International Institute of
A Multidisciplinary Module to Improve Students’ Brainstorming Sessions and Teach Students How to Better Lead the Brainstorming Process
Behnke, Craig; Budnik, Mark M. (United States)
ABSTRACT:
Current popular brainstorming methods fail to promote creativity and generate low numbers of ideas, many of which are highly conservative. We propose a new methodology for group brainstorming and ideation that promotes a collaborative environment and produces large numbers of often innovative ideas. However, the high level of physical overhead suggests that administration by a web-based service would greatly improve the experience of participants by reducing wait time and by allowing geographically disparate teams to brainstorm together over the Internet.
A Staggered-Start Model for Undergraduate Engineering Laboratory Sessions
Budnik, Mark (United States)
ABSTRACT:
Valparaiso University has experimented with a new undergraduate engineering laboratory session model. Instead of a traditional 100, 150, or 180 minute undergraduate engineering laboratory session, some sophomore laboratory sessions are now comprised of five staggered-start, thirty-minute sessions. Each thirty-minute session hosts only four students and an engineering professor. Such staggered-start sessions have proven incredibly valuable to students when new concepts and/or engineering tools are introduced. 100% of the students agreed the shortened, staggered sessions provided a superior learning experience and favored them over traditional, longer laboratory sessions.
Artificial Intelligence in Medicine: Preparing for the Confirmed Inevitable. Theoretical and Methodological Considerations
Rezaev, Andrey V.; Yablonskiy, Piotr K. (Russian Federation)
ABSTRACT:
The AI in Medicine project began with a simple yet complex and multilevel question. In late 2017, prompted by direct experience of researching human-machine interchanges, we asked whether the traditional principles of interaction between a physician and a patient in the time of technological and computer revolution had changed. That, in turn, led to other questions. Was the very concept of principles of doctor-patient interaction, as an interaction between ‘Subject’ and ‘Object’, still relevant in the 21st century? While such principles are not deterministic, in the past they were followed meticulously. Whether they still wield their original instructive power is an intriguing question. But it is not our immediate purpose. We do not intend to replace one set of principles, locked up to time and place, with another set equally constrained. We acknowledge that there would be no quick and easy answers. As an initial move we simply seek to elicit the right questions.
We hope our paper will offer a mechanism for constructive engagement, discussion and discovery. The broadest possible engagement is crucial to meeting the kaleidoscope of irregular issues in interactions between medical professionals and general public that characterizes our time of Internet dominance.
More importantly, the paper extends an invitation to think anew, across the traditional barriers of scholarly disciplines, policies and habits.
Backchannel in Large Learner Cohorts – Does Anonymity Matter? A Comparative Study.
McDowell, Andrew; Cutting, David; Sage, Paul; Allen, Angela; McGowan, Aidan (United Kingdom)
ABSTRACT:
Promoting learner engagement in large cohorts is a well-documented problem. One solution adopted in the lecture space is ‘backchannel’ software, which provides an online chat facility that operates alongside the delivery of teaching and learning activities. While this provides some protection from the collective gaze of a class, backchannels will often display information about a message author, which may discourage them from participating in the backchannel. Accordingly, this paper presents the findings of a preliminary investigation into the impact of anonymity on backchannel engagement. Subsequently, this found that preserving anonymity is an important feature for many learners and its absence can result in a significant reduction in engagement with a backchannel.
