans.  Each submitted item is tied to a bulletin board, where users can provide feedback as to the usefulness of the item.  More details on the submission and review process are at the web address listed above, or can be obtained from RG Carroll or M Lowy.
IT2	INTEGRATION OF PATIENT SIMULATORS INTO A MULTI-DISCIPLINE HEALTH SCIENCES CURRICULUM M.S. Goodrow*, G.E. Loyd, M.D., J.W. Jarvis, M.D., and G.L. Anderson, Ph.D. School of Medicine, University of Louisville, Louisville, KY 40202 U.S.A. As medical education enters the 21st century, educators are working to utilize new teaching strategies to enhance clinical education. The University of Louisville School of Medicine recently opened a state-of-the-art Patient Simulation Center to provide students the opportunity to practice clinical skills in a realistic, risk free environment.  Educational uses of simulators have traditionally been limited to specific applications at a particular site – typically anesthesia, emergency response, or nurse clinical care training. We have developed a comprehensive approach to using our Patient Simulation Center in clinical education that spans many different application areas. The simulators have been used to demonstrate selected concepts in both Physiology and Pharmacology basic science courses using a clinical setting. In addition, the simulators have been used to teach assessment and diagnostic techniques to medical students, as well as conscious sedation techniques to dental students. The Nursing School will use the simulators to teach assessment and nursing interventions for selected health alterations.  Residency programs at the University of Louisville, including the Departments of Family and Community Medicine, Pediatrics, and Emergency Medicine are using the simulators to train residents in emergency management and invasive procedures. The Department of Anesthesiology has restructured its orientation into an intensive two-week session conducted entirely in the Simulation Center. This allows the new physicians to acclimate to the operating room environment; to deliberately practice procedural skills; and to exercise the critical management thought processes that will be expected of them; all before they interact with their first human patients. In addition, University Hospital is using the simulators for continuing education for nurses, as well as its Advanced Cardiac Live Support course.  In its first seven months of operation, the simulation center has had over 1300 students and clocked over 2100 student instruction hours. This single simulation center is impacting student, resident and faculty education and evaluation over a wide range of clinical disciplines at the University of Louisville.	ORAL
IT3	ANATOMY OF THE NERVOUS SYSTEM – AN ELECTRONIC MULTIMEDIA COURSE. Douglas J. Gould, Ph.D.*, Department of Anatomy and Neurobiology, University of Kentucky College of Medicine, Lexington, KY 40536-0298 U.S.A. The objective of the present project is to create the first phase of an interactive multimedia software package that will provide a simulated in-class experience concerning the anatomy of the CNS, including organization of content, interactive tasks, built-in testing features and response-based feedback.  One of the key features of the program is its attempt to approximate an in-class experience as much as possible and thereby serve as a relatively stand-alone electronic product, a feature that may benefit students without access to an actual neuroscience lecture/laboratory facility.   Students can follow set lesson-plans as if an instructor was leading them through a particular topic area.  After each block of material, users will be prompted to answer questions on the content they have learned, as an actual instructor might, via a quiz, prior to moving on.  Student and faculty surveys were used to assess what areas of nervous system study would benefit the most from the application of more sophisticated multimedia elements.  The appropriate use of multimedia technologies, which include 3-D modeling with photo-realistic texture mapping, Quick Time Virtual Reality (QTVR) objects, animations, illustrations and component dissection are all designed to increase interactivity that transforms users into active learners.  After lesson plans are completed, the user is prompted to complete a comprehensive exam, elements of which include, multiple choice and fill-in-the blank questions, diagram labeling and the reconstruction of individual elements of disassembled pathways that encourage the user to integrate all elements of the nervous system from sensation through perception to response.  The creation and evaluation of phase I of the present project is ongoing and is supported by N.I.H. grant #1R41NS40588-01A1.
IT4	MEDICAL STUDENT USE OF SPECIFIC COMPUTER-AIDED INSTRUCTION (CAI) DEPENDS ON PERSONALITY PREFERENCE.  John A. McNulty*, Baltazar Espiritu, Martha Halsey, Cathy Lai, Lora Grzywacz.  Loyola University Stritch School of Medicine, Maywood, IL  60153  U.S.A. Previous studies (McNulty et al., AIMSE, 2001) demonstrated that the frequency of computer use by individual medical students correlated with personality preferences.  Based on these findings we hypothesized that the degree to which individual medical students used specific CAI in the medical curriculum was also related to personality preference.  To test this, MS1 medical students were given the Myers-Briggs Type Indicator (MBTI) test to determine personality preferences.  CAI utilization for individual students was collected from web entry logs for two different applications used in a basic science course on human anatomy.  One application was “LUMEN Web Forum”, a threaded discussion of course topics; the second application was “LUMEN Flash”, an interactive tutorial.  The frequency of individual logins for each CAI was grouped by personality preferences and the data analyzed by ANOVA and the Student’s t-test.   The Sensor/Intuitive dimension had the strongest predictable effect (p<0.05) for the level of use of each program.  The Introvert/Extrovert and Perceiving/Judging dimensions had the strongest influence (p<0.05) on the selection of one CAI over the other.  These findings demonstrate that personality preference is an important factor when implementing CAI into the medical curriculum.	ORAL
