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<channel>
	<title>Remote Guidance</title>
	
	<link>http://www.remoteguidance.org</link>
	<description>Technology Advancing Health</description>
	<pubDate>Tue, 02 Dec 2008 16:37:24 +0000</pubDate>
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	<language>en</language>
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		<title>Diagnostic Remote Guidance on Mars (Abstract)</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/_qWDxAHdubo/</link>
		<comments>http://www.remoteguidance.org/ultrasound/diagnostic-remote-guidance-on-mars/#comments</comments>
		<pubDate>Tue, 02 Dec 2008 16:37:14 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Ultrasound]]></category>

		<category><![CDATA[appendectomy]]></category>

		<category><![CDATA[laparoscopy]]></category>

		<category><![CDATA[mars]]></category>

		<category><![CDATA[remote guidance]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=67</guid>
		<description><![CDATA[Despite rigorous health screening in astronaut crews, there are a number of conditions that may occur during long duration, exploration class spaceflight.  The risk of abdominal conditions requiring surgical intervention is not clear, yet submarine and polar base experiences suggest contingency planning is warranted.  While radio communication time delay is only 2 seconds to the [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">Despite rigorous health screening in astronaut crews, there are a number of conditions that may occur during long duration, exploration class spaceflight.  The risk of abdominal conditions requiring surgical intervention is not clear, yet submarine and polar base experiences suggest contingency planning is warranted.  While radio communication time delay is only 2 seconds to the international space station (ISS), a potential Mars mission would necessitate time delays of about 15 minutes.  We sought to demonstrate the feasibility of remote expert guidance of diagnostic ultrasound followed by laparoscopic appendectomy in a simulated Mars environment.</p>

<p style="text-align: justify;">Research was deemed exempt by the institutional review board.  A simulated Mars research environment was utilized on Devon Island in the Canadian Arctic.  Electronic communications including audio and video were established between the Arctic base and Henry Ford Hospital serving as Mission Control and incorporated the 15-minute communications lag into all communication.  Ultrasound and laparoscopic capabilities were integrated into communications for remote guidance.  Remote guidance methods and technology utilized has been previously published in communication with the international space station.</p>

<p style="text-align: justify;">A simulated scenario involving a young female astronaut developing right lower quadrant pain was developed and utilized for this demonstration.  An anatomical appendectomy model was utilized for the ultrasound and laparoscopic portions.  Reference aids describing background technical aspects were developed.  A set of confirmation milestones was used to generate a hard stop and mandated remote review.</p>

<p style="text-align: justify;">We report a successful remote guidance demonstration from a simulated mars environment with clinical control from a terrestrial base utilizing appropriate delay and consistent bandwidth and technology.  Reference aids were appropriate for non-surgical personnel and hard stops for milestones with remote approval and go ahead were shown to be feasible.  The appendicitis was appropriately diagnosed utilizing remote guidance of ultrasonography and the appendix removed laparoscopically using stapled technique with remote guidance as well.</p><img src="http://feeds.feedburner.com/~r/RemoteGuidance/~4/_qWDxAHdubo" height="1" width="1"/>]]></content:encoded>
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		<item>
		<title>Telementoring Abstract</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/Tm7SuRYFLZs/</link>
		<comments>http://www.remoteguidance.org/laparascopic-surgery/telementoring-abstract/#comments</comments>
		<pubDate>Tue, 02 Dec 2008 16:34:13 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Laparascopic Surgery]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=65</guid>
		<description><![CDATA[Existing methods for remote guidance or mentoring of laparoscopic procedures is resource and capital intensive.   With the intention of establishing a practical and cost-effective method of providing remote intraoperative consultation, we describe the design and operation of a highly versatile telecommunications system for the purpose of mentoring clinicians while improving patient safety.  We wanted to [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">Existing methods for remote guidance or mentoring of laparoscopic procedures is resource and capital intensive.   With the intention of establishing a practical and cost-effective method of providing remote intraoperative consultation, we describe the design and operation of a highly versatile telecommunications system for the purpose of mentoring clinicians while improving patient safety.  We wanted to leverage increasingly ubiquitous resource:  the physician personal digital assistants (PDA).</p>

<p style="text-align: justify;"><br />
We identified the critical maneuver during a laparoscopic cholecystectomy, as the identification and division of the cystic duct. Consequently, we captured a short video segment of this decisive stage of the surgery, during multiple subsequent Cholecystectomies.  Video was captured from laparoscopic camera input and sent via DVI2USB Solo frame grabber to a video recording application on laptop. Seven-second video clips of the presumed cystic duct were recorded, converted, and emailed to physician consultants on their PDAs: Blackberry(R), Apple iPhone, and PlayStation(R) Portable devices.</p>

<p style="text-align: justify;"><br />
We were able to successfully transmit three video clips to to all three devices and present them to expert physicians, each of whom believed consulting advice could be offered based on the image quality.<br />
Although formal validity has yet to be established, this represents proof-of-concept.  We succeeded in establishing a reproducible method of accurately transmitting sufficient video for telementoring and pursuit of increased patient safety utilizing primarily existing infrastructure.<br />
<br />
<br />
</p><img src="http://feeds.feedburner.com/~r/RemoteGuidance/~4/Tm7SuRYFLZs" height="1" width="1"/>]]></content:encoded>
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		<item>
		<title>Terminology Used in Remote Guidance</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/LR8Q_xRUUko/</link>
		<comments>http://www.remoteguidance.org/electronic-information/terminology-used-in-remote-guidance/#comments</comments>
		<pubDate>Fri, 26 Sep 2008 19:38:37 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Electronic Information]]></category>

		<category><![CDATA[definitions]]></category>

		<category><![CDATA[DVI]]></category>

		<category><![CDATA[laparoscopy]]></category>

		<category><![CDATA[remote guidance]]></category>

		<category><![CDATA[sonography]]></category>

		<category><![CDATA[ultrasonography]]></category>

		<category><![CDATA[Ultrasound]]></category>

		<category><![CDATA[VGA]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=61</guid>
		<description><![CDATA[Medical and technical terminologies, as well as a combination of both, are used often in the field of remote guidance. Here are some terms that are commonly found in remote guidance literature:

Ultrasound:
 Also known as diagnostic sonography, medical sonography, and medical ultrasonography, ultrasound is a diagnostic medical imaging technique used to visualize muscles, tendons, and [...]]]></description>
			<content:encoded><![CDATA[<p>Medical and technical terminologies, as well as a combination of both, are used often in the field of remote guidance. Here are some terms that are commonly found in remote guidance literature:</p>

<p style="text-align: justify;"><strong>Ultrasound:</strong><br />
 Also known as diagnostic sonography, medical sonography, and medical ultrasonography, ultrasound is a diagnostic medical imaging technique used to visualize muscles, tendons, and many internal organs, their size, structure and any pathological lesions with real time tomographic images. It is also used to visualize a fetus during routine and emergency prenatal care. Ultrasound scans are performed by medical health care professionals called sonographers. Obstetric sonography is commonly used during pregnancy. <a href="http://en.wikipedia.org/wiki/Ultrasound">Source</a>.</p>

<p style="text-align: justify;"><strong>Laparoscopy:</strong><br />
 Also referred to by the medical term laparoscopic surgery, or the less medical terms  <span class="mw-redirect">minimally invasive</span> surgery (MIS), bandaid surgery, keyhole surgery, and pinhole surgery. Laparoscopy is the process of surgery using a telescopic rod lens system connected to a camera to perform operations in the abdomen through small incisions, using the camera/lens system as a guide. <a href="http://en.wikipedia.org/wiki/Laparoscopy">Source</a>.</p>

<p style="text-align: justify;"><strong>VGA:</strong><br />
 VGA stands for Video Graphics Array and is the most common connector for analog video on computer equipment and various electronics with an analog video output. VGA carries a RGB (red-green-blue) signal and is also referred to as D-Sub due to its’ 15-pin connector. <a href="http://www.screencapturenews.com/hardware/vga-dvi-hdmi-what-they-are-and-how-they-differ/">Source</a>.</p>

<p style="text-align: justify;"><strong>DVI:</strong><br />
 DVI stands for Digital Visual Interface and is a digital video format used on most modern computer monitors. It is forward compatible with HDMI video in digital mode and fully compatible with VGA video in analog mode.</p>

<p style="text-align: justify;">The DVI connector carries both a digital and analog video signal. It is of rectangular form and comes in a variety of flavors dependant on its pin layout. <a href="http://www.screencapturenews.com/hardware/vga-dvi-hdmi-what-they-are-and-how-they-differ/">Source</a>.</p>

<p style="text-align: justify;"> </p>

<p style="text-align: justify;"> </p>

<p><br class="spacer_" /></p><img src="http://feeds.feedburner.com/~r/RemoteGuidance/~4/LR8Q_xRUUko" height="1" width="1"/>]]></content:encoded>
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		<item>
		<title>Video-Streaming from Surgical Operating Room to a Personal Handheld Device</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/2MMC885FepM/</link>
		<comments>http://www.remoteguidance.org/laparascopic-surgery/video-streaming-from-surgical-operating-room-to-a-personal-handheld-device/#comments</comments>
		<pubDate>Mon, 22 Sep 2008 19:38:01 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Laparascopic Surgery]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=48</guid>
		<description><![CDATA[ 



Neil S. Shah

Visual input from a surgical site can be transmitted over the Internet from a laparoscopic tower to personal handheld device, utilizing off-the-shelf solutions.

Real-time video display is provided by the laparoscope camera input and sent to a DVI2USB Solo frame grabber (700.00 USD, manufactured by Epiphan Systems Inc), which can capture single-link Digital [...]]]></description>
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<p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Neil S. Shah</span></p>

<p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Visual input from a surgical site can be transmitted over the Internet from a laparoscopic tower to personal handheld device, utilizing off-the-shelf solutions.</span></p>

<p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Real-time video display is provided by the laparoscope camera input and sent to a DVI2USB Solo frame grabber (700.00 USD, manufactured by Epiphan Systems Inc), which can capture single-link Digital Video Interface (DVI) video signals via a male-to-male DVI cable connected to the laparoscopic tower. A frame grabber obtains a large amount of visual data, converts it to RGB format at the highest color depth it can support, then compresses and optimizes the data for transmission. This particular frame grabber model was chosen for its ability to acquire video signals from DVI sources (in this case, the laparoscopic tower), and the Solo specifically because it can support the output of the video source. The frame grabber dimensions are highly compact (5” x 3.2” x 1.2”) and itself is commercially available to any consumer at a price of approximately 700.00 USD. The Solo package comes with the DVI2USB solo box, DVI cable, USB cable, power adapter and easy-to-apply user’s installation guide. </span></p>

<p class="MsoNormal" style="text-align: center;"><img class="aligncenter" title="DVI2USB Solo" src="http://www.remoteguidance.org/wp-content/uploads/2008/09/clip_image002.jpg" alt="DVI2USB Solo" width="624" height="137" /></p>

<p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">The output from the frame grabber connects to any standard laptop with USB 2.0 standard port via USB mini type B cable, and is compatible with Windows 2000, Windows XP, Windows Vista (x86, amd64), Mac OS X, or Linux (x86, amd64) operating systems. DVI2USB solo transfers substantial amounts of data for each captured frame (30 frames per second at any resolution up to 1920x1200) and as such is not compatible with the slower USB 1.0 and 1.1 buses. The advantage of this is DVI2USB solo does not reduce the resolution of the images it captures in order to transfer it over USB.</span></p>

<p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">The captured data can be sent by the Epiphan USB device driver to the video capture application as well as to Microsoft DirectShow (on Windows) or Epiphan QuickTime component (on Mac OS X). The Epiphan video capture application receives and processes the data so that users can display, modify, and record images. In Windows, data can be sent to a video codec in order to save as Windows AVI files, and Mac OS X can record video using QuickTime software. This capability is highly valuable for the purpose of data storage and quality control. </span></p>

<p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Currently, there is no easy way to stream the video live to a BlackBerry®, iPhone, or PSP® device due to the large size of captured video and need to convert to the correct handheld format. Consequently, using video recording software such as TechSmith Camtasia Studio or HackTV Carbon, the stream can be recorded to the computer’s hard drive in any resolution desired (up to the maximum capacity of the DVI signal). One can then convert the video using eRightSoft SUPER© or other free video conversion software to the correct format for the handheld device desired, compressed to a smaller output size. This new video file is ready to be emailed as an attachment to the desired handheld device, and can be played directly using the mobile device’s internal media player. These steps, with practice, can be performed such that the time delay will not exceed 5-10 minutes before appearing on the recipient’s viewing screen.</span></p>

<p><br class="spacer_" /></p><img src="http://feeds.feedburner.com/~r/RemoteGuidance/~4/2MMC885FepM" height="1" width="1"/>]]></content:encoded>
			<wfw:commentRss>http://www.remoteguidance.org/laparascopic-surgery/video-streaming-from-surgical-operating-room-to-a-personal-handheld-device/feed/</wfw:commentRss>
		<feedburner:origLink>http://www.remoteguidance.org/laparascopic-surgery/video-streaming-from-surgical-operating-room-to-a-personal-handheld-device/</feedburner:origLink></item>
		<item>
		<title>Live Internet Video-Streaming from Surgical Operating Room to Remote Computer Using Skype™ and Off-the-Shelf Solutions</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/uZNQkwHs8os/</link>
		<comments>http://www.remoteguidance.org/laparascopic-surgery/live-internet-video-streaming-from-surgical-operating-room-to-remote-computer-using-skype%e2%84%a2-and-off-the-shelf-solutions/#comments</comments>
		<pubDate>Mon, 22 Sep 2008 19:35:13 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Laparascopic Surgery]]></category>

		<category><![CDATA[broadcasting]]></category>

		<category><![CDATA[DVI2USB]]></category>

		<category><![CDATA[internet video]]></category>

		<category><![CDATA[laparoscopic tower]]></category>

		<category><![CDATA[laporoscopy]]></category>

		<category><![CDATA[skype]]></category>

		<category><![CDATA[video transmission]]></category>

		<category><![CDATA[webcasting]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=43</guid>
		<description><![CDATA[ 



Neil S. Shah

Visual input from a surgical site can be transmitted real-time over the Internet from a laparoscopic tower to personal computer or laptop situated in a remote location, with cost-effective and easy-to-use materials.