Best Practices in the Prevention and Management of Phlebitis: A Virtual Course for Health Professionals
Santos, Thalita; Souza, Maria Fernanda; Maciel, Flaviana; Acioly, Mariana; Rumão, Valdenice; Martins, Carolina (Brazil)
ABSTRACT:
Introduction: Pelopidas Silveira Hospital (HPS-IMIP/SES/SUS) offers specialized care in neurology, neurosurgery, cardiology and interventional radiology; receives 43.470 patients/year for acute, emergency care and performs in-house treatment for 5.040 patients/year. Of these, 70% require intravenous (IV) therapy. Literature shows that up to 63% of patients undergoing IV-therapy develop vascular complications, among which phlebitis is the most common [1]. From patients-safety and institutional-quality-of-care point-of-view phlebitis-free is the desired outcome of a safe IV-therapy. Objective: To describe the creation and implementation of an online course to prepare health professionals of different areas to provide quality care in prevention and management of phlebitis. Methods: HPS-IMIP/SES/SUS has a customized educational platform (“Pelopidas Digital” Virtual-Teaching-Platform (PD-VTP) designed to provide short, point-of-care video-tutorials and tests on subjects of interest to the Unit´s personnel. The virtual course “Best Practices in the Prevention and Management of Phlebitis” was created following Tutorials and Guides of the Board of Teaching and Research HPS. Results: Three domains of knowledge were considered for virtual training of health professionals in prevention and management of phlebitis: 1) Prevention, 2) Classification and communication and 3) Diagnosis and care. Once published, in 24th of April, 2019, the virtual course became immediately available to participants enrolled in the PD-VTP, who could take modules at their own convenience. Within 01 month of publication, 84 participants have completed this online course. Forty-three participants have been approved and certified. In this period, the Course content has been visited by up to 912 HPS health professionals. Discussion: Peripheral venous catheterization is the most frequent invasive procedure performed during hospitalization. Considering International Patient Safety Goals (IPSG) and the International Classification for Patient Safety, phlebitis prevention can be counted among goals 3 and 5 [2,3,4]. A virtual course should scale and prioritize the knowledge reflecting the best professional practice in the subject. Tutors must master techniques and methods of creating virtual teaching modules for the success of this chain of events. Conclusion: The creation of a virtual course summarizing the good practices in prevention and management of phlebitis is an innovative and attractive tool for dissemination of knowledge among health professionals. It requires tutors with practical experience and familiar with the technological tools of teaching and learning. The use of digital platforms - such as the “Pelopidas Digital” Virtual-Teaching-Platform (PD-VTP) - 1) helps in content dissemination, 2) allows for periodic audits and certification and 3) facilitates tutor in acquiring routines and procedures necessary for creation of virtual courses of this type.
[1] R.E. Helm et al, “Accepted but Unacceptable: Peripheral IV Catheter Failure”, Journal of Infusion Nursing, Vol.38, No.3, 2015, pp. 189-203.
[2] Project to Develop the International Patient Safety Event Taxonomy, Report of the WHO World Alliance for Patient Safety Drafting Group, 24-25 October, Vancouver: World Health Organization, 2005.
[3] H. Sherman, G. Castro, M. Fletcher, M. Hatlie, P. Hibbert, R. Jakob, R. Koss, P. Lewalle, J. Loeb, T. Perneger, W. Runciman, R. Thomson, T. Van Der Schaaf, M Virtanen, “Towards an International Classification for Patient Safety: the conceptual framework”, International Journal for Quality in Health Care, Vol.21, No.1, 2009, pp.2-8.
[4] Joint Commission International Accreditation Standards for Hospitals - Including Standards for Academic Medical Center Hospitals, 6th Ed, 2017.
Design Thinking in Entrepreneurship Textbooks – Entrepreneurial Education Issues between Requirements and Reality
Greiner, Christian; Peisl, Tom (Germany)
ABSTRACT:
Design Thinking and Entrepreneurship Education are both extensively discussed in academic research with various scholars contributing to this area. This paper outlines an approach to link the two concepts through an analysis of the highest selling entrepreneurship textbooks. An empirical qualitative study on sixteen entrepreneurship textbooks in German and English was conducted. The collected data were qualitatively evaluated using grounded theory. Based on these findings pre-selected design thinking features in entrepreneurship theory were defined using QDA. The results suggest that textbooks currently focus on convergent thinking, i.e. writing a business plan. They do not support the development of business models and the creative arts of divergent thinking, i.e. design thinking, to the same extent. We can conclude that the daily practice of entrepreneurial activities observed in our program, based on design thinking and lean startup methods, are underrepresented or almost completely ignored in the selected entrepreneurship textbooks.
Early Intervention in Programming Education: Unlocking Potential through Peer-Mentoring and Reflective Practice
Sage, Paul; Stewart, Darryl; Hanna, Philip; Allen, Angela; McDowell, Andrew; Cutting, David (United Kingdom)
ABSTRACT:
This paper addresses issues associated with retention and progression of learners undertaking introductory programming modules within Further Educations (FE) and Higher Education (HE). Through conducting an Action Research study, this work focuses on a year 1 class group enrolled on a software engineering degree and considers how early intervention group work, with peer mentoring, assessment and reflection, can influence the retention rate and performance of learners considered to be at risk of not progressing to year 2 of the program.