IT5	USING TECHNOLOGY TO SUPPLEMENT FACE-TO-FACE CONTENT DELIVERY AND TO PROMOTE ACTIVE PARTICIPATION IN MICROBIOLOGY S. Andersona M.A , M. WaKabongo, Ph.D.,*a  S. Walrod, M.Sa., S. Geletta, Ph.Da. and M. Lufuluabo, Ph.D.b  a) Des Moines University-Osteopathic Medical Center, Des Moines, IA  50312 U.S.A.  b) Best Practices, Stone Mountain, Georgia U.S.A. Blackboard system 5.0 was used to supplement traditional classroom delivery in the 1st year Physician Assistant class of 36 students.  The following course menus were used: Announcement-schedule change or any new message was posted.  Course Information- syllabus for online material, clinical case teams and facilitators as well as laboratory teams.  Staff Information- e-mail, phone number, office location, office hours and personal link.  Course Information – lecture notes in Power Point format.  Assignment – practice quizzes for each lecture with no time limitation.  The system scored the quizzes and provided feedback.  Communication area – General Discussion Board, where each team posted the summary of their clinical case after class presentation.  All students had access to this area and could read other teams’ postings.  Groups – students were divided in 9 teams of 4 students and one facilitator (faculty or 2nd or 3rd year medical student).  This area was restricted to team members only.  One student chosen at random did presentation of the case in class.  External Links- websites of interest such as the Center for Disease Control and Prevention were linked.  The majority of students found supplemental materials beneficial.  The Power Point notes, clinical slides and laboratory slides allowed for effective review of the course material.  Quizzes were appreciated as a supplement to the education.  The case discussion online allowed for teamwork without restriction of time and space.  Posting comments online forced students to take time and think carefully about what they had to say.  Few students were skeptical of the technology at first, but later admitted its usefulness.   The minority of students preferred the face-to-face discussion.  Facilitators found the experience positive.  The instructor was able to follow students’ discussions, give feedback and accessed the online grade book to see how students were doing on the quizzes.  Course statistics recorded the number of hits and the time students accessed the system.  This technology has also been used successfully to supplement course content and promote active participation in a class of over 200 students.
IT6	HEALTH EDUCATION ASSETS LIBRARY (HEAL): SHARING EDUCATIONAL MULTIMEDIA ACROSS BORDERS Sebastian Uijtdehaage, PhD*, (UCLA School of Medicine, Los Angeles, CA U.S.A.), Sharon Dennis, MS (U of Utah, Salt Lake City, UT  U.S.A.), and Chris Candler, MD (U of Oklahoma Medical School, Oklahoma City, OK U.S.A.) Digital multimedia, such as photographs, radiographs, and animations, have become indispensable in medical science education.  Unfortunately, developing digital multimedia can be expensive and time >consuming.  Moreover, many institutions in underserved areas don't have the resources to develop digital multimedia.  Despite the Internet's potential for distributing and sharing multimedia across the globe, >relatively little collaboration among educators occurs. Funded by the National Science Foundation, the Health Education Assets Library (HEAL) aims to serve the international medical education community by providing a resource where educators can freely download high quality multimedia or where they can share multimedia with colleagues.  Its mission is to establish a worldwide, federated network of multimedia databases that can be searched seamlessly.  To this end, an XML standard has been developed for cataloging medical educational materials.  Furthermore, HEAL distributes its database applications to institutions that wish to implement their own multimedia database for managing large amounts of materials. In this presentation we will outline HEAL's mission, demonstrate its search capabilities, and provide information about how educators and institutions can get involved.  We will furthermore present our plans for a peer-review board and multi-language support.	ORAL
IT7	DEVELOPMENT OF A PALM OPERATING SYSTEM-BASED OSTEOPATHIC MANIPULATIVE MEDICINE TECHNIQUES DATABASE AND LOGBOOK Jack Madderra, Thomas McCombs, D.O., Robert Clark, D.O. and Terrence W. Miller, Ph.D.* Touro University College of Osteopathic Medicine, Vallejo, CA 94592 USA Osteopathic manipulative medicine (OMM) centers on a suite of hands-on manipulation techniques unique to osteopathy that are used for treatment of a variety of pathologies. Osteopathic medical students receive extensive training in OMM techniques during the two preclinical years. However, the opportunities for students to use OMM during clinical rotations are sometimes limited. Rotations often take place at facilities that discourage use of OMM or that do not have a trained osteopathic physician available to provide guidance. While this is remedied to some extent by training and refresher courses provided during rotation years, students still have significant periods during rotations when they have little opportunity to maintain and hone their OMM skills. Osteopathic medical schools recognize the need to encourage use of OMM among those getting started in the profession. Equally important is the need to better assess both the extent to which OMM in general, and specific OMM techniques in particular, are being utilized by students during rotations. We are addressing these needs by developing an OMM application for the Palm operating system. The application provides information on specific OMM techniques and thus serves as an OMM reference guide for osteopathic medical students who have received training in the techniques. Also included is a logbook for the student to record details of each OMM session.  This OMM application has several features intended to enhance its functionality in a clinical setting. It can be used on any personal digital assistant using Palm OS 3.5 or higher. OMM techniques are categorized by technique name and diagnosis. A student can easily find appropriate OMM techniques for a given diagnosis, and then can access descriptions of the techniques.  The application includes a logbook feature in which data can be entered for specific cases. The log includes data entry blocks for: patient information (e.g. age, sex, symptoms); primary diagnosis; secondary musculoskeletal diagnosis; initial treatment; treatment date; patient response; and follow-up information. These data can be downloaded to an Excel database, offering the opportunity in the future to collect and analyze OMM data from large numbers of rotating students.	ORAL