Real-time video display is provided by the laparoscope camera input and sent to a DVI2USB Solo frame grabber (700.00 USD, manufactured [...]]]></description>
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<p><mce:style><!   /* Style Definitions */  table.MsoNormalTable 	{mso-style-name:"Table Normal"; 	mso-tstyle-rowband-size:0; 	mso-tstyle-colband-size:0; 	mso-style-noshow:yes; 	mso-style-priority:99; 	mso-style-qformat:yes; 	mso-style-parent:""; 	mso-padding-alt:0in 5.4pt 0in 5.4pt; 	mso-para-margin:0in; 	mso-para-margin-bottom:.0001pt; 	mso-pagination:widow-orphan; 	font-size:11.0pt; 	font-family:"Calibri","sans-serif"; 	mso-ascii-font-family:Calibri; 	mso-ascii-theme-font:minor-latin; 	mso-fareast-font-family:"Times New Roman"; 	mso-fareast-theme-font:minor-fareast; 	mso-hansi-font-family:Calibri; 	mso-hansi-theme-font:minor-latin; 	mso-bidi-font-family:"Times New Roman"; 	mso-bidi-theme-font:minor-bidi;} --></p>

<p><!--[endif]--></p>

<p class="MsoNormal"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Neil S. Shah</span></p>

<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Visual input from a surgical site can be transmitted real-time over the Internet from a laparoscopic tower to personal computer or laptop situated in a remote location, with cost-effective and easy-to-use materials.</span></p>

<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Real-time video display is provided by the laparoscope camera input and sent to a DVI2USB Solo frame grabber (700.00 USD, manufactured by Epiphan Systems Inc), which can capture single-link Digital Video Interface (DVI) video signals via a male-to-male DVI cable connected to the laparoscopic tower. A frame grabber obtains a large amount of visual data, converts it to RGB format at the highest color depth it can support, then compresses and optimizes the data for transmission. This particular frame grabber model was chosen for its ability to acquire video signals from DVI sources (in this case, the laparoscopic tower), and the Solo specifically because it can support the output of the video source. The frame grabber dimensions are highly compact (5” x 3.2” x 1.2”) and itself is commercially available to any consumer at a price of approximately 700.00 USD. The Solo package comes with the DVI2USB solo box, DVI cable, USB cable, power adapter and easy-to-apply user’s installation guide. </span></p>

<p class="MsoNormal" style="text-align: center;"><img class="aligncenter" title="DVI2USB Solo" src="http://www.remoteguidance.org/wp-content/uploads/2008/09/clip_image002.jpg" alt="DVI2USB Solo" width="624" height="137" /></p>

<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">The output from the frame grabber connects to any standard laptop with USB 2.0 standard port via USB mini type B cable, and is compatible with Windows 2000, Windows XP, Windows Vista (x86, amd64), Mac OS X, or Linux (x86, amd64) operating systems. DVI2USB solo transfers substantial amounts of data for each captured frame (30 frames per second at any resolution up to 1920x1200) and as such is not compatible with the slower USB 1.0 and 1.1 buses. The advantage of this is DVI2USB solo does not reduce the resolution of the images it captures in order to transfer it over USB.</span></p>

<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">The captured data can be sent by the Epiphan USB device driver to the video capture application as well as to Microsoft DirectShow (on Windows) or Epiphan QuickTime component (on Mac OS X). The Epiphan video capture application receives and processes the data so that users can display, modify, and record images. In Windows, data can be sent to a video codec in order to save as Windows AVI files, and Mac OS X can record video using QuickTime software. This capability is highly valuable for the purpose of data storage and quality control. </span></p>

<p class="MsoNormal" style="text-align: justify;"><img class="alignleft" style="margin: 3px;" title="Skype Logo" src="http://blogs.zdnet.com/Apple/images/skype-logo.jpg" alt="" width="70" height="70" /><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Next, using Skype™, a free-to-use consumer market videoconferencing software, one must set the DVI2USB Solo Driver as the primary webcam. For transmission to a remote laptop or projection workstation, the user only has to sign in with a user account, and make a video call to a recipient available for contact, and the stream is captured live by the recipient’s computer.</span></p>

<p style="text-align: justify;"><br class="spacer_" /></p><img src="http://feeds.feedburner.com/~r/RemoteGuidance/~4/uZNQkwHs8os" height="1" width="1"/>]]></content:encoded>
			<wfw:commentRss>http://www.remoteguidance.org/laparascopic-surgery/live-internet-video-streaming-from-surgical-operating-room-to-remote-computer-using-skype%e2%84%a2-and-off-the-shelf-solutions/feed/</wfw:commentRss>
		<feedburner:origLink>http://www.remoteguidance.org/laparascopic-surgery/live-internet-video-streaming-from-surgical-operating-room-to-remote-computer-using-skype%e2%84%a2-and-off-the-shelf-solutions/</feedburner:origLink></item>
		<item>
		<title>Compression and Logistics for Handheld Device Video Streaming</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/HrWLupIZe4M/</link>
		<comments>http://www.remoteguidance.org/electronic-information/compression-and-logistics-for-handheld-device-video-streaming/#comments</comments>
		<pubDate>Mon, 22 Sep 2008 19:30:29 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Electronic Information]]></category>

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		<category><![CDATA[wireless video]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=40</guid>
		<description><![CDATA[ 



For any application in which a video signal is sent to a wireless device, the correct video codecs and parameters must be set in order ensure the highest possible quality while maintaining a reasonable bandwidth for the wireless device to handle. This article explains the video formats to be used for the transmission of [...]]]></description>
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<p><mce:style><!   /* Style Definitions */  table.MsoNormalTable 	{mso-style-name:"Table Normal"; 	mso-tstyle-rowband-size:0; 	mso-tstyle-colband-size:0; 	mso-style-noshow:yes; 	mso-style-priority:99; 	mso-style-qformat:yes; 	mso-style-parent:""; 	mso-padding-alt:0in 5.4pt 0in 5.4pt; 	mso-para-margin:0in; 	mso-para-margin-bottom:.0001pt; 	mso-pagination:widow-orphan; 	font-size:11.0pt; 	font-family:"Calibri","sans-serif"; 	mso-ascii-font-family:Calibri; 	mso-ascii-theme-font:minor-latin; 	mso-fareast-font-family:"Times New Roman"; 	mso-fareast-theme-font:minor-fareast; 	mso-hansi-font-family:Calibri; 	mso-hansi-theme-font:minor-latin; 	mso-bidi-font-family:"Times New Roman"; 	mso-bidi-theme-font:minor-bidi;} --></p>

<p><!--[endif]--></p>

<p class="MsoNormal">For any application in which a video signal is sent to a wireless device, the correct video codecs and parameters must be set in order ensure the highest possible quality while maintaining a reasonable bandwidth for the wireless device to handle. This article explains the video formats to be used for the transmission of video to the Sony PSP, Apple iPhone, and BlackBerry Pearl internet-capable wireless handheld devices.</p>

<p class="MsoNormal"><em><strong><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Neil S. Shah</span></strong></em></p>

<p class="MsoNormal"><strong><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Sony PSP®</span></strong></p>

<p class="MsoNormal"><img class="alignleft" style="margin: 3px;" title="SONY PSP" src="http://tech84.files.wordpress.com/2008/01/sony_psp.jpg" alt="" width="112" height="75" /><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">For transmission to a Sony PlayStation® Portable device, real-time video broadcast over the Internet is not currently feasible. Using TechSmith Camtasia Studio 5.1 on a Windows-based computer, digital video was captured (1 min.) and produced into an uncompressed, typically large-sized AVI file format. Next, it was converted to a format (MPEG-4, 320x240 QVGA, 535 Kbps, 15.00 fps) compatible with the PSP® device using XviD4PSP 5.034. This resulted in a small-sized, compatible video file that was then emailed as an attachment to the recipient. Analogous capture and conversion programs exist for the Macintosh operating system. For retrieval of video from a Sony PlayStation® Portable, the recipient turned on the device, accessed the Internet using a local Wi-Fi connection, and signed into the email account. The attachment was then downloaded directly to the Video folder of the PSP, from which it could be played by the recipient.</span></p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><strong><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">Apple iPhone</span></strong></p>

<p class="MsoNormal"><img class="alignleft" style="margin: 3px;" title="Apple iPhone" src="http://www.mp4converter.net/images/upload/iphone_home.gif" alt="" width="72" height="118" /><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">For transmission to an Apple iPhone device, real-time video broadcast over the Internet is not currently feasible. Capture and conversion steps were the same as for the Sony PSP® device, using iPhone video format settings (MPEG-4, 320x240 QVGA, 531 Kbps, 15.00 fps). This resulted in a small-sized, compatible video file that was then emailed as an attachment to the recipient. For retrieval of video from an Apple iPhone, the recipient turned on the device, accessed the Internet using the cellular service, and signed into the email account. The attachment was then downloaded and played by the recipient.</span></p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><strong><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">BlackBerry® Pearl™ 8130 or BlackBerry® 8830</span></strong></p>

<p class="MsoNormal"><img class="alignleft" title="BlackBerry" src="http://www.daviscellular.com/images/blackberry8830/blackberry8830.jpg" alt="" width="108" height="135" /><span style="font-size: 12pt; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;">For transmission to a BlackBerry® wireless handheld device, real-time video broadcast over the Internet is not currently feasible. Capture and conversion steps were the same as for the Sony PSP® and Apple iPhone devices, using BlackBerry® format settings (MPEG-4, 320x240 QVGA, 387 Kbps, 15.00 fps). However, these models of BlackBerry® do not currently support opening or downloading of these video attachments directly from emails. Consequently, the video file was uploaded to a dedicated website, and a text link to the website was emailed to the recipient. For retrieval of video from a BlackBerry® wireless handheld device, the recipient accessed the personal email account and clicked on the Web hyperlink, then downloaded and saved the clip to the Video Media folder. Since this used the BlackBerry® server and not the local area network to download, it was the most time consuming aspect of the process. Once saved, the video was easily viewed by the recipient.</span></p>