Early Student Access to Automated Summative Marking Tools for Self Learning
Cutting, David; McDowell, Andrew; Allen, Angela; Anderson, Neil; Collins, Matthew; Sage, Paul; McGowan, Aidan (United Kingdom)
ABSTRACT:
Automated tools for summative marking or formative feedback can be useful aids for both staff and students. To aid feedback and lower staff loading on a large first year module an automated assessment tool was developed. This tool (AMEY) was then provided directly to learners for them to benchmark their project work and gain instant feedback, formative feedback but using the summative assessment criteria. Although only applicable in certain domains and even then with limitations the tool was widely used and very well received by students. Student feedback indicated that AMEY not only helped preparing their coursework for submission but broadened their understanding of the subject.
Evolution of Higher Education in USA and Role of Information and Communication Technologies
Ilyas, Mohammad (United States)
ABSTRACT:
Technology has always played and continues to play a central role in shaping the development and evolution of higher education institutions. Our society’s needs and challenges translate to curriculum and other adjustments in academic institutions. These adjustments translate to graduates that are trained to address those societal needs and challenges, and to provide solutions. This process makes our society better and the new challenges emerge creating new needs to be addressed. The new needs are again translated to adjustments of curriculum in academic institutions. This cycle of progress continues and acts as a catalyst for interaction between our society and academic institutions. For the major part of last century, technology has been a major and growing part of these interactions. In recent years, technologies in general and information and communication technologies in particular have not only been impacting the curricula, these have also positively impacted some of the core aspects of academia e.g. access to knowledge and dissemination of it. This article recounts the role of information and communication technologies in shaping the evolution of higher education in USA.
Exploring the Relevance of Problem Based Learning in the Universities of Technology in South Africa
Das, Dillip Kumar; Woyessa, Yali E. (South Africa)
ABSTRACT:
In the wake of the challenges faced by the Universities of Technology (UoT) in South Africa with regards to producing graduates who are relevant to the industry and solve complex problems, this study examined the relevance of Problem Based Learning (PBL) in engineering education. In this pilot study, perceptions of the students and lecturers as well as other stakeholders, such as academic leaders, industry professionals, and academic development and support personnel were obtained using of a survey research method. Findings revealed that PBL is relevant to engineering education and provides the students with the opportunity to deal with complex practical problems and find engineering solutions to non-engineering problems. The PBL approach was found to be enjoyable, and acceptable to the students and lecturers. It also assisted the students in attaining the graduate attributes. However, in order to successfully integrate it into the engineering programmes, the projects should be prepared in consultation with industry partners through an iterative process and need to be constructively aligned according to the principles of Outcomes Based education (OBE).
Flip the Flipped Classroom. Experiential Reason and New Technologies in Adults’ Education.
Papadopoulou, Melpomeni (France)
ABSTRACT:
Flipped classroom is not a recent pedagogical idea but it flourished with the emergence of new technologies in education. This method is applied approximately the same way at all levels of education. The idea is simple: students learn the theory of the course by using distant learning and they apply afterwards, this theory during in class exercises and group work. However, this method remains, in our opinion, very didactic. How can we adapt the flipped classroom in the field of adult’s education? This article proposes to contribute on the field of research on alternative learning. To do so, we use as theoretical framework the researches on the experiential reason and the semiosis of Peirce. After a look to the characteristics of the flipped classroom, we analyze the pragmatism of the three reasons so that we can conclude with a systemic proposition of the flipped classroom in the adult’s education context.
Gamification as Educational Strategy for STEM Learning: DIGITgame Project a Collaborative Experience Between Italy and Turkey High Schools Around the Smartcity Concept
Bonora, Laura; Martelli, Francesca; Marchi, Valentina; Vagnoli, Carolina (Italy)
ABSTRACT:
DIGITgame is a project founded by the E.U. in the framework of Erasmus+ program, axis KA2 ‘Cooperation for Innovation and the Exchange of Good Practices’ and objective ‘KA201 - Strategic Partnerships for school education’. It intends to improve scientific skills and competences through more effective and innovative teaching methods.
The project, started in 2018 January, will be closed in 2019 December; the activities are already in progress and the present work intends to communicate the methodological approach that has been adopted by the project Consortium. The strategy, elaborated by the Italian, Turkey and English partners to reinforce learning skills, is based on Smart City projecting actions by the development of a didactic mini-game with challenges based on the scientific concepts acquired. DIGITgame proposes a new approach to communicate and teach traditional topics of environmental sciences using the new thematic of Smart Cities and taking advantage introducing the videogame solution. The strength to involve actively students and teachers is a double "use" of the concept of education entertainment: to project a game is an unusual amazing didactic activity (entertainment) who's final result is a game designed to support STEM education in an entertainment perspective.
