1,721,076 research outputs found
MyoSITE: A site-specific mixed reality educational tool for life sciences
No full textThe MyoSITE project explored how to design a digital site-specific life-sciences educational tool that encompasses both the physical and digital sphere and how to present in this space a digital whole-cell model that accurately reflects the dense and differentiated environment of cellular mesoscales. A large animated digital cell model was created to fit the University of Glasgow Advanced Research Centre ARC-XR exhibition space. The mixed reality approach was used to explore the digital content of the model (heartbeat and its regulation within the cell), employing a hand tracking-enabled head-mounted display (HMD). Various types of immersion and interactions were explored for co-opting the digital material whilst retaining access to the outside of the digital environment. The application featured several magnification layers, allowing the user to examine and interact with differently sized molecular structures. The user experience in terms of usability and the educational potential of the application were probed as a part of the project. The multi-user aspect, site-specificity, and scalar handling of the material were well received by the specialist panel. The MyoSITE application showed great potential as a proof-of-concept, and the project effectively illustrated the benefits of using extended reality (XR) technologies in life sciences education, emphasizing the importance of further research into mixed reality for this field
Virtual Reality Surgical Simulation Model to Train Microsurgical Digit Revascularization and Replantation
No full textVirtual Reality has become a common tool in surgical simulation and training. Its application in microsurgery presents opportunities for immersive learning and skill refinement, as these non-biological simulators can significantly aid in teaching intricate microsurgical techniques.
This chapter presents a case for using VR in microsurgical training, spotlighting its application in managing ring avulsion injuries and facilitating adept replantation procedures. Ring avulsion injuries frequently necessitate microsurgical measures for effective replantation. Tracing back to the traditional Halsted residency model of “see one, do one, teach one”, this chapter explores the shift towards a competency-based training approach. Simulation, in this context, has emerged as a pivotal tool, enabling safe and repetitive training for surgical residents. A description of the development and evaluative analysis of a VR-based simulator designed for mastering microsurgical digit revascularization and replantation is offered. The virtual reality simulator was tested using Oculus Quest 2 by seven participants to assess the face and content validity of the surgical simulator. The participants were surgeons, doctors, and other medical professionals, and experts in surgical simulation training. Feedback was gathered using a Likert-Scale, and suggestions were implemented in an updated version. This innovative tool, which offers a 3D immersive surgical environment, not only serves as a comprehensive guide through the stages of digit replantation but also demonstrates VR’s potential in microsurgical education and refresher training in under-served hospitals. Through the proposed VR's immersive experience, even medical professionals in lesser-equipped hospitals can gain access to standardized training on finger revascularization and replantation
ECG-in-AR: Enhancing Learner Comprehension of Cardiac Electrophysiology Using an Augmented Reality Mobile Application
Full text linkAn electrocardiograph (ECG) consists of an assessment of cardiac electrophysiology and a complex diagnostic of heart health. During emergency situations, a high degree of importance is assigned to ECG interpretation. As first responders, ambulance personnel need a strong understanding of the ECG to assess a patient’s needs quickly and accurately. However, the cardiac electrophysiology of an ECG is an intangible and complex system with clinical indicators commonly deemed difficult to comprehend. Interpretation remains an ongoing challenge for new and experienced paramedics and hence novel ways to support interpretation are needed. An interactive Augmented Reality mobile application which conveys a 3D anatomical heart model alongside varying clinical ECG presentations to enhance user knowledge of cardiac electrophysiology was developed. The usability and effectiveness of the application was tested on a cohort of newly qualified paramedics (NQP’s) in the Scottish Ambulance Service, using the System Usability Scale (SUS), and comparing initial and post-intervention knowledge of ECG interpretation. Ten NQP’s agreed to participate. Knowledge significantly increased on an average of 22% from pre- (M = 4.8 ± 1.62) to post-test (M = 7.0 ± 1.49) scoring. The application received an average usability score of 82.8, 24.8 points higher than the SUS standardised reference benchmark of 68. Improving interpretation of ECG may improve paramedics’ diagnostic accuracy and therefore positively impact on patient outcome. Our experimental findings suggest the current efficacy of the application in facilitating user knowledge and support recommendations for future research, though further testing is needed to confirm the current trends and validate the application in a medical context
Cerebral Magnetic Resonance Angiography (MRA) Learning: A Methodological Framework to Develop a Web-Based Interactive 3D Application for Indonesian Medical Education
No full textCerebral magnetic resonance angiography (MRA) is an economical and minimally invasive imaging method utilized to diagnose various neurological disorders. Nevertheless, MRA images are two-dimensional and require a solid grasp of cerebral vascular anatomy for interpretation. In modern medical education, technology-enhanced learning approaches, such as interactive applications and digital 3D models, have been embraced to improve learning outcomes. However, in Indonesia, conventional 2D illustrations in textbooks, lecture slides, and anatomical specimens remain prevalent in the learning process. Recognizing this disparity, the research presented here is dedicated to developing a web-based interactive 3D application for learning about cerebral MRA and exploring its potential as a supplementary learning tool for Indonesian medical students.
