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DOI: 10.1148/rg.271065110
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Use of the MIRC DICOM Service for Clinical Trials to Automatically Create Teaching File Cases from PACS1

Amilcare Gentili, MD, Christine B. Chung, MD and Tudor Hughes, MD

1 From the Department of Radiology, University of California, San Diego–Thornton Hospital and San Diego Veterans Affairs Medical Center, 9300 Campus Point Dr, La Jolla, CA 92037. Presented as an infoRAD exhibit at the 2005 RSNA Annual Meeting. Received June 5, 2006; revision requested July 13 and received August 16; accepted September 8. All authors have no financial relationships to disclose.

Figure 1
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  		Figure 1.  Screen shows the RSNA MIRC home page (http://mirc.rsna.org/mirc/query), from which it is possible to search multiple MIRC sites. From this page, it is also possible to download the software (arrow) necessary to set up a MIRC server. (Reprinted, with permission, from reference 12.)

 

Figure 2
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  		Figure 2.  Screen of a PACS workstation shows creation of a teaching file case. First, the interesting images are selected (white arrow). Second, the diagnosis is typed in the "Study Comments" box (black arrow). Third, the MIRC teaching file server is selected as a destination (white arrowhead) and the images are transmitted.

 

Figure 3
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  		Figure 3.  Work flow for creation of teaching files. 1. The images for the teaching file are selected on the PACS workstation. 2. The selected images are transmitted to the MIRC server. 3. The MIRC server removes protected patient information, imports information from the DICOM header into the MIRC document, saves a copy of the DICOM images, and creates Joint Photographic Experts Group (JPEG) copies of the images. 4. The teaching case can be reviewed or edited from any personal computer (PC) on the intranet.

 

Figure 4
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  		Figure 4.  Screen shows a teaching file case that was automatically created by the MIRC server by using information in the DICOM header.

 

Figure 5
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  		Figure 5.  Screen shows the MIRC author service page, which allows the user to edit MIRC documents.

 




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