This didactic strategy will permit to reinforce the achievement of advanced and high quality competences, both in scientific topics and digital knowledge. It is the way to reinforce the consciousness on sustainable and smart cities policy and management in the citizen of the future. The mini-game is organized around a set of "basic variables" (climate, industrialization, green level, green transports) that design the virtual city contest, the students challenge is to project and build the "assets" (urban trees, urban climate detection by weather station positioning, green transports, solar panel and recycle stations distribution, smart building) from a dared point of view, balancing costs, scores, constrains and final goal. Each asset represents a subject of the official national school's curriculum in IT and TK and it will be the subject of in-room lessons and seminars. The match between traditional approach, gamification challenge and informatics is the keystone to turn young students in involved and aware citizens. All the project steps are driven by questionnaires that have showed us the present under involvement of young people in environment knowledge and planning and will supply the Consortium in tuning the skills in a more effective students training.
Goals for Elementary Schooling Perceived by Prospective, Newly Appointed and Veteran Elementary Teachers
Hwang, Yunhan (South Korea)
ABSTRACT:
This is an exploratory study on the perceptions of prospective, newly appointed, and veteran teachers on the goals for elementary schooling. This study found out that Korean elementary school teachers perceived that academic and personal goals were more emphasized in their curriculum. They perceived the ratio of contents for academic versus vocational goals is roughly 7:3. Three groups of teachers all agreed that academic goals were more heavily loaded in the content of elementary schooling. Most of the personal and social/civic goals were rated higher than academic and vocational goals. Among them, 'Building self-esteem and self-confidence in students' was rated the highest. Prospective teachers were more likely to be classified as the academic/vocational in content goal area and personal/social goal oriented in process goal area.
Institutional Education of Children under Three Years - View of Czech Parents and Teachers
Pacholík, Viktor (Czech Republic)
ABSTRACT:
The paper presents the results of a quality-oriented survey the goal of which was to describe the opinions of teachers and parents on educating children under three years in pre-school institutions. The article covers a part of the results of a more extensive study. Ten female teachers at pre-school facilities and ten parents of children attending a pre-school facility were the participants. The data sourced using semi-structured interviews were analysed using open coding. The teachers refer to the lack of readiness of the education system, pre-school facilities and teachers themselves to treat children under three years, expressing doubts as to the sufficient maturity of children and the effectiveness of including them into institutional education under the current setting of the Czech education system while the parents often prefer their own needs – particularly to return to their jobs soon and the associated necessity to place the children into institutional education.
Integrating E-Learning and Classroom Learning in the Gulf Cooperation Council (GCC) States: A Conceptual Framework of the Relationship Between Expatriate Teachers, ICT Orientation, Cultural Intelligence (CQ) and Role Stressors
Kubicek, Amadeus; Al Qaisi, Lamees; Brooks, Michelle; DelGrosso, Bill (United Arab Emirates)
ABSTRACT:
As Information Communication Technology (ICT) is becoming prevalent across a variety of teaching and classroom domains in the Gulf Cooperation Council (GCC) States, effective ICT orientation pose challenges for students and expatriate teachers where demographic and cultural factors influence teaching and E-learning.
This is represented by a non-aligned level of expatriate teacher orientation to ICT tools in the classroom. Similarly, it may likely be influenced by teacher assumptions related to student capacity and ICT orientation. Such assumptions may promote conflict, ambiguity and/or overload to student task orientation, negatively impacting classroom and E-learning. With this in mind, the proposed conceptual framework highlights the relationship between ICT orientation and role stressors, whereby expatriate teachers could effectively advance ICT orientation through nurturing cultural adaptability and cultural intelligence (CQ).
The implications of research in this field may add value to teaching methodologies and pedagogical principles that support effective ICT utilization within E-learning and classroom learning. It may also mitigate the impact of role stressors upon the student in support of the missions mandated by the United Nations Educational, Scientific and Cultural Organization (UNESCO), with respect to education, science and culture.