<p><br class="spacer_" /></p><img src="http://feeds.feedburner.com/~r/RemoteGuidance/~4/HrWLupIZe4M" height="1" width="1"/>]]></content:encoded>
			<wfw:commentRss>http://www.remoteguidance.org/electronic-information/compression-and-logistics-for-handheld-device-video-streaming/feed/</wfw:commentRss>
		<feedburner:origLink>http://www.remoteguidance.org/electronic-information/compression-and-logistics-for-handheld-device-video-streaming/</feedburner:origLink></item>
		<item>
		<title>Lights, lap-camera, tele-action!</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/7xYTk29Qi5E/</link>
		<comments>http://www.remoteguidance.org/laparascopic-surgery/lights-lap-camera-tele-action/#comments</comments>
		<pubDate>Mon, 08 Sep 2008 16:00:41 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Laparascopic Surgery]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=23</guid>
		<description><![CDATA[Remote  real-time intraoperative consultation utilizing consumer market technology with  laparoscopic solutions 
Neil S. Shah
  June 19, 2008
Background and  Significance
With rising healthcare complexity, costs and diminishing  supply of resources available for high physician demand, there is an escalating  need for leveraging assets across boundaries [Lai]. Most institutions do not  [...]]]></description>
			<content:encoded><![CDATA[<p align="justify">Remote  real-time intraoperative consultation utilizing consumer market technology with  laparoscopic solutions </p>
<p align="justify">Neil S. Shah<br />
  June 19, 2008</p>
<p align="justify"><em>Background and  Significance</em></p>
<p align="justify">With rising healthcare complexity, costs and diminishing  supply of resources available for high physician demand, there is an escalating  need for leveraging assets across boundaries [Lai]. Most institutions do not  possess the capital and assets necessary to provide authoritative specialist  opinion locally on hand.  Rather than  being concentrated at a particular setting, expert resources need to be  allocated across multiple locations and environments. With increasing  specialization and mounting general surgeon shortage, there is rising fear that  resource insufficiency will lead to diminished quality of patient care [Cofer]. </p>
<p align="justify">Laparoscopic-assisted surgery provides a minimally invasive  technique by which a wide range of operations spanning many subspecialties can  be performed with camera guidance. It has many potential applications for  traumatic as well as non-traumatic abdominal injuries. The advantages are  numerous as laparoscopy allows for organ-specific diagnosis and treatment  provision, thus avoiding unnecessary laparotomy, minimizing morbidity, shortening  hospital stay, and hastening recovery for the patient [Gorecki, Schulam].  However, the learning curve for the technique  is quite high because the two-dimensional working field requires some  familiarization [Pokorny, Rosser]. Due to the cost and intricacy of operating  the laparoscopic instruments and tower, training surgeons are finding it  difficult to practice skills in a nonsurgical setting [Pokorny]. Although some  hospitals now have laparoscopic simulators for trainees, most institutions do  not due to the high costs. With the difficulty of training surgeons in  laparoscopic procedures, the ability to inexpensively teleconference with an  expert physician becomes highly valuable.</p>
<p align="justify">Telemedicine involves the transfer of medical information  for the purpose of remote medical consultation, assessment or procedure.  Telementoring entails not only healthcare delivery to a patient, but also  educational guidance of a physician by a remote surgeon [Pande, Rosser].  Telesurgical consultation and telementoring provide means by which a patient  can be treated at a distance by allowing an expert to educate, assist, and  supervise the operating surgeon [Pande]. In many cases, telementoring is  considered by primary surgeons to be a highly useful tool to have at hand [Sebajang].  Previous telesurgical mentoring studies have demonstrated viability of such an  endeavor using high-cost professional teleconferencing tower cameras that can  transmit live video to fixed, predetermined and specially equipped central  consultation sites [Schulam, Rogers]. These cameras are often fixed and as  such, may not even be able to provide a complete view of the patient. In  addition, they are complex to implement and use, such that non-technical  physicians would have a difficult time setting such a system up without outside  help and an additional expense.</p>
<p align="justify">Currently, there has been much press about the “Remote  Presence Robot” (InTouch Health®) and its ability to enhance telemedicine. The  advantage of the robot over traditional stationary video conferencing equipment  is mobility that fixed cameras cannot provide and ease of operation via remote  joystick. In Michigan, on-call hospital specialists have used laptops and the  Internet to connect to a robot stationed at the patient’s bedside and provide live  consultation for emergent situations. They have also been used in hospitals to  take the place of physician rounds. However, although the robot has mobility,  it nevertheless requires constant monitoring and a real assistant in order to  carry out most tasks such as note-taking. The RP-7® model Robot carries a high  cost (~$150,000) for the simple telepresence it provides, with RP Connectivity  Service ($10,000/mo.) from InTouch Health® required to constantly monitor it. </p>
<p align="justify">We will describe the development of an internet-based  telemedical system that makes use of low-cost and practical alternatives while  providing equivalent and improved services. Studies have already publicized  that telemedicine endeavors are more successful when the user interface is  simplified and easy to implement [Zahedi]. In addition, real time multimedia  data transfer to handheld computers/PDAs via institutional wireless network has  also been demonstrated [Gandsas, Georgiadis, Banitsas]. Laparoscopic-assisted  cholecystectomy and other procedures have also been sent in real time to remote  locations for surgical consultation over low cost, low bandwidth Internet  connections [Broderick]. However, in each case the technology was not easy to  implement, nor was it highly economical. With the intention of establishing a  practical and cost-effective method of providing remote real-time  intraoperative consultation, we propose to design, employ, and assess an easily  adaptable telecommunications system for the purpose of mentoring clinicians  while promoting patient safety. </p>
<p align="justify"><em>Hypothesis/Expected  Outcomes</em></p>
<p align="justify">We expect to be able to successfully integrate the  teleconsultation system into a variety of settings and situations, and  initiated by personnel with any type of technological background,  substantiating the claims of convenience and ease of implementation. We hope to  fulfill all proposed aims and expect the utilization of this new method of  surgical healthcare strategy will result in enhanced patient safety and care. </p>
<p align="justify"><em>Overall Aims</em></p>
<div align="justify">
<ul type="disc">
<li>Design a teleconsultation       system that can provide a consulting physician with a clear and accurate       real-time video feed of the intraoperative situation using laparoscopic       cameras</li>
<li>Employ a teleconferencing       system in order to assess ease of utilization in a multitude of settings       and circumstances as well as for feasibility</li>
<li>Assess outcomes on patient       safety and standard of care by surveying physicians and consultants</li>
</ul>
</div>
<p align="justify">&nbsp;</p>
<p align="justify"><em>Specific Aims</em></p>
<div align="justify">
<ul type="disc">
<li>Design and implement a       system that end users can easily acclimatize to with a short learning       curve (the users should be comfortable with the system within 1 hour)</li>
<li>Create an easy-to-use       user’s instruction manual for implementation and execution of the system       for anyone who will benefit from its application</li>
<li>Design the system to       minimize use of space, circuitry, and power by minimizing components to       bare essentials</li>
<li>Implement low-cost,       commercially available hardware/software components to make the system       cost-effective but also support the controlled, sterile environment of the       OR</li>
<li>Design a time-invariant system       where the system software and components will maintain quality       functionality for future use and new technological advances can be       incorporated easily</li>
<li>Complete a working       prototype by June 25, 2008 and implement into local intra-hospital       clinical setting shortly thereafter</li>
<li>Once primary goals are       met, expand to inter-hospital setting (for example, Henry Ford Detroit       campus to Henry Ford West Bloomfield campus) to demonstrate ease of       implementation in a variety of locations</li>
<li>Survey physicians and       consultants in order to assess patient care outcomes </li>
</ul>
</div>
<p align="justify"><em>&nbsp;</em></p>
<p align="justify"><em>Research Design and  Methods</em></p>
<p align="justify">Specifically, we will assemble an initial prototypical  scheme that will include 3 major components: visual input from the surgical  site, a telecommunications link, and a visual output to the desired consulting  physician. </p>
<p align="justify">Real-time video display is provided by the laparoscope  camera input and sent to a DVI2USB Solo frame grabber (manufactured by Epiphan  Systems Inc), which can capture single-link Digital Video Interface (DVI) video  signals via a male-to-male DVI cable connected to the laparoscopic tower. A  frame grabber obtains a large amount of visual data, converts it to RGB format  at the highest color depth it can support, then compresses and optimizes the  data for transmission. This particular frame grabber model was chosen for its  ability to acquire video signals from DVI sources (in this case, the  laparoscopic tower), and the Solo specifically because it can support the  output of the video source.</p>
<p align="justify">The frame grabber dimensions are highly compact (5” x 3.2” x  1.2”) and itself is commercially available to any consumer at a price of  approximately 700.00 USD. The Solo package comes with the DVI2USB solo box, DVI  cable, USB cable, power adapter and easy-to-apply user’s installation guide:</p>
<p align="center"><img width="624" height="137" src="/wp-content/uploads/2008/09/clip_image002.jpg" alt="Package-1" /><br />
  DVI2USB  Solo                DVI Cable                      USB cable                Power Adapter</p>
<p align="justify">The output from the frame grabber connects to any standard  laptop with USB 2.0 standard port via USB mini type B cable, and is compatible  with Windows 2000, Windows XP, Windows Vista (x86, amd64), Mac OS X, or Linux  (x86, amd64) operating systems. DVI2USB solo transfers substantial amounts of  data for each captured frame (30 frames per second at any resolution up to  1920x1200) and as such is not compatible with the slower USB 1.0 and 1.1 buses.  The advantage of this is DVI2USB solo does not reduce the resolution of the  images it captures in order to transfer it over USB.</p>
<p align="justify">Hardware system requirements for the video capture  workstation for the DVI2USB solo are 2.66 GHz processor speed, USB 2.0 port,  256 MB DDR2 RAM memory, and 5 MB hard disk space. Software system requirements  consist of installation of DVI2USB drivers and application, which can easily be  accomplished by following the frame grabber install guide.</p>
<p align="justify">Installing the Windows DVI2USB drivers and application  compatible with the Microsoft DirectShow application programming interface  (adapted from Epiphan Systems frame grabber install guide <em>http://www.epiphan.com/pdf/frame_grabber_install_guide.pdf</em>):</p>
<div align="justify">
<ol start="1" type="1">
<li>You must install the       DVI2USB drivers and application on the Windows video capture workstation       before connecting the Frame Grabber to the workstation USB port.</li>
<li>Download the latest       software release to the video capture workstation. Browse to <em>http://www.epiphan.com/products/product.php?ppid=61</em> and find the latest version of the VGA2USB drivers and application from       the Windows section of the download page, noting the download destination       folder.</li>
<li>Unzip/Extract the       downloaded file</li>
<li>Run the Setup Utility       (setup.exe) and follow the prompts</li>
<li>Connect the DVI2USB Solo       frame grabber device by following the steps in the connection       section.  If,       after connecting the Frame Grabber, Windows displays the Found New       Hardware Wizard, respond to the prompts before continuing with Step 6.</li>
<li>Open the Windows Device       Manager and confirm that Windows has detected the product. Refer to <em>www.epiphan.com/products</em> for any       troubleshooting issues.</li>
</ol>
</div>
<p align="justify">&nbsp;</p>
<p align="justify">Installing the MAC OS X DVI2USB drivers and application  compatible with the Apple QuickTime application programming interface (adapted  from Epiphan Systems frame grabber install guide <em>http://www.epiphan.com/pdf/frame_grabber_install_guide.pdf</em>):</p>
<div align="justify">
<ol start="1" type="1">
<li>You must install the       DVI2USB drivers and application on the MAC OS X video capture workstation       before connecting the Frame Grabber to the workstation USB port.</li>
<li>Download the latest       software release to the video capture workstation. Browse to <em>http://www.epiphan.com/products/product.php?ppid=61</em> and find the latest version of the VGA2USB drivers and application from       the Macintosh section of the download page, noting the download       destination folder.</li>
<li>Untar the downloaded file       (double-click the .tar file to unpack)</li>
<li>Double-click the .pkg file       and follow the prompts</li>
<li>Connect the DVI2USB Solo       frame grabber device by following the steps in the connection       section.  </li>
<li>Open System Profiler and       expand the USB Device Tree to confirm the device is recognized. Refer to <em>www.epiphan.com/products</em> for any       troubleshooting issues.</li>
</ol>
</div>
<p align="justify">&nbsp;</p>
<p align="center">Connecting a DVI2USB Solo Device (adapted from  Epiphan Systems frame grabber install guide <em>http://www.epiphan.com/pdf/frame_grabber_install_guide.pdf</em>): <br />
    <img src="/wp-content/uploads/2008/09/clip_image004.jpg" alt="Untitled-1" width="497" height="152" align="middle" /></p>
<div align="justify">
<ol start="1" type="1">
<li>Make sure that the drivers       and application is installed on the video capture workstation before       proceeding with connecting the DVI2USB Solo Frame Grabber.</li>
<li>Connect the power adapter       to the DVI2USB Solo</li>
<li>Use the DVI cable to       connect the DVI signal output source to the DVI2USB Solo DVI port:</li>
</ol>
</div>
<p align="center"><img width="341" height="118" src="/wp-content/uploads/2008/09/clip_image006.jpg" alt="Untitled-2" /></p>
<div align="justify">
<ol start="4" type="1">
<li>Use the USB cable to       connect the DVI2USB Solo to a USB 2.0 port on the video capture       workstation</li>
</ol>
</div>
<p align="center"><img width="387" height="135" src="/wp-content/uploads/2008/09/clip_image008.jpg" alt="Untitled-3" /></p>
<p align="justify">The captured data can be sent by the Epiphan USB device  driver to the video capture application as well as to Microsoft DirectShow (on  Windows) or Epiphan QuickTime component (on Mac OS X). The Epiphan video  capture application receives and processes the data so that users can display,  modify, and record images. In Windows, data can be sent to a video codec in  order to save as Windows AVI files, and Mac OS X can record video using  QuickTime software. This capability is highly valuable for the purpose of data  storage and quality control. </p>
<p align="justify">The video capture workstation can then be used as a server  to stream the video over the internet via consumer market software internet  video conferencing software (ooVoo and Skype™) and can be accessed by the  consulting physician, who is notified of the assistance needed by a telephone  call from the operating room. The telephone line is used as the primary means  of two-way communication from consulting physician to the intraoperative  setting, while video display characteristics can only be visually delineated by  the operating surgeon in a unidirectional manner. Both ooVoo and Skype™ have  the ability to detect the DVI2USB Solo Driver and set it as the primary webcam  for the software. For privacy issues, the software can be set up to only be  accessible to users that are verified by the person transmitting the video  feed. </p>
<p align="justify">After initial intra-hospital studies, the equipment can be  expanded to the inter-hospital setting, with increasingly compact mobile  devices such as personal digital assistants like Apple’s iPhone or the Sony  PlayStation Portable. In order to judge the quality of consultation opportunity  this system provides, the physicians can be surveyed for satisfaction and  utility, comparing the use of video image to the previous methods of  consultation.</p>
<p align="justify"><em>Discussion</em></p>
<p align="justify">Standard hospital laparoscopes offer the advantage of having  in-house, sterile means by which a video image can be captured real-time  without the additional expense of purchasing expensive camera equipment for  operative situations. Laparoscopic equipment carries an expense, however most  major institutions carry them for laparoscopic-assisted surgical procedures  anyway, and rarely are all the laparoscopes carried by the hospital in  simultaneous use. </p>
<p align="justify">This system will not require highly special electronic  wiring or extensive cabling of the working areas, and will use free or  low-cost, commercially available internet video conferencing software (ooVoo  and Skype™) to connect to and collaborate with any consulting expert desired by  the operating surgeon. Additionally, the organization of this system is highly  adaptable to a diverse array of situations, with increased implementation  convenience and portability over previous methods and practices. By streaming  the video over internet via an “off the shelf” personal laptop, it has  potential to be accessed by technology ranging from lecture hall projectors to  desktop workstations to personal digital assistants and smart phones. </p>
<p align="justify">The advantages over the “Remote Presence Robot” (InTouch  Health®) are numerous, as this system provides many equivalent services at a  much lower cost and easier learning curve due to the “off the shelf”  components. Currently, the remote presence robot cannot be connected to a  laparoscope tower or ultrasound station, nor can it provide written notes. It  is simply a telepresence.</p>
<p align="justify">This telemedical system also provides an efficient means by  which satellite stations of the same hospital health system can  intra-institutionally avoid unnecessary duplication of services and leverage  subspecialty availability in a beneficial manner for both parties. An  affordable and adaptable teleconsultation system incorporating laparoscopic  visualization presents many benefits to physicians, and more importantly to the  patient due to the accessibility of expert opinion by operating surgeons at any  moment necessary. Consulting physicians and mentors are not burdened by the  inconvenience of having to travel to confer with colleagues or teach.</p>
<p align="justify">A subject of significance is how to decide which situations  this consultation system should be employed in. For easily diagnosed disorders,  there is typically no need for a consultation. However, a complicated case  would benefit from another physician’s opinions, and a video feed of the  situation would greatly assist the remote consultation. In most instances, a  wise physician gathers as much information as possible in order to make the  best and most accurate diagnosis possible. A visual depiction of the patient as  well as the treating physician offers additional indications and cues that one  otherwise may never have realized. Another example of appropriate use of this  system is during transfer of care of patients. In this situation, rather than  simply having a telephone description of a patient’s circumstances, it would  help to have a video image to aid the new physician in making a better  association and providing more patient-centered care.</p>
<p align="justify"><em>Shortcomings and  Alternatives</em></p>
<p align="justify">Currently there is a one-second latency between real-time  and transmission to the consulting physician, however we do not foresee any  major difficulties caused by this issue. In addition, the image quality is  compressed and reduced when transmitted over the internet, thus for diagnostic  purposes it must be studied further to determine if it is sufficient to make an  accurate consultation. Finally, with the current methods the surgeon in the  operating room must reach the consulting physician via telephone and can point  out particular aspects of the image one-way, but the consultant has no means to  indicate characteristics visually for the operating surgeon.</p>
<p align="justify"><em>Future Application</em></p>
<p align="justify">This system can be used for many purposes in the future,  including resident education by streaming live or stored feeds of surgeries to  remote conference rooms, or teleconferencing with a translator for patients who  speak a foreign language. The low cost of materials and easy-to-implement  features allow for possible future deployment in underserved communities and  developing countries [Pande, Zahedi]</p>
<p align="justify"><em>References</em><br />
  Banitsas, K.  A., et al. &quot;Using Handheld Devices for Real-Time Wireless  Teleconsultation.&quot; <u>Conference proceedings : ...Annual International  Conference of the IEEE Engineering in Medicine and Biology Society.IEEE  Engineering in Medicine and Biology Society.Conference</u> 4 (2004): 3105-8. <br />
  Broderick,  T. J., et al. &quot;Real-Time Internet Connections: Implications for Surgical  Decision Making in Laparoscopy.&quot; <u>Annals of Surgery</u> 234.2 (2001):  165-71. <br />
  Cofer, J.  B., and R. P. Burns. &quot;The Developing Crisis in the National General  Surgery Workforce.&quot; <u>Journal of the American College of Surgeons</u> 206.5 (2008): 790,5; discussion 795-7. <br />
  Gandsas, A.,  K. McIntire, and A. Park. &quot;Live Broadcast of Laparoscopic Surgery to  Handheld Computers.&quot; <u>Surgical endoscopy</u> 18.6 (2004): 997-1000. <br />
  Georgiadis,  P., et al. &quot;PDA-BASED TELERADIOLOGY SYSTEM WITH REAL-TIME VOICE  CONFERENCING CAPABILITIES.&quot; . <br />
  Gorecki,  Pioter. <u>The Role of Laparoscopy</u>., 2005. <br />
  Lai, F.  &quot;Robotic Telepresence for Collaborative Clinical Outreach.&quot; <u>Studies  in health technology and informatics</u> 132 (2008): 233-5. <br />
  Pande, R.  U., et al. &quot;The Telecommunication Revolution in the Medical Field: Present  Applications and Future Perspective.&quot; <u>Current surgery</u> 60.6 (2003):  636-40. <br />
  Pokorny, M.  R., and S. L. McLaren. &quot;Inexpensive Home-made Laparoscopic Trainer and Camera.&quot; <u>ANZ Journal of Surgery</u> 74.8 (2004): 691-3. <br />
  Rogers, F.  B., et al. &quot;The use of Telemedicine for Real-Time Video Consultation  between Trauma Center and Community Hospital in a Rural Setting Improves Early  Trauma Care: Preliminary Results.&quot; <u>The Journal of trauma</u> 51.6  (2001): 1037-41. <br />
  Rosser, J.  C.,Jr, S. M. Young, and J. Klonsky. &quot;Telementoring: An Application Whose  Time has Come.&quot; <u>Surgical endoscopy</u> 21.8 (2007): 1458-63. <br />
  Schulam, P.  G., et al. &quot;Telesurgical Mentoring. Initial Clinical Experience.&quot; <u>Surgical  endoscopy</u> 11.10 (1997): 1001-5. <br />
  Sebajang,  H., et al. &quot;Telementoring: An Important Enabling Tool for the Community  Surgeon.&quot; <u>Surgical innovation</u> 12.4 (2005): 327-31. <br />
  Zahedi, E.,  M. A. M. Ali, and M. J. Gangeh. <u>Design of a Web-Based Wireless Mobile  Teleconsultation System with a Remote Control Camera</u>. Vol. 2., 2000. </p>
<p align="justify">&nbsp;</p>
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		<item>
		<title>Clinical Training Upgraded to iUltrasound 2.0</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/N9u3x7zGUCQ/</link>
		<comments>http://www.remoteguidance.org/ultrasound/clinical-training-upgraded-to-iultrasound-20/#comments</comments>
		<pubDate>Mon, 08 Sep 2008 15:52:45 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Ultrasound]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=19</guid>
		<description><![CDATA[

