图像存档和传输系统在医学影像教学中的应用

Application of picture achieving communication system in radiology teaching

目的对各附属医院图像存档和传输系统(PACS)使用前后教学流程和效果进行比较,以分析PACS在医学影像教学中的作用。方法分别选取2001年和2006年上海交通大学医学院附属瑞金医院建立PACS前影像教学工作指标进行比较:①教学课件:平均制作时间、第一版使用时间、年更新率、课件所选图像的成像与使用时间差;②见、实习教学图像采集耗时;③读片考试资料准备时间和人员数量以及实习生读片考核平均分。结果①教学课件利用PACS后平均制作时间由4.5月降至2.5月,第一版教学课件使用时间由3.2年降至1.5年;课件年更新率增加21%,课件图像平均成像时间与制作时间差异由10.8年降至2.3年(P<0.001)。②见、实习教学图像在PACS应用前均为传统胶片读片,现有资料则全部数字化并实现计算机管理,其中85%为近3年的资料。图像采集耗时由12.4天降为12 m in;③相同内容和题量的读片考核准备时间由4周降为2天;人员数量由3人降为1人;④实习生读片考核平均分提高10.1分。结论在影像教学中应用PACS可极大减少人力资源投入,显著提高准备效率和教学质量。

Objective To disclosure the importance of picture achieving communication system（PACS） in medical student training by comparing the radiology teaching processes and results before and after PACS installed in a university-affiliated hospital. Methods The radiology teaching processes and results of Ruijin Hospital from 2001 to 2006 were compared. The following parameters were involved： courseware＇s average editing duration, the first edition application periods, turnover rate per year, the time difference between images taken and courseware-made, time consuming of intern teaching imaging preparation, the preparation time and personnel numbers of film reading examination, and average scores of intern reading examination. Results Courseware＇s average editing duration was decreased from 4.5 to 2.5 months. The first edition application duration decreased from 3.2 to 1.5 years, and between images taken and courseware-made decreased from turnover rate per year increased by 21%. Time consuming 10.8 to 2.3 years（P 〈0. 001）. The printed films were unutilized in the intern reading before PACS installed, 15% of which were partially damaged and fade. In contrast, the entire document had been computerized and 85% of which had been downloaded in the last 3 years since PACS installed. The download time decreased from 12.4 days to 12＇; the similar film reading examination preparation time decreased from 4 weeks to 2 days; and the faculty needed reclucerl from 3 person to 1 person. Intern reading scores increased by 10.1 points in average. Conclusion PACS was helpful to reduce personnel resource for radiology teaching preparation and thus improving the efficiency and teaching quality.