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1 395

2 Fig. 1. Flow diagram showing selection of options for adequate screen recording on the CamStudio 396

3 Fig. 2 Flow diagram showing the menu buttons on the CamStudio and the process of recording after pressing record button. Fig. 3 Flow diagram showing the process of text annotation insertion during screen recording. 397

4 Table 1. File Size and Running Time of Created Educational Movies for Abdominal CT Anatomy File Name* Screen Size (pixels) Running Time (sec) File Size (MB) Esophagus anatomy GI tract anatomy Liver vascular anatomy Liver segmental anatomy Biliary system anatomy Pancreas anatomy Spleen anatomy Urinary system anatomy Male genital system Female genital system Abdominal arteries Abdominal veins * Frame rate of all movie files were 4 frames/sec. 398

5 Fig. 4 An example of educational movie clip to help understanding of hepatic segmental anatomy on CT. Middle hepatic vein was indicated by mouse arrow and audio narration of The hepatic vein is located in the midline area of the liver and is a landmark separating liver to right and left hepatic lobe. can be heard during playing of this movie clip. 399

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7 1. Yang GL, Aziz A, Narayanaswami B, Anand A, Lim CC, Nowinski WL. Informatics in radiology (inforad): multimedia extension of medical imaging resource center teaching files. Radiographics 2005;25: Gniadek TJ, Desjardins B. Interactive display of stacks of images in scientific presentations with PowerPoint. AJR Am J Roentgenol 2004;183: Krebs TL, Hisley KC, Daly B, Wong-You-Cheong JJ, Perlmutter DM. Creating a digital video-based teaching file for interventional procedures using CT fluoroscopy. J Digit Imaging 1998;11 Suppl: ,,,,, ;32: ,,,,,. HTML. 1996;35: ,,,,, ;37: ,,,,,. JavaScript. 1999;40: ,,. Web browser : CT MRI. 2000;42:

8 A Method for Creating Teaching Movie Clips using Screen Recording Software: Usefulness of Teaching Movies as Self-learning Tools for Medical Students 1 Seong Su Hwang, M.D. 1 Department of Radiology, College of Medicine, The Catholic University of Korea Purpose: I wanted to describe a method to create teaching movies with using screen recordings, and I wanted to see if self-learning movies are useful for medical students. Materials and Methods: Teaching movies were created by direct recording of the screen activity and voice narration during the interpretation of educational cases; we used a PACS system and screen recording software for the recording (CamStudio, Rendersoft, U.S.A.). The usefulness of teaching movies for self-learning of abdominal CT anatomy was evaluated by the medical students. Results: Creating teaching movie clips with using screen recording software was simple and easy. Survey responses were collected from 43 medical students. The contents of teaching movie was adequately understandable (52%) and useful for learning (47%). Only 23% students agreed that these movies helped motivated them to learn. Teaching movies were more useful than still photographs of the teaching image files. The students wanted teaching movies on the cross-sectional CT anatomy of different body regions (82%) and for understanding the radiological interpretation of various diseases (42%). Conclusion: Creating teaching movie by direct screen recording of a radiologist s interpretation process is easy and simple. The teaching video clips reveal a radiologist s interpretation process or the explanation of teaching cases with his/her own voice narration, and it is an effective self-learning tool for medical students and residents. Index words : Education Computers, educational aid Picture archiving and communication system (PACS) Address reprint requests to : Seong Su Hwang, M.D., Department of Radiology, St. Vincent s Hospital, College of Medicine, The Catholic University of Korea, 93-1 Chi-dong, Paldal-gu, Suwon, Kyunggi-do , Korea. Tel Fax:

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