 





FAST ultrasound video log transmission via iPhone for overreading

 

Dan Nguyen

 

Introduction and Justification

Since the early 1980s, bedside ultrasound by emergency physicians has become increasingly popular [1]. The use of FAST ultrasoungraphy has now become an extension of the physical examination of the trauma patient [2]. It provides effective and timely diagnosis of potentially life-threatening hemorrhages [...]]]></description>
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<p class="MsoNormal" style="text-align: center;" align="center"><strong></strong></p>

<p class="MsoNormal" style="text-align: center;" align="center"><strong><span style="text-decoration: underline;"><span style="font-size: 16pt;">FAST ultrasound video log transmission via iPhone for overreading</span></span></strong></p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><strong><em>Dan Nguyen</em></strong></p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><span style="text-decoration: underline;"><span style="font-size: 14pt;">Introduction and Justification</span></span></p>

<p class="MsoNormal" style="text-indent: 0.5in;"><a href="http://www.remoteguidance.org/wp-content/uploads/2008/09/iphone-ultrasound.jpg"><img class="alignleft size-medium wp-image-36" style="border: 0pt none;" title="Ultrasound on Apple iPhone" src="http://www.remoteguidance.org/wp-content/uploads/2008/09/iphone-ultrasound-154x300.jpg" alt="" width="154" height="300" /></a>Since the early 1980s, bedside ultrasound by emergency physicians has become increasingly popular [1]. The use of FAST ultrasoungraphy has now become an extension of the physical examination of the trauma patient [2]. It provides effective and timely diagnosis of potentially life-threatening hemorrhages and is a decision making tool to help determine the need for transfer to the operating room, CT scanner or angiography suite. In addition, it is cost effective solution with lower cost in manufacturing, telecommunication, and maintenance. Currently, ultrasound is performed in the trauma room by properly trained and credential staff. However, the protocols for education and varieties of teaching media vary from not only among specialties but within them as well.</p>

<p class="MsoNormal"><span> </span>As the economic healthcare paradigm continues to shift, we must be cognizant of how healthcare payments are now becoming linked with not only cost-effective but also high quality healthcare. This put the increasing responsibility on physicians, hospital staff, and healthcare facilities to closely monitor quality of care. This is why it is important to monitor and improve the quality of ultrasound training. By creating real-time ultrasound transmissions and an electronic procedure log of video and image recorded ultrasound, residents will be able to further assess their clinical skills individually and with resident training staff. It is the hope of this pilot study to develop future training protocols that will improve FAST ultrasound assessment and review complications. This will in turn, enhance the quality of patient care by improving critical diagnosis and improving the quality of clinical skill by student, residents, and attending physicians.</p>

<p class="MsoNormal"><span> </span>According to studies by Costantino <em>et al.</em> success in ultrasound education does improve with increased didactic training [3]. However, beyond 15 hours of didactic training there is no improvement in resident performance [3]. This is significantly lower than the 40 hours of recommended didactic training by the SAEM [4]. It is the goal of this study to implement a device that will develop a computer database of digitally procedure log of digitally recorded ultrasound images and video captures. This will improve clinical training by increasing the time and efficiency of ultrasound training to the clinical setting instead of increasing didactic lecture. Durning <em>et al.</em> showed that the number of ultrasound scans under supervision is the most critical predictor of successful ultrasound training [5]. Additionally, electronically recorded ultrasound will include benefits such as eliminating bias in recorded complications and allowing the resident to develop a better critical assessment of clinical skill and deficiencies and plan for a modified individual plan of improving quality of diagnosis. Additionally the use of an electronic database will allow hospital administration, healthcare payers, residency directors, etc. to monitor the quality of ultrasound imaging on an administrative level.</p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><span style="text-decoration: underline;"><span style="font-size: 14pt;">Review of Literature</span></span></p>

<p class="MsoNormal" style="text-indent: 0.5in;">Optimal training required for proficiency in bedside ultrasound is unknown. Optimal media for ultrasound training is still being reviewed. In 1994 SAEM released formalized guidelines for ultrasound training [4]. This was followed by the American College of Emergency Physician publishing formalized guidelines in 2001 [1]. However there is no translation of protocols to credentialing criteria and quality assurance programs. Some hospitals have started to develop rigorous credentialing policies and ultrasound review committee systems like at the University of California, San   Francisco [6]. However these protocols remain to be studied and embraced by the ACEP or SAEM. Other specialties have also started to develop their own ultrasound training protocols. The American College of Surgeons have published their own guidelines for formalized training including specified levels of training and focused modules for various ultrasound techniques [7]. Ultrasound use has also started to spread in newer realms of medicine, such as EMT’s in rapid assessment of left ventricular systolic function in a pacemaker function [8].</p>