Investigating the Efficiency of Implementing Active Learning Strategies in Higher Education Courses in Lebanon: A Multiple Case Study
Al Chibani, Wessam (Lebanon)
ABSTRACT:
The purpose of this paper is to determine instructors’ perceptions regarding the efficiency of implementing active learning strategies such as Integrating Computer Technology ICT in higher education courses in Lebanon. As for the paper design/methodology/approach, faculty members got interviewed and class sessions were observed. The main findings indicate that the majority of the instructors preferred active learning through different active learning strategies and stressed on the benefits of integrating it into their syllabi. These findings specify the positive significance and perception towards active learning strategies and how technology could affect the learners’ motivation and achievement on the long run. Two major limitations: The number of participants is rather small, and only six university instructors and classes were involved in this study. Several implications such as reconsidering teaching strategies and applying ICT into the teaching strategies, welcoming cooperative work in classrooms, encouraging learner-centered approaches, and enhancing faculty professional development.
Providing Hands-On Experience Using RapidMiner in Undergraduate Data Mining Class: Lessons Learned
Miah, Muhammed (United States)
ABSTRACT:
Because of the tremendous growth of data and a huge number of job opportunities for data analytics, the universities specifically business schools are rushing to offer data analytics (some as business analytics) program both in graduate and undergraduate levels. Data Mining is one of the required and major courses in almost any data or business analytics program, which intends to search for hidden relationships and trends in data, and applicable in almost every sector including business, medical and health care, social media, manufacturing, services, and so on. Getting some hands-on experience on data mining techniques in addition to the theoretical knowledge would provide students with a greater competitive advantage in the job market. This paper provides the study of using RapidMiner, a well-known and popular data mining hands-on tool in an undergraduate Data Mining class offered by the College of Business in a University. RapidMiner was used to provide the students hands-on knowledge on data mining concepts with real world data to provide better understanding of the concepts as well as to make the students more engaged with the class work. The paper also describes the feedback how students feel about using the hands-on tool (RapidMiner) for class work.
Several Interdisciplinary Applications to UDL
Hendel, Russell Jay (United States)
ABSTRACT:
Universal Design in Learning (UDL) is a relatively new pedagogic approach which is especially successful in facilitating learning by students with learning disabilities. This paper explores application of several other disciplines to UDL, examining the potential to increase usage and success of UDL achievements. The paper is exploratory, reflective, and theoretical rather than explicitly empirical. The paper specifically examines four other disciplines: i) Since UDL is rooted in United States congressional laws, the paper shows UDL could benefit from UDL-like learning experiments in other countries. ii) The paper shows commonalities between UDL and the traditional pedagogic hierarchies with emphasis on transferring and applying the rich literature on executive function and goal setting in the business world to education. iii) The Van-Hiele theory is brought to suggest that personality types and some mental abilities may not be permanent, but changeable. iv) The paper advocates application of the Holland vocational psychology theory which emphasizes (vocational) preferences vs. permanent personality characteristics and abilities.
Student Engagement in Capstone Projects Through Integration of Technologies, Project Assessment and Academic Integrity
Nigim, Khaled; Nantais, Lois (Canada)
ABSTRACT:
Many technology students face challenges when it comes to executing assigned objectives in their team-based capstone projects. Problems in implementation can be due to a lack in project planning experience, difficulties in conceiving of the requirements for applied learning and the related skills in this context, problems with team communications, or issues in securing resources to bring projects to fruition. The paper will present briefly the Canadian accreditation process for technology programs and the authors experience in conducting capstone projects over the past five years and the on-line learning management system tools that have been used for student work assessment. It will elaborate on the processes that enable the simplification of the elements to project development, including how to assign tasks to team members, how students solve problems and manage time commitments, communication and technical reporting. The paper will provide a sample of the processes and assessment tools that have been used in Lambton College’s School of Technology, which awards an advanced technology diploma degree.
Study on the Learning Effect of Channel Effect in Multimedia Design
Ji, Fu-Jun (China)
ABSTRACT:
The channel effect is one of the cognitive load theory effects. It mainly introduces that the images and texts would be presented to learners at the same time when designing multimedia and compared with learning the text information by visual channel, learning by auditory channel is more helpful. The related researches in the past only proved the objective correctness of this effect from different aspects. However, few people had discussed the relationship between motivation and this effect, that is whether the motivation would impact on the channel effect or not and what the impact should be. This research explored those mentioned issues by the empirical method, and the conclusion is as following: learning motivation has indeed influence on the channel effect; learning content in courseware can stimulate the motivation of learners; the results of dual channel and motivation are significantly higher than single channel.
