Objective To compare the consistency and correlation of multiple breath-hold (BH) with respiratory-triggered (RT) 1H-MRS for quantification of hepatic lipid content. Methods Sixty subjects were underwent RT 1H-MRS of the liver (Couinaud segment VII) and BH 1H-MRS at 1.5 Tesla Magnetic Resonace Imaging (MRI). The peak areas of water and methylene obtained on RT and BH 1H-MRS were recorded respectively and the liver fat fraction was calculated. Pearson correlation coefficient , Bland-Altman 95% limit of agreement, and concordance correlation coefficient were calculated. Results Mean liver fat fraction measured in RT and BH 1H-MRS were (8.6 ± 8.7)% and (9.4 ± 9.3)% respectively. There was a strong correlation between RT and BH 1H-MRS(r = 0.973, P < 0.000 1, concordance correlation coefficient = 0.95). With the Bland-Altman method, 91.7% data points were within the 95% limits of agreement. Conclusion RT and BH 1H-MRS are alternative tools for intrahepatic lipid quantification. These two methods have a strong correlation and perfect consistency.

Objective To explore the interactive teaching model for CT imaging based on PACS, and provide the clinician and young radiologist with continued medical education. Methods 100 M trunk net was adopted in PACS and 10 M was exchanged on desktop. Teaching model was installed in browse and diagnosis workstation. Teaching contents were classified according to region and managed according to branch model. Text data derived from authoritative textbooks, monograph , and periodicals. Imaging data derived from cases proved by pathology and clinic. The data were obtained through digital camera and scanner or from PACS. After edited and transformed into standard digital image through DICOM server, they were saved in HD of PACS image server with file form. Results Teaching model for CT imaging provided kinds of cases of CT sign, clinic characteristics, pathology and distinguishing diagnosis. Normal section anatomy, typical image , and its notation could be browsed real time. Teaching model for CT imaging could provide reference to teaching, diagnosis and report. Conclusion PACS based teaching model for CT imaging could provide interactive teaching and scientific research tool and improve work quality and efficiency.