<p class="MsoNormal" style="text-indent: 0.5in;">Ultrasound training has even started to be incorporated earlier in undergraduate medical education with high success rates [9]. Barloon <em>et al.</em> reported that 30 minutes of ultrasound training helped Year 2 medical students more accurately estimate liver size compared with students who did not receive ultrasound training [10]. Current literature has showed numerous studies on different techniques and media for clinical training specific to ultrasound scanning. Proctored examinations have shown significant value to retention of ultrasound knowledge after the introduction of an emergency ultrasound curriculum [11].</p>

<p class="MsoNormal" style="text-indent: 0.5in;">Many European countries have already high integrated ultrasound programs [12]. Sweden’s resident physicians are required to submit a portfolio of cases on a DVD format for educational review. Additionally in Germany, there is a national program for ultrasound procedures, especially those performed by obstetricians. In fact there are government guidelines linking reimbursement for obstetrical ultrasound payment [12]. This places pressure on hospitals and physicians to increase the quality of care due to financial incentives, compared to monetary caps on procedures which breed a culture of minimal quality care.</p>

<p class="MsoNormal" style="text-indent: 0.5in;">In a study by Dolmans <em>et al.</em> ultrasound procedures logs helped clerkship coordinators by providing a useful overview of the content and nature of the students’ learning experiences in the hospitals. However the logs were not utilized by students, supervisors, and faculty to help improve the structure of student learning [13]. With a video procedure log there would be increased oversight over medical education, where residents and supervisors can readjust the learning experience by catering to individual needs and goals [14, 15]. By embedding the procedure logs into supervision of training, there will be increased importance placed on procedure logs by resident physicians. However the reliability of current logbook data has its pitfall. In a study by Raghoebar-Krieger <em>et al.</em> there were numerous inconsistencies when comparing student procedure logs and feedback data from attending doctors [16]. Diseases were under reported, which lead to a breakdown in clear supervision and feedback, which is important for procedure logs to work</p>

<p class="MsoNormal" style="text-indent: 0.5in;">Fung <em>et al.</em> created a similar internet-based learning portfolio in resident education call the KOALA. They created an advanced portfolio of ultrasound images that were link to self-directed hyperlinks [17]. The hope of the study was to reduce the future need for textbooks and CME in favor of creating self-directed study of ultrasound techniques. In addition the internet portfolio provided a media to directly observe ultrasound scans and compare quality of ultrasound scans throughout the hospital [17].</p>

<p class="MsoNormal"><span> </span>A study by Blaivas <em>et al.</em> published in 2005, compared ultrasound images between commercial cell phone and traditional high-resolution thermal printout in image quality, detail and resolution. There was no statistically significant difference. There was however, a problem with reading measurement and a lower confidence in diagnosis with p-values of .003 and .02 [18]. With the fast developing market of portable cell phone with larger screens and higher resolution, our study reexamines current cell phone technology with real-time ultrasound transmission.</p>

<p class="MsoNormal" style="text-indent: 0.5in;"> </p>

<p class="MsoNormal"> </p>

<p><span style="text-decoration: underline;"><span style="font-size: 14pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;"><br style="page-break-before: always;" /> </span></span></p>

<p class="MsoNormal"><span style="text-decoration: underline;"><span style="font-size: 14pt;">Research Objectives</span></span></p>

<p class="MsoNormal"><span style="text-decoration: underline;"><span style="text-decoration: none;"> </span></span></p>


<ol style="margin-top: 0in;" type="1">
		<li class="MsoNormal">Reduce      the cost of current ultrasound technology by developing an “off-the-shelf”      solution to an image/video capture system from commercially available      technologies <ol style="margin-top: 0in;" type="a">
		<li class="MsoNormal">Prove       that consumer available technology (iPhone) can be used for ultrasound       transmission and oversight with diagnostic quality images.</li>
</ol> </li>
		<li class="MsoNormal">Development      of a video/image recorded ultrasound database for the storage of resident      procedure logs. <ol style="margin-top: 0in;" type="a">
		<li class="MsoNormal">Better       utilize procedure logs and clinical supervision to provide more efficient       ultrasound education that will improve diagnostic accuracy and increase       user confidence of FAST ultrasound scans.</li>
		<li class="MsoNormal">Enhance       current credentialing and quality assessment protocol for FAST (Focused Assessment with Sonography for       Trauma) ultrasound training in residency training by utilizing real-time       ultrasound transmission and video procedure log of FAST ultrasound scans.</li>
</ol> </li>
</ol>


<p class="MsoNormal"> </p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><span style="text-decoration: underline;"><span style="font-size: 14pt;">Research Methodology</span></span></p>

<p class="MsoNormal"> </p>

<p class="MsoNormal" style="text-indent: 0.5in;">This study is a comparison of ultrasound images and video outputted directly to an Apple iPhone with ultrasound images ultrasound video directly displayed on the portable ultrasound monitor. This study will take place at a level 1 trauma center ED (Henry Ford Health Systems, Detroit) with an accredited emergency medicine residency program and an active emergency ultrasound program. Currently all residents are trained to use ultrasound under the SAEM (Society of Academic Emergency Medicine) guidelines.</p>

<p class="MsoNormal" style="text-indent: 0.5in;">10 FAST ultrasound examinations will be randomly selected from approximately 20 computer recorded FAST ultrasound examination. Examination will only be performed on patient medically require a FAST ultrasound examination based on emergency department protocol. The ultrasound scans will be performed in the emergency department during a 2 week period by the on call emergency medicine resident that is trained and credentialed in the use of FAST ultrasound examination in the emergency department. Computer recorded FAST ultrasound will comprised of 10 second video clips and 1 high resolution image capture of each of the 4 primary views: perihepatic, perisplenic, pelvis &amp; pericardium. All images and video that is computer recorded is also saved to the internal hard drive of the portable ultrasound device. All ultrasound scans will be outputted through VGA signal to the VGA2USB LR Frame Grabber. The converted USB signal will then be sent to a computer laptop. We will use a commercial available laptop produced by HP. The laptop will receive data from the portable ultrasound device through a VGA-to-USB converter box. The computer will then record both images and video at the highest possible resolution onto the internal hard drive. Resolution of the computer recorded ultrasound images and video will only be limited by the output capabilities of the VGA-to-USB converter box. Additionally, the ultrasound video will be streamed real-time through a Skype account to an iPhone. Once the video transmission to the iPhone is confirmed by the operating technician, the ultrasound scan is complete.</p>

<p class="MsoNormal" style="text-indent: 0.5in;">The premise of this study is to duplicate a scenario where a residency director, ultrasound director, attending, or resident can review recently performed FAST ultrasound scans for the purposes of assessing accuracy of diagnosis, evaluate quality improvement, and improve clinical skills. The 10 computer recorded FAST ultrasound data and the ultrasound recorded data will be graded by a hospital credentialed sonologist with a minimum of 5 years of experience. Approximately 1 week after ultrasound images are randomly selected 2 credentialed emergency sonologists (radiologist stationed with the emergency medicine department) with extensive ultrasound experience including study performance, interpretation and ultrasound education will review ultrasound database. Ultrasound review will include video replayed back on the portable ultrasound device and video replayed back on the iPhone. For practical purpose, real-time transmission via the iPhone will not be reviewed real-time by the sinologist. However, replayed ultrasound transmission will simulate real-time transmission.</p>

<p class="MsoNormal" style="text-indent: 0.5in;">For each ultrasound image, the reviewers will be initially asked for an initial interpretation of the images and video captures. Afterward, each reviewer is given a short clinical vignette of the patient’s complaint in addition to a procedure log of complication from the emergency medicine resident that performed the FAST ultrasound examination. Reviewers are allowed to manipulate the images as needed including increasing image size, changing contrast, etc. Then each image will be graded on the following: (1) total image quality, (2) image resolution, defined as the sharpness and crispness of the image and lack of haziness/blurriness; (3) image detail, defined as the clarity of organ outlines and ease with which boundaries of structures are seen and defined; (4) optimal quality image that is required for optimal review for resident training purposes. Each reviewer will rank their impressions on a 10-point Likert scale with 1 being the worst and 10 the best. All data will be filled out on a standardized data form, which will then be entered into a computerized database. Statistical analysis will include descriptive statistics and a paired <em>t</em> test with 95% intervals. Data will be analyzed using standard statistically</p>

<p class="MsoNormal" style="text-indent: 0.5in;">For safety consideration, a separate dedicated portable ultrasound device will still be kept in all resuscitation room in the emergency department according to emergency department protocol. If there are technical problems while scanning a patient with the proposed ultrasound transmission apparatus, the physician will be able to use the standard ultrasound device at the attending or resident physician’s discretion.</p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><span style="text-decoration: underline;">Materials</span></p>

<p class="MsoNormal">-GE Portable Ultrasound</p>

<p class="MsoNormal">-iPhone 3G:</p>

<p class="MsoNormal" style="margin-left: 0.5in;"><span style="font-size: 10pt;">3.5 inch (diagonal) widescreen Multi-Touch display, 480-by-320-pixel resolution at 163 ppi, Dimension 4.5 inches (height) x 2.4 inches (width) x 0.48 inch (depth), 16 GB flash drive capacity, UMTS/HSDPA (850, 1900, 2100 MHz), GSM/EDGE (850, 900, 1800, 1900 MHz), Wi-Fi, (802.11b/g), Bluetooth 2.0 + EDR, Video formats supported: H.264 video, up to 1.5 Mbps, 640 by 480 pixels, 30 frames per second,; MPEG-4 video, up to 2.5 Mbps, 640 by 480 pixels, 30 frames per second, Simpler Profile with AAC-LC audio up to 160 Kbps, 48kHz, stereo audio in .m4v, .mp4, and .mov file formats, 2.0 megapixel camera.</span></p>

<p class="MsoNormal">-HP Pavilion Laptop dv2700t series</p>

<p class="MsoNormal" style="margin-left: 0.5in;"><span style="font-size: 10pt;">Windows Vista Home Premium, Pentium® Core™ 2 Duo Processor T5750 (2.0 GHz), 14.1” diagonal WXGA HP BrightView Widescreen Display (1280 x 800), 2GB DDR2 System Memory (2 Dimm), 128MB NVIDIA GeForce 8400m GS, Intel® PRO/Wireless 4965AGN Network, 120GM 5400RPM SATA Hard Drive,</span></p>

<p class="MsoNormal">-VGA2USB LR Frame Grabber (made by Epiphan Systems Inc.)</p>

<p class="MsoNormal">-Skype Account (commercial video streaming website)</p>

<p class="MsoNormal">-Remote Computer Access</p>

<p class="MsoNormal">-Public Wi-Fi access at the Henry Ford Health Systems Downtown Detroit Main Campus</p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><span style="text-decoration: underline;"><span style="font-size: 14pt;">Limitations/Potential Future Amendments</span></span></p>

<p class="MsoNormal">-Small sampling size may provide a biased analysis for the efficacy of video ultrasound logs</p>

<p class="MsoNormal">-Development of an all-in-one device for ultrasound recording and transmission will allow for easier mobile setup of ultrasound scans.</p>

<p class="MsoNormal">-After the release of the iPhone 3G, third party developers will be able to develop higher quality online conferencing clients for use on the iPhone or Apple may develop proprietary video conferencing software.</p>

<p class="MsoNormal">-Future tests can include computer laptops with an integrated video camera</p>

<p class="MsoNormal">-Future research should expand on the development of an online database (FTP) for remote access from any Wi-Fi capable device.</p>

<p class="MsoNormal">-Future research should experiment with using other device that are portable and Wi-Fi capable (PSP®, computer laptops, palm, blackberry, etc).</p>

<p class="MsoNormal"> </p>

<p class="MsoNormal"><span style="text-decoration: underline;"><span style="font-size: 14pt;">Literature Cited</span></span></p>