The Evaluation of Learning, an Exercise in Reflection and Accompaniment
Galvis, Rosa I.; Ávila, Claudia; Sánchez, Sonia L. (Colombia)
ABSTRACT:
This document presents the results of a research project that aimed to identify the evaluative practices of teachers of the Uniminuto School of Education, to establish coherence between the postulates of Praxeological Pedagogy, the Institutional pedagogical approach, and the processes implemented in the teaching practice. The theoretical framework bases the exercise of a formative evaluation, understood as a procedural, continuous, dynamic and participative act, and likewise gives an account of the postulates of Praxeological Pedagogy. Workshops were developed for teachers and students that allowed for the identification of perceptions and comments regarding the evaluation of learning. These made it possible to specify the progress made in the implementation of an evaluation of a formative nature. The results show that some students recognize the application of a formative evaluation, while others question the permanence of traditional evaluative practices. For their part, teachers perceive qualitative evaluation as a complex, incomprehensible and difficult to develop practice, a fact that leads to its scarce implementation, and evidences the lack of coherence with the praxeological approach. Consequently, reflecting on the topic and visualizing new formative evaluative practices becomes a constant in the training of future teachers.
The Role of Representations in an Inductive Deductive Inductive Approach in Engineering: Perspective from Mechanics of Materials
Montoya, Jorge (Colombia)
ABSTRACT:
An inductive-deductive-inductive (I-D-I) pedagogical approach, strengthened with physical model representation (PMR) was taken in a mechanics of materials course. The first inductive phase consisted of visualization and experimentation with a simple physical model. The second inductive phase consisted of problem solving and physical model development. The two inductive phases were bridged with a more deductive development of the constitutive equations. The implementation of this approach in a course that previously only used lecture resulted in a significant increase in the student passing rate and decrease in the number of withdrawals. The importance of the three phases and the physical representation is discussed.
Transformation of Educational Landscape in the Era of Smart Society
Sharonova, Svetlana; Avdeeva, Elena (Russian Federation)
ABSTRACT:
For the past 20 years, the society has undergone several technological revolutions which determined transformations of society: Internet society, Digital Society, Smart Society. The last form of Smart Society has caught us by surprise, changes that it has been making in the Institute of education are so different from the previous practices that there is being a feeling of destruction of the education system. The authors will try to build a model of Smart education and show connections between new and traditional form education.
Use of a Hybrid Image Archiving and Communication System in a Tertiary Cardio-Neuro Health Unit
Acioly, Mariana; Santos, Thalita; Souza Leão, Caio; Aguiar, Luiz; Valença, Marcelo; Martins, Carolina (Brazil)
ABSTRACT:
Introduction: The Clinical Images Databank of Hospital Pelópidas Silveira (BIC-HPS) is a collection of medical images obtained from integration of the Picture-Archiving-and-Communication-System (PACS) with Radiology-Information-System (RIS) and Hospital-Information-System (HIS), used for assistance, research and teaching. Hospital Pelópidas Silveira (HPS-IMIP-SES-SUS) is unique in Brazilian Health System (SUS) for being a public facility, specialized in neurosurgery, neurology, cardiology and interventional radiology. As such, it has potential for cutting-edge research in each of these areas. Objective: Describe the operation and use of a hybrid medical image databank at a specialized, cardio-neuro institution. Methods: Active since December/2014, BIC-HPS consists of a medical images collection based on main and secondary servers, running the system application storage compartments. Seven medical equipment feed automatically the databank, which stores data into DICOM format, to clinical assistance, and an anonymized mirror-image that is available to authorized researchers. Results: Comprises on average 3750 studies per month, amounting to 408000 images per month, and generating a total output of 304 gigabytes per month. Other imaging modalities are to be added to BIC-HPS in the future, but the estimated volumetric will meet hospital demands for 7-10 years without deletions. In Jan/19, BIC-HPS houses 88998 clinical studies of approximately 28000 patients. Of these 54213 are CTs and CTAs, 26633 are ultrasound, 7177 angiograms, 708 fluoroscopic images and 261 MRIs. Nowadays, almost 300 active users are browsing images for assistance, using in-house stations. To clinical assistance, BIC has enabled fast access to patient data allowing prompt and secure bedside decisions. The tool also provides users with a series of functionalities that allow detailed analysis, facilitating extraction of information of therapeutic importance. To research, BIC has made available the first archive of its kind in the region, providing for generation of new knowledge. BIC-HPS is maintained by a team of IT and health professionals that perform system management, accesses for troubleshooting, monitor the use of tools, offer training and audit events periodically. Conclusion: BIC-HPS is the first hybrid clinical images archive in the region. Its features are of interest to different areas and institutions engaged in fostering collections of scientific interest.
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