Browsing by Author "Lee, Andrew"

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    Development and application of an electronic synoptic report for reporting and management of low-dose computed tomography lung cancer screening examination
    (2022-06-11) Tremblay, Alain; Ezer, Nicole; Burrowes, Paul; MacGregor, John H.; Lee, Andrew; Armstrong, Gavin A.; Pereira, Raoul; Bristow, Michael; Taylor, Jana L.; MacEachern, Paul; Taghizadeh, Niloofar; Koetzler, Rommy; Bedard, Eric
    Abstract Background Interpretation of Low Dose CT scans and protocol driven management of findings is a key aspect of lung cancer screening program performance. Reliable and reproducible methods are needed to communicate radiologists’ interpretation to the screening program or clinicians driving management decision. Methods We performed an audit of a subset of dictated reports from the PANCAN study to assess for omissions. We developed an electronic synoptic reporting tool for radiologists embedded in a clinical documentation system software. The tool was then used for reporting as part of the Alberta Lung Cancer Screening Study and McGill University Health Centre Pilot Lung Cancer Screening Program. Results Fifty reports were audited for completeness. At least one omission was noted in 30 (70%) of reports, with a major omission (missing lobe, size, type of nodule in report or actionable incidental finding in recommendation section of report) in 24 (48%). Details of the reporting template and functionality such as automated nodule cancer risk assessment, Lung-RADS category assignment, auto-generated narrative type report as well as personalize participant results letter is provided. A description of the system’s performance in its application in 2815 CT reports is then summarized. Conclusions We found that narrative type radiologist reports for lung cancer screening CT examinations frequently lacked specific discrete data elements required for management. We demonstrate the successful implementation of a radiology synoptic reporting system for use in lung cancer screening, and the use of this information to drive program management and communications.
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    Japanese Prosody and Its Role in Comprehensibility: Exploration and Training
    (2024-04-25) Shimada, Masako; O'Brien, Mary; Bratishenko, Elena; Cai, Wei; George, Angela; Flynn, Darin; Lee, Andrew
    Prosody has gained attention in L2 pronunciation research due to findings indicating that prosodic features, such as rhythm, stress, duration, and changes in pitch, have a great influence on listeners’ understanding. In Study 1, I investigated how Japanese prosody affects intelligibility and comprehensibility, with the goal of advancing our understanding of L2 Japanese prosody, as it has seen limited progress thus far. In the study, deliberate speech errors involving vowel length, consonant length, and pitch accent were produced by Japanese and English learners of Japanese. Words with and without these prosody errors were then evaluated by Japanese listeners. Results show that intelligibility is significantly affected by a combination of segmental length and pitch accent errors, while comprehensibility is almost equally impacted by each prosodic feature, whether combined or independent. Furthermore, while there is no significant difference in intelligibility of speech produced by Japanese and English L1 speakers, there is a significant difference for comprehensibility, suggesting that processing L2 speech requires more effort. In Study 2, I designed prosody training for English learners of Japanese, with a focus on vowel length and pitch accent. The training incorporated two methods—embodied and computer-assisted techniques—which were compared to determine their effectiveness in training these features. The accuracy of L2 perception and production of the target features was examined at pretest, posttest, and delayed posttest, revealing a significant overall improvement regardless of the methods used. This highlights the positive effects of both methods, yielding results within a short timeframe. These findings shed light on the crucial role of prosody in Japanese in improving L2 intelligibility and comprehensibility, which can be achieved by focused instruction using embodied and computer-assisted techniques. These techniques can be readily used in language classrooms, empowering teachers to develop effective pronunciation instruction.