<p class="MsoNormal"> </p>


<ol style="margin-top: 0in;" type="1">
		<li class="MsoNormal">American College of Emergency Physicians.      ACEP emergency ultrasound guidelines. 2001. Annals of Emergency Medicine.      38: 470-481.<span> </span></li>
		<li class="MsoNormal">Marik,      P. E. &amp; Mayo, P. 2008. Certification and training in critical care      ultrasound. Intensive Care Medicine. 34:215-217.</li>
		<li class="MsoNormal">Costantino,      T. G., Satz, W. A., Stahmer, S. A., &amp; Dean, A. J. 2003.<span> </span>Predictors of success in emergency      medicine ultrasound education. Academic Emergency Medicine. 10(2):180-183.</li>
		<li class="MsoNormal">Witting,      M. D., Euerle, B. D., &amp; Butler,      K. H. 1999. A comparison of emergency medicine ultrasound guidelines of      the Society for Academic Emergency Medicine. Annal of Emergency Medicine.      34(5):604-609.</li>
		<li class="MsoNormal">Durning,      S. J., Cation, L. J., &amp; Jackson, J. L. 2007. Are commonly used      resident measurement associated with procedural skills in internal      medicine residency training? Society of General Internal Medicine.      22:357-361.</li>
		<li class="MsoNormal">Stein,      J. C., &amp; Nobay, F. 2008. Emergency department ultrasound      credentialing: A sample policy and procedure. The Journal of Emergency      Medicine, ?, ?-?. </li>
		<li class="MsoNormal">Staren,      E. D., Knudson, M. M., Rozycki, G. S., Harness, J. K., Wherry, &amp; Shackford,      S. R. 2006. An evaluation of the American College      of Surgeons’ ultrasound education program. The American Journal of      Surgery. 191:489-496.</li>
		<li class="MsoNormal">Ghani,      S. N., Kirkpatrick, J. N., Spencer, K. T., Smith, G. L., Burke, M. C.,      Kim, S. S., Desai, A. D., &amp; Knight, B. P. 2006. Rapid assessment of      left ventricular systolic function in a pacemaker clinic using a      hand-carried ultrasound device. Journal of Interventional Cardiology      Electrophysiology. 16:39-43.</li>
		<li class="MsoNormal">Butter,      J., Grant, T. H., Egan, M., Kaye, M., Wayne, D. B., Carrion-Carrie, V., &amp;      McGaghie, W. C. 2007. Does ultrasound training boost Year 1 medical      student competence and confidence when learning abdominal examination?      Medical Education. 41:843-848.</li>
		<li class="MsoNormal">Barloon,      T. J., Brown, B. P., Abu-Yousef, M. M. 1998.<span> </span>Teaching physical examination of the      adult liver with the use of real-time sonography. Academic Radiology.      5:101-103.</li>
		<li class="MsoNormal">Noble,      V. E., Nelson, B. P., Sutingco, A. N., Marill, K. A., &amp; Cranmer, H.      2007. Assessment of knowledge retention and the value of proctored ultrasound      exams after the introduction of an emergency ultrasound curriculum. BioMed      Central Medical Education. 7(40):1-5.</li>
		<li class="MsoNormal">Brezinka,      C. 2006. Training, certification and CME in obstetric ultrasound scan in Europe. European Clinic Obstetrics Gynecology. 1:223-226.</li>
		<li class="MsoNormal">Dolmans,      D., Schmidt, A., van der Beck, J., Beintema, M., &amp; Gerver, W. J. 1999.      Does a student log provide a means to a better structure clinical      education? Medical Education. 33:89-94.</li>
		<li class="MsoNormal">Vanek,      E. P., Barrigua-Unal, R. M., Hekelman, F. P., Hull, A. L., Lindley, B. D., Barely, B.      E., Krackov, S. K., &amp; Packman, C. H. 1999. Use of patient encounter      documentation (log) systems at three medical school. Teaching Learning      Medicine. 5: 164-168.</li>
		<li class="MsoNormal">Ferrel,      B. G. 1991. Demonstrating the efficacy of the patient log-book as a      program evaluation tool. Academic Medicine. 66(9): s49-s51.</li>
		<li class="MsoNormal">Raghoebar-Krieger,      H. M. J., Sleiffer, D. Bender, W. Steward, R. E., &amp; Popping, R. 2001.      The reliability of logbook data of medical students: an estimation of      interobserver agreement, sensitivity and specificity. Medical Education.      35:624-631.</li>
		<li class="MsoNormal">Fung,      M. F. k., Walker, M., Fung, K. F. K., Temple, L., Lajoie,      F., Bellemare, G., &amp; Bryson, S. C. 2000. An internet-based learning      portfolio in resident education: the KOALA™ multicentre proramme.<span> </span>Medical Education. 34:474-479.</li>
		<li class="MsoNormal">Blaivas      M., Lyon, M., &amp; Duggal, S. 2005.      Ultrasound image transmission via camera phones for overreading. American      Journal of Emergency Medicine. 23:433-438.</li>
</ol>


<p class="MsoNormal"> </p>

<p class="MsoNormal"> </p>

<p><br class="spacer_" /></p><img src="http://feeds.feedburner.com/~r/RemoteGuidance/~4/N9u3x7zGUCQ" height="1" width="1"/>]]></content:encoded>
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		<item>
		<title>E-portfolio Competency Metadata:  Call to Action</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/eB5OUPgHuHI/</link>
		<comments>http://www.remoteguidance.org/electronic-information/e-portfolio-competency-metadata-call-to-action/#comments</comments>
		<pubDate>Fri, 05 Sep 2008 15:38:23 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Electronic Information]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=12</guid>
		<description><![CDATA[
Authors:
Ilan Rubinfeld, MD, MBA, Barbara Joyce, PhD, Sisir Rao,  BA, Craig Reickert, MD,  H Mathilda  Horst, MD, Ryan Kinnen, BGS, Alex Shepard, MD  
Henry Ford Hospital, Detroit, MI



  Abstract
  The six ACGME/ABMS competencies have led to a  proliferation of measurement tools, assessment methods, and software related to  electronic portfolios [...]]]></description>
			<content:encoded><![CDATA[
<em>Authors:</em>
<p><em>Ilan Rubinfeld, MD, MBA, Barbara Joyce, PhD, Sisir Rao,  BA, Craig Reickert, MD,  H Mathilda  Horst, MD, Ryan Kinnen, BGS, Alex Shepard, MD  <br />
Henry Ford Hospital, Detroit, MI</em></p>
<strong><br clear="all" />
</strong>
<div>
  <p><strong>Abstract</strong><br />
  <p>The six ACGME/ABMS competencies have led to a  proliferation of measurement tools, assessment methods, and software related to  electronic portfolios and resident tracking. The ultimate goals of the ACGME  are data driven improvements in education and patient care.  The critical link in this process is  organizing, analyzing, benchmarking and improving the educational and patient  care outcomes contained in an e- portfolio to provide the aggregate data to  improve education and patient care. This process will require a sound  methodology of describing these documents with XML metadata to move into the  idealized future where portfolio data will be portable from one electronic  system to another.  The analogy and  metaphor of digital imaging and its associated metadata standards serve as a  possible model.  We describe a rationale  and a starting point for such a standard.</p>
  <p><strong>Introduction</strong><br />
  <p>Attempts to comply with the ACGME  Outcomes Project1 have led to an explosion of documentary artifacts and  data across all types of residencies.   Such artifacts take the form of any media type, from paper to video,  emanate from a variety of sources, and require mapping to the relevant competencies.  Unfortunately, the tools available to  organize, catalogue, and create context for such documentation are extremely  limited.  Most programs have continued to  rely on a paper file, now organized by competency and referred to as a  “portfolio” which contains a sampling of the resident’s work in the six  competency domains.  The use of an  electronic portfolio system with XML metadata tags could vastly improve the  organization, aggregation , and   cataloging of this multitude of   performance artifacts and allow for portability of the portfolio.  <br />
  To date, studies  have primarily focused on metadata driven experiences in electronic patient  health records, clinical studies, public health &amp; epidemiology, and even  allied health education.  Little has been  written, however, on metadata within the realm of resident education,  particularly in the context of the ACGME criteria (2-9).</p>
  <p><br />
    <strong>Competencies</strong><br />
    <br />    
    The six competency  domains are the organizing framework for education at the residency level  (ACGME) and will soon become the organizing framework for maintenance of  certification at the practicing physician level (ABMS).  Little has been formally established about  assessment of competence, thresholds for determining competence, or reporting  standards relating to these competencies, across the continuum of training and  practice.  Measurement tools for  determining competence across the continuum of training and practice have not  yet been developed.  Current approaches  to assessing competence use tools that assess discrete domains of educational  experience or behavior. Quantitative methods, such as in-training exams, are a  part of the evaluative landscape.  Other  evaluation forms and performance artifacts are not yet easily assimilated into  a total picture of resident performance.   In addition, there is a need to establish thresholds of competence  across the six domains, to develop methods for tracking performance during  residency training and to use of aggregate data for performance improvement.<br />
  </p>
  <p><strong>The Program  Director’s Challenge</strong><br />
    <br />
  A program director  must now track the multi-year progress of their residents in gaining competence  using available or achievable measurements and artifacts.  Organizing, cataloging and aggregating these  disparate documents, e-mails, evaluations, results, scores, presentations and  CDs has become an impossible task.  The  use of metadata tags in an electronic portfolio system allows the program  director, mentor and/or resident to organize, catalogue and aggregate the  performance artifacts of their program.   This approach also provides for the portability of this information.</p>
  <p><br />
    <strong>Current Software  Environment</strong><br />
    <br />
    The evaluation  software currently available in most residencies and Graduate Medical Education  (GME) offices is characterized by high variability, non-connectivity, low  technology, and significant resource constraints. Individual programs often  develop their own software systems that range from simple spreadsheets to  relational databases to enterprise level solutions.   Data obtained from multiple assessment  sources is not portable, exchangeable, connected, standardized or even valid in  many cases.<br />
    Large multi-system  or national initiatives for educational improvement rely on the collection of  shared aggregate data,  In aviation, the  FAA has a monitored process to track safety and training.  In health care, the Northern New England  Cardiac Collaborative tracked safety and training metrics to cut their  mortality in half in multiple competing institutions. Even the vendors of EMR,  EMAR, PACS and a variety of other patient care related software products have collaborated  on a standard called HL7, and, although compliance is not perfect, it is a  working model of interoperability of systems.   In GME there is currently no method to share important performance data  between residencies and institutions. The use of a standardized set of metadata  tags to catalogue, organize and aggregate resident performance data would allow  resident performance in specific areas to be compared within the institution  and across institutions. </p>
  <p><br />
    <strong>Digital Imaging as a  metaphor and model</strong><br />
    <br />
    Through a  collaborative approach, stakeholders with very differenrt motivations can  organize a variety of data types from dissimilar sources.  The example of digital cameras and their  images is most apropos.  Every digital  picture is accompanied by a standardized set of metadata describing the  conditions of the camera, the image and image type; this data is then used by  the computer to produce an image.  This  shared standardized language allows almost any digital camera to work with  almost any computer, printer, or imaging software at a high degree of  connectivity and interaction.  At the  processing and analysis level, multiple competing software vendors have image  browsing and image work-flow software that can read, organize and analyze  imaging metadata.  This data can even be  exported for further processing.   Standards such as IPTC and EXIF speak to the power of metadata in the  digital imaging realm.</p>
  <p><br />
    <strong>Extensible Markup  Language (XML)</strong><br />
    <br />
    As the internet  continues to mature, the display and appearance oriented Hypertext Markup  Language (HTML) is being gradually replaced by Extensible Markup Language  (XML).  This represents a fundamental  transformation of the World Wide Web from displays of text to understanding  this text as structured data.  Indeed,  XML allows for the creation of specific database languages and standards.  <em>It is possible to define an XML standard  of competency metadata to organize and assure connectivity of all educationally  related data contained in an electronic portfolio.</em><br />
    </p>
  <p><strong>Aim<br />
  </strong><br />
    Our aim is to pilot  a meta data standard -for use within resident e-portfolios.  Once the meta data tags are defined, the  expectation is that these tags could also be used in the construction of  individual, program, and institutional portfolios as well as form the  foundation for a MOC portfolio. </p>
  <p><br />
    <strong>Methods<br />
    </strong><br />
    We surveyed publicly  available meta data from a variety of industries.  Data structure and descriptions were viewed  as an analogy to relevant educational artifacts. Our current metadata schema  was based on our electronic portfolio, relevant paper files, competency based  artifacts (CDs, DVDs), administrative and regulatory documents. A data  dictionary for the proposed data standards was drafted including such topics as  media type, source, and organizational level of relevance. Commercially  available image portfolio software products were utilized for prototyping and  to assess methods of display and organization.   Data export and reporting models were created.  XML exporting was trialed for organization of  metadata.</p>
  <p><br />
    <strong>Results:</strong><br />
    <br />
    An electronic  version of a resident portfolio was created demonstrating methods of browsing  and summarization.  Endless reporting  possibilities emerged.  We successfully  piloted a meta data schema consistent with the ACGME/ABMS competencies and the  day-to-day needs of a residency program,   These metadata tags could also be used in an e-portfolio for maintenance  of certification. </p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="96" valign="top"><br />
      Title </td>
      <td width="192" valign="top"><p>Type</p></td>
    </tr>
    <tr>
      <td width="288" colspan="2" valign="top"><p>Table 1:  Subject Demographics</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>LastName</p></td>
      <td width="192" valign="top"><p align="center">String</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>FirstName</p></td>
      <td width="192" valign="top"><p align="center">String</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>UniqueID</p></td>
      <td width="192" valign="top"><p align="center">String</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>GradYrorPGY</p></td>
      <td width="192" valign="top"><p align="center">Integer</p></td>
    </tr>
  </table>
  <p>&nbsp;</p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="288" colspan="2" valign="top"><p>Table 2:  Evaluator Demographics</p></td>
    </tr>
    <tr>
      <td width="131" valign="top"><p>Name</p></td>
      <td width="158" valign="top"><p>&nbsp;</p></td>
    </tr>
    <tr>
      <td width="131" valign="top"><p>UniqueID</p></td>
      <td width="158" valign="top"><p align="center">String</p></td>
    </tr>
    <tr>
      <td width="288" colspan="2" valign="top"><p>Table 2 continued:  Dates</p></td>
    </tr>
    <tr>
      <td width="131" valign="top"><p>ActualCreationDate</p></td>
      <td width="158" valign="top"><p align="center">Date</p></td>
    </tr>
    <tr>
      <td width="131" valign="top"><p>Datacreation</p></td>
      <td width="158" valign="top"><p align="center">Date</p></td>
    </tr>
    <tr>
      <td width="131" valign="top"><p>Modified</p></td>
      <td width="158" valign="top"><p align="center">Date</p></td>
    </tr>
  </table>
  <p>&nbsp;</p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="289" colspan="3" valign="top"><p>Table 3:  System User Information</p></td>
    </tr>
    <tr>
      <td width="131" valign="top"><p>UserCreated</p></td>
      <td width="158" valign="top"><p align="center">String</p></td>
      <td width="1"><p>&nbsp;</p></td>
    </tr>
    <tr>
      <td width="131" valign="top"><p>UserLastModified</p></td>
      <td width="158" valign="top"><p align="center">String</p></td>
      <td width="1"><p>&nbsp;</p></td>
    </tr>
  </table>
  <p><em>Tables 1,2,3  describe proposed labels for the demographics relating to the evaluee, the  dates relevant to the entry and the user modifying this data.</em></p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="78" valign="top"><br />
      Title </td>
      <td width="60" valign="top"><p>Type</p></td>
      <td width="150" valign="top"><p>Explanation</p></td>
    </tr>
    <tr>
      <td width="288" colspan="3" valign="top"><p>Table 4: Artifact or    Document Descriptions</p></td>
    </tr>
    <tr>
      <td width="78" valign="top"><p>Media    Type</p></td>
      <td width="60" valign="top"><p>String</p></td>
      <td width="150" valign="top"><p>Document, e-mail,letter,presentation,image,    video, website, audio</p></td>
    </tr>
    <tr>
      <td width="78" valign="top"><p>File    type</p></td>
      <td width="60" valign="top"><p>String</p></td>
      <td width="150" valign="top"><p>xls,ptt,pdf,doc,txt,html,mpg,mp3,wav,jpg,wmf</p></td>
    </tr>
    <tr>
      <td width="78" valign="top"><p>DocumentCategories</p></td>
      <td width="60" valign="top"><p>String</p></td>
      <td width="150" valign="top"><p>Letter, e-mail, fax,    evaluation, semi-annual review, event results, scholarly work, disciplinary    action, certification, licensing, OSCE, OSAT, Mock Oral Exams, In-service,</p></td>
    </tr>
    <tr>
      <td width="78" valign="top"><p>Memo</p></td>
      <td width="60" valign="top"><p>String</p></td>
      <td width="150" valign="top"><p>Comments or even    potentially the document itself, for example an e-mail could be pasted into    this field</p></td>
    </tr>
  </table>
  <p><em>Table 4 describes the document by type both  technically as file-type, and from the program and resident perspective.</em></p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="288" colspan="2" valign="top"><br />
      Table 5:  Organizational Relevance </td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Resident</p></td>
      <td width="192" valign="top"><p align="center">Boolean</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Residency</p></td>
      <td width="192" valign="top"><p align="center">Boolean</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Division</p></td>
      <td width="192" valign="top"><p align="center">Boolean</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Department</p></td>
      <td width="192" valign="top"><p align="center">Boolean</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>GME</p></td>
      <td width="192" valign="top"><p align="center">Boolean</p></td>
    </tr>
  </table>
  <p><em>Table 5:    provides the opportunity to organize data at the appropriate level of  relevance to the organization.  As data  is summarized and aggregated this will become increasingly important for  program improvement and institutional performance excellence.</em></p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="288" colspan="2" valign="top"><br />
        Table 6:  Competency Related Information<br />
      Weighting and    Distribution of Weight </td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Document Overall Weight</p></td>
      <td width="130" valign="top"><p align="center">Number</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Medical Knowledge    Allocation</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Patient Care Allocation</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Professionalism    Allocation</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Communications and    Interpersonal Skill Allocation</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Practice Based Learning    Allocation</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Systems Based Practice    Allocation</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
  </table>
  <p><em>Table 6 anticipates that disparate documents  and types in different programs will have different importance and  relevance.  A weighting method will be  essential to distribute data across competencies.</em></p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="288" colspan="2" valign="top"><br />
        Table 7:  Competency Related Grading and Scoring<br />
      Distribution of Grades and Scores </td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Scoring Type or Method</p></td>
      <td width="130" valign="top"><p align="center">String</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Document Overall Score</p></td>
      <td width="130" valign="top"><p align="center">String</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Medical Knowledge Score</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Patient Care Score</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Professionalism Score</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Communications and    Interpersonal Skill Score</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Practice Based Learning    Score</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
    <tr>
      <td width="158" valign="top"><p>Systems Based Practice    Score</p></td>
      <td width="130" valign="top"><p align="center">Percent</p></td>
    </tr>
  </table>
  <p><em>In this table (7)  we anticipate the need for multiple assessment tools with a variety of score  types.  Some assessment tools will yield  dichotomous variables in the form of Pass or Fail.  Others will have categorical results, and yet  others will have simple scores, percentiles and percentages.  As long as the context is defined in the type  the following data can be consistently interpreted and later analyzed.  </em></p>
  <table border="1" cellspacing="0" cellpadding="0">
    <tr>
      <td width="288" colspan="2" valign="top"><br />
      Table 8:  Data Hierarchy </td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Unique    ID</p></td>
      <td width="192" valign="top"><p align="center">Numeric</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Subordinate</p></td>
      <td width="192" valign="top"><p align="center">Boolean</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Parent    Unique ID</p></td>
      <td width="192" valign="top"><p align="center">Numeric</p></td>
    </tr>
    <tr>
      <td width="96" valign="top"><p>Aggregate</p></td>
      <td width="192" valign="top"><p align="center">Boolean</p></td>
    </tr>
  </table>
  <p><em>In table 8 we describe the opportunity to  have data sets refer to each other, be subordinate collections, and even  represent periodic aggregations of data.</em><br />
    The metadata tags  also allow for aggregate assessment information to be determined for the  individual resident, program or institution.   The use of aggregate assessment data is necessary in driving educational  change within programs and institutions and important in the resident’s self  reflection on their own learning. </p>
  <p><br />
    <strong>Conclusions:</strong><br />
    <br />
    The ACGME, in  collaboration with its Residency Review Committees, and in partnership with the  ABMS, should establish a method to formalize and develop a standard for  residency competency metadata. The metadata schema will provide a foundation  for the development of e-portfolios that are portable.  By allowing the collection and reporting of  aggregate data, this approach will allow us to become data driven organizations  and improve educational and patient care outcomes.</p>
  <p><br />
    <strong>References</strong>:</p>
  <p>Lynch DC, Swing SR. Accreditation Council for Graduate Medical  Education. c2007 [cited 2007 January 5], Outcome Project Key Considerations for  Selecting Assessment Instruments; Available from: <a href="http://www.acgme.org/outcome/assess/keyConsider.asp">http://www.acgme.org/outcome/assess/keyConsider.asp</a><br />
    Whittenberg, L.<strong> </strong>Use of metadata registry for nursing:  A customer-centered electronic health record.<strong> </strong><em>Stud Health Technol Inform</em> 2006;122:854.<br />
    <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Lin  JH</a>, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Haug  PJ</a>. Data preparation framework for preprocessing clinical data in data  mining. <em>AMIA Annu Symp Proc</em> 2006;  489-93.<br />
    <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Park  YR</a>, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Kim  JH</a>. Metadata registry and management system based on ISO 11179 for cancer  clinical trials information system. <em>AMIA  Annu Symp Proc</em> 2006; 1056.<br />
    <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Sun  K</a>, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Nadkarni  PM</a>, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Brandt  CA</a>. Metadata driven generation of reports for clinical studies. <em>AMIA Annu Symp Proc</em> 2005;: 1124 <br />
    Hersh W, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Bhupatiraju  RT</a>, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Greene  PS</a>, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Smothers  V</a>, <a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&amp;cmd=Search&amp;itool=pubmed_AbstractPlus&amp;term=">Cohen  C</a>. A standards-based approach for facilitating discovery of learning objects  at the point of care. <em>AMIA  Annu Symp Proc </em> 2005;979.<br />
    Berman LE, Fisher AL, Evans L, Tilert T. Developing a  metadata data model for the National Health and Nutrition Examination Survey  (NHANES). <em>AMIA Annu Symp Proc</em> 2003;789.<br />
    Lankes RD, Bonner HW. Building an education  infrastructure for allied health. <em>J  Allied Health </em>2003;32(1):32-7. <br />
    Weiner M, Sherr M, Cohen A. Metadata tables to enable dynamic data  modeling and web interface design: the SEER example. <em>Int J Med Inform</em> 2002;65:51-8. <br />
    Nugent WC. Building and Supporting Sustainable  Improvement in Cardiac Surgery: The Northern New England Experience. <em>Semin Cardiothorac Vasc Anesth</em> 2005; 9(2):115-118. <br />
    Automatic Exposure: Capturing Technical Metadata for  Digital Still Images. c2002 [cited 2007 March 15] Available from : <a href="http://www.rlg.org/longterm/ae_whitepaper_2003.pdf">http://www.rlg.org/longterm/ae_whitepaper_2003.pdf</a> <br />
    Library of Congress’ NISO Metadata for Images in XML  Schema Technical Metadata for Digital Still Images Standard. C2007 [cited 2007  March 15] Available from: http://www.loc.gov/standards/mix/.</p>
</div>
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<p>&nbsp;</p>
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		<item>
		<title>Doc at a Distance</title>
		<link>http://feedproxy.google.com/~r/RemoteGuidance/~3/OiLYrE9U3Ug/</link>
		<comments>http://www.remoteguidance.org/ultrasound/doc-at-a-distance/#comments</comments>
		<pubDate>Fri, 05 Sep 2008 15:21:35 +0000</pubDate>
		<dc:creator>victor</dc:creator>
		
		<category><![CDATA[Ultrasound]]></category>

		<category><![CDATA[remote diagnostics]]></category>

		<guid isPermaLink="false">http://www.remoteguidance.org/?p=8</guid>
		<description><![CDATA[ 



Authors: Alton Parker, MD; David Kwon, MD; Ilan Rubinfield, MD, MBA. Henry Ford Health System - Detroit, MI.

Abstract

BACKGROUND: Ultrasound is rapidly becoming a more versatile diagnostic tool for use with medical and non-medical personnel. The advent of the Mediphan device has made it possible to transmit ultrasound data in real-time to a remote location [...]]]></description>
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<p class="AMIAAbstractHeading"><span style="font-family: arial,helvetica,sans-serif;"><em>Authors: Alton Parker, MD; David Kwon, MD; Ilan Rubinfield, MD, MBA. Henry Ford Health System - Detroit, MI.</em></span></p>

<p class="AMIAAbstractHeading"><strong><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Abstract</span></strong></p>

<p class="AMIAAbstract" style="text-align: justify;"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">BACKGROUND: Ultrasound is rapidly becoming a more versatile diagnostic tool for use with medical and non-medical personnel. The advent of the Mediphan device has made it possible to transmit ultrasound data in real-time to a remote location via Internet. We proposed that non-medical personnel with minimal training could be remotely guided to obtain diagnostic quality ultrasound images for use on the field by professional athletic teams. </span></p>

<p class="AMIAAbstract" style="text-align: justify;"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;"><span> </span>METHODS: A Detroit Lions athletic trainer was given a brief tutorial on the Logic-e portable ultrasound machine and several musculoskeletal exams from an expert ultrasonographer. The trainer then examined Detroit Lions professional football players. The examination data was via internet to the remote expert ultrasonographer. The trainer was then remotely guided by the ultrasonographer via telecommunications.</span></p>

<p class="AMIAAbstract" style="text-align: justify;"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">RESULTS: All examinations were of diagnostic quality.<span> </span></span></p>

<p class="AMIAAbstract" style="text-align: justify;"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">CONCLUSION: Non-medical personnel can accurately obtain diagnostic quality ultrasound images for musculoskeletal examinations using the Mediphan and remote guidance.</span></p>

<p class="AMIAAffiliations" style="text-align: left;" align="left"><span style="font-family: arial,helvetica,sans-serif;"> </span></p>

<p class="AMIAHeading"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;"> </span></p>

<p class="AMIAHeading"><strong><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">INTRODUCTION</span></strong></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Ultrasound (US) is rapidly becoming a more versatile diagnostic tool in medical applications. It has been found to be both a rapid and accurate method of diagnosis in a wide variety of clinical conditions that were previously reserved for X-Ray or CAT Scan. In recent years, investigations have shown that non-physician operators can reliably perform focused clinical US examinations to facilitate on-site diagnosis of medical conditions such as intra-ocular foreign body, abdominal blunt trauma, as well as muscle, tendon, and bone injuries.<span> </span>In addition, technological advances have improved the portability and quality of the images. In the not too distant past, the ultrasounds were completely immobile. Improved portability, combined with the addition of an ultrasound Ethernet port, has made it<span> </span>possible to send the ultrasound data over a secured network from remote locations. However, no hardware or software had been specifically developed for the ultrasound device, until recently. </span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Researchers at the National Aeronautical and Space and Administration (NASA) and the National Space Biomedical Research Institute</span></span></p>

<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">(NSBRI) have optimized rapid ultrasound training methods that allow minimally trained, non-physician operators to obtain diagnostic quality ultrasound images, which can be used to diagnose a wide variety of clinical conditions.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">We have successfully used portable ultrasound in conjunction with the Epiphan real-time remote guidance hardware and software to rule-out or diagnose injuries in professional athletes on the field. We proposed that non-medical personnel could undergo minimal training and, combined with remote guidance, obtain diagnostic quality ultrasound images.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;"> </span></span></p>

<p class="AMIAHeading"><strong><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">METHODS</span></strong></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">The Procedures described herein were reviewed and approved by the Henry Ford Health (HFH) System Human Investigation Committee. The ultrasound trial was also approved by the Detroit Lions Administration.<span> </span>Team athletic trainers and physicians were interviewed to determine common football player injury patterns, with special emphasis on musculoskeletal injuries.<span> </span>Injury patterns were classified as muscular, ligamentous, or bone.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">The Detroit Lions’ athletic trainers were given a brief tutorial on the Logic e portable ultrasound machine from an expert ultrasonographer.<span> </span>In addition, they were provided with the Onboard Proficiency Enhancement (OPE) tutorial interactive CD that is currently used to train NASA astronauts for International Space Station (ISS) ultrasonography. Topographic reference cue cards to facilitate US examinations were developed based on cue cards used aboard the ISS.<span> </span>The cue cards provide locations of ultrasound controls, keyboard shortcuts, as well as examples of transducer placement for various examinations.<span> </span>Trainers had access to this OPE program for review at any time.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Trainers participated in mock sessions performing musculoskeletal US examinations on non-injured subjects.<span> </span>During these tutorials, trainers received hands-on experience including device positioning, remote guidance terminology, and trouble-shooting complex scenarios.<span> </span>In addition, they became familiar with the characteristics of US<strong> </strong>images that should be obtained during each specific examination.</span></span></p>

<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;"><span> </span><span> </span><span> </span>Twelve Detroit Lions professional football players were enrolled after suspected hamstring muscle and foot.<span> </span>The football players were informed of the NASA research, and potential benefits for injury diagnosis.<span> </span>Informed consent from the players were obtained before each examination. </span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">A GE Logiq e US machine was placed in the locker room of Ford Field in Detroit, Michigan.<span> </span>The 12L (7-13MHz) transducer was used for all examinations.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Video stream from the VGA port of the portable ultrasound device was broadcasted onto the internet utilizing an Epiphan DVI-2USB device (Epiphan, Ottawa, Canada).<span> </span>The real-time video stream was routed to a secure, encrypted web site for viewing by remote guidance experts at Henry Ford Hospital in Detroit, Michigan.<span> </span>Audio communication over a secure phone line between a remote expert ultrasonographer and the trainers was used for all experiments.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">The trainers began the examination autonomously using the provided cue cards. The expert ultrasonographer physicians, with remote guidance experience, viewed the transmitted US images. The physician then guided the trainers using previously specified directional language and cues.<span> </span>The trainers were given instructions to obtain, or enhance the images by the physician via real-time, secured telecommunications.</span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;"> </span></span></p>

<p class="AMIABodyText"><strong><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">(Table 1).</span></strong></p>


<table class="MsoNormalTable" style="margin-left: 5.4pt; border-collapse: collapse;" border="0" cellspacing="0" cellpadding="0">
<tbody>
<tr style="height: 23.9pt;">
<td style="padding: 0in 5.4pt; width: 1in; height: 23.9pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Submission Type</span></p></td>
<td style="padding: 0in 5.4pt; width: 1in; height: 23.9pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Abstract Length</span></p></td>
<td style="border: 1pt solid black; padding: 0in 5.4pt; width: 72.5pt; height: 23.9pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Page Length   Maximum</span></p></td>
</tr>
<tr style="height: 12pt;">
<td style="padding: 0in 5.4pt; width: 1in; height: 12pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Paper</span></p>

<p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Stu</span></p></td>
<td style="padding: 0in 5.4pt; width: 1in; height: 12pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">125-150 words</span></p></td>
<td style="padding: 0in 5.4pt; width: 72.5pt; height: 12pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Five</span></p></td>
</tr>
<tr style="height: 12pt;">
<td style="padding: 0in 5.4pt; width: 1in; height: 12pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Student Paper</span></p></td>
<td style="padding: 0in 5.4pt; width: 1in; height: 12pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">125-150 words</span></p></td>
<td style="padding: 0in 5.4pt; width: 72.5pt; height: 12pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Five</span></p></td>
</tr>
<tr style="height: 12pt;">
<td style="padding: 0in 5.4pt; width: 1in; height: 12pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Poster</span></p>

<p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;"> </span></p></td>
<td style="padding: 0in 5.4pt; width: 1in; height: 12pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">50-75 words</span></p></td>
<td style="padding: 0in 5.4pt; width: 72.5pt; height: 12pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">One</span></p></td>
</tr>
<tr style="height: 12pt;">
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<td style="padding: 0in 5.4pt; width: 72.5pt; height: 12pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Three</span></p></td>
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<td style="padding: 0in 5.4pt; width: 1in; height: 12pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">150-200 words</span></p></td>
<td style="padding: 0in 5.4pt; width: 72.5pt; height: 12pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Three</span></p></td>
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<td style="padding: 0in 5.4pt; width: 1in; height: 25.25pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Theater-style   Demonstrations</span></p></td>
<td style="padding: 0in 5.4pt; width: 1in; height: 25.25pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">150-200 words</span></p></td>
<td style="padding: 0in 5.4pt; width: 72.5pt; height: 25.25pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">One</span></p></td>
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<td style="padding: 0in 5.4pt; width: 1in; height: 24.35pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Partnerships in   Innovation</span></p></td>
<td style="padding: 0in 5.4pt; width: 1in; height: 24.35pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">150-200 words</span></p></td>
<td style="padding: 0in 5.4pt; width: 72.5pt; height: 24.35pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Three</span></p></td>
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<td style="padding: 0in 5.4pt; width: 1in; height: 22.1pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">ACMI Senior   Presentations</span></p></td>
<td style="padding: 0in 5.4pt; width: 1in; height: 22.1pt;" width="96" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">150-200 words</span></p></td>
<td style="padding: 0in 5.4pt; width: 72.5pt; height: 22.1pt;" width="97" valign="top"><p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Two</span></p></td>
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<p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;"> </span></p>

<p class="AMIABodyText"><span style="font-family: arial,helvetica,sans-serif;"><strong><span style="font-size: 12pt;">Table 1. </span></strong></span><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Cue Card used to assist the athletic trainer in ultrasonography.</span></p>

<p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;"> </span></p>

<p class="AMIABodyText"><span style="font-family: arial,helvetica,sans-serif;"><strong><span style="font-size: 12pt;">Figure 1. </span></strong></span><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Diagnostic quality ultrasound image that was obtained by the minimally trained athletic trainer. </span></p>

<p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Figure 2. Picture of<span> </span>Epiphan DVI-2USB Device -GE Logic-e coupled</span></p>

<p class="AMIABodyText"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Figure 3. Diagram of coupling and information flow.</span></p>

<p class="AMIABodyText"><span style="font-family: arial,helvetica,sans-serif;"><strong><span style="font-size: 12pt;"> </span></strong></span></p>

<p class="AMIABodyText"><span style="font-family: arial,helvetica,sans-serif;"><strong><span style="font-size: 12pt;">RESULTS</span></strong></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Equipment setup, operator, and subject positioning was accomplished in less than 5 minutes.<span> </span>Average bandwidth of transmission through the digital subscriber line from each facility to HFH was 300Kbps.<span> </span>There was a 0.5 to 1.0-second transmission delay for video, which did not impact the conduct or quality of ultrasound examinations.<span> </span>All experiments were archived on an offsite, remote server based in Ottawa, Canada, for future examination.<span> </span>Digital Imaging and Communications in Medicine (DICOM) images were saved at intervals during the examination and then downloaded after completion of the<sup> </sup>experiment.<span> </span>All downloaded DICOMs and video-streams were deemed adequate for professional interpretation by musculoskeletal ultrasound radiologists.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Complete ultrasound examinations of the hamstring were obtained on 12 athletes.<span> </span>One complete exam was obtained of the calcaneous.<span> </span>Examination completeness was evaluated by the remote experts while<span> </span>viewing the real-time ultrasound video stream.<span> </span>The remote-guided examinations were completed by the non-physician operators in less than 15 minutes each.<span> </span></span></span></p>

<p class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: arial,helvetica,sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Musculoskeletal US examinations of the hamstring included (X) muscles and (X) views. Ultrasound examinations of the foot included views (X) bones and (X) ligaments. </span></span></p>

<p class="AMIABodyText" style="text-indent: 0.5in; text-align: justify;"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Twelve professional athletes were examined using three trainers.<span> </span>Eleven hamstrings and one foot exam were obtained.<span> </span>These exams were labeled either “Diagnostic Quality” or “Non-Diagnostic Quality” by the expert ultrasonographer.<span> </span>All positive injuries were confirmed with the appropriate gold standard examination and compared to the conclusion drawn from the ultrasound exam and the expert interpretation.<span> </span>All exams were correctly diagnosed. All exams were considered “Diagnostic Quality”. </span></p>

<p class="AMIAAffiliations" style="text-align: left;" align="left"><span style="font-weight: normal; font-family: arial,helvetica,sans-serif;"> </span></p>

<p class="AMIAAffiliations" style="text-align: left;" align="left"><span style="font-weight: normal; font-family: arial,helvetica,sans-serif;"> </span></p>

<p class="AMIAHeading"><strong><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">CONCLUSION</span></strong></p>

<p class="AMIAAbstract" style="text-align: justify;"><span style="font-size: 12pt; font-style: normal; font-family: arial,helvetica,sans-serif;">Ultrasound is currently readily available, in most urban and rural medical centers.<span> </span>It is also now portable, less expensive, and less cumbersome than X-Ray, CT or MRI technology.<span> </span>It has been shown to be sensitive and specific for musculoskeletal injury diagnosis in other studies, which have focused on minimally trained operators.<span> </span>The ability to provide timely and accurate diagnostic imaging to athletes by operators with limited medical training, although challenging, appears to be a viable option. There was no difference between the remote guidance diagnostic images and those obtained in standard conditions, when evaluated by a musculoskeletal US expert radiologist. Although our experiment has limited power, other investigations show similar results when training non-medical personnel in diagnostic ultrasound technology. With minimal training, non-medical personnel can accurately obtain diagnostic quality ultrasound images in the field for musculoskeletal examinations using the Epiphan remote guidance system. This, and other investigations warrant expansion of the study of remote guidance ultrasonography into other professional, amateur and high school teams as well as community first responder agencies such as paramedics, fire and police departments. </span></p>

<p class="AMIAReferenceHeading" style="text-align: justify;"><em><strong><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">References</span></strong></em></p>

<p class="AMIAReference" style="margin-left: 0.25in; text-indent: -0.25in;"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Pryor TA, Gardner RM, Clayton RD, Warner HR. The HELP system. J Med Sys. 1983;7:87-101.</span></p>

<p class="AMIAReference" style="margin-left: 0.25in; text-indent: -0.25in;"><span style="font-size: 12pt; font-family: arial,helvetica,sans-serif;">Gardner RM, Golubjatnikov OK, Laub RM, Jacobson JT, Evans RS. Computer-critiqued blood ordering using the HELP system. Comput Biomed Res 1990;23:514-28.</span></p>

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