Building upon workshops with different stakeholders, patient MRA data were digitally reconstructed into 3D models depicting normal cerebral vascularization, which were subsequently refined and integrated into a game engine platform to produce eight interactive 3D anatomy models. These models were then combined with relevant medical information and made available on itch.io as a web-based application to ensure broad accessibility.
The application's evaluation was completed through an online survey aimed at Indonesian medical professionals. Responses from 23 participants indicated a high usability rating (average SUS score = 72), positive comments on its usefulness as a learning aid, and a significant learning motivation among the participants. While further enhancements are necessary, this research possesses the potential to serve as a valuable supplementary learning approach for integration into Indonesian medical education. Furthermore, it represents an initial step in fostering awareness toward the implementation of technology-enhanced education in the medical field in southeastern Asian countries
Medical Visualization and Applications of Technology ‒ Volume 2
No full textThis edited volume encompasses chapters on novel and innovative research in the applications of leading digital technologies in an accessible and engaging way. By utilising cutting edge and ever progressive technology in visualization, it will enhance our understanding and application in our everyday lives.
This volume shows how we can use Extended Reality, 3D animations and serious games to benefit the learner, educator, clinician, patient, parent and carer. Visualization techniques like Virtual, Augmented and Mixed Reality and show how they can be utilised to improve training and understanding of anatomy, surgery, and clinical assessment. This is covered specifically for emergency practitioners in enhancing their understanding of ECG’s for potential myocardial infarction by using augmented reality. From a translational medicine perspective and pre-operative pediatric surgical planning, the benefits of augmented reality are examined as to what might be found intra-operatively from imaging techniques.
Educational applications of digital technologies using serious games and Extended Reality are examined. We show how Mixed Reality can aid understanding in cellular anatomy for our learners and researchers alike. We also show how serious games can have applications in diverse areas like parasite infections and neuroanatomy education and training.
Finally, from a clinical perspective, the use of 3D animations and their applications is discussed for vertebral fractures and increasing parent/carer awareness through interactive applications. Also, the use of 3D animations in cerebral magnetic resonance angiography for global education highlights the great benefits of these tools and technologies.
There is something for the researcher, clinician, educator, patient, and carer as we explore novel technologies. These are applied locally, nationally and globally as we advance our understanding of the world changing influence that digital technologies have on our day-to-day life
MindMap: Developing and evaluating a novel digital revision tool for cranial nerve nuclei and their resulting pathways
Full text linkThe cranial nerves are 12 pairs of nerves which emerge from the base of the brain brainstem and are responsible for a myriad of sensory and motor functions across the head and neck. Learning the anatomy of these nerves is difficult, requiring strong spatial skills, mental visualisation of abstract anatomy and an understanding of the internal brainstem histology (Lack et al. 2022). Despite this, most teaching resources available to students rely solely on 2D histology. This research therefore aims to design and develop a novel cranial nerve revision resource which embeds 2D histology within a digital 3D model. Developed as an online application, ‘MindMap’ targets this gap in the current literature, and its effectiveness was evaluated through a variety of feedback acquired from life science student and staff cohorts within the University of Glasgow. This feedback provided a mixture of quantitative and qualitative data which highlight the application’s impact on student comprehension, usability and motivation. Open-feedback responses provided further insight into the student and staff user experience. Unexpectedly, the results obtained contradicted the hypothesised response—with student and staff participants in disagreement. Staff responded more positively to the application than students. Although mixed responses were collected, the findings suggest participants were receptive to the concept of an integrated resource which highlights histology and gross anatomy features of the cranial nerves within a single 3D model. With development, ‘MindMap’ has the potential to improve student comprehension of the cranial nerve pathways and act as a supplementary revision resource. Further research is required to determine whether the feedback from the student participant reflects that of a wider student population or if this response is a potential outlier
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
MOTOR SKILL TRAINING USING VIRTUAL REALITY AND HAPTIC INTERACTION - A CASE STUDY IN INDUSTRIAL MAINTENANCE
No full textThe primary aim of this study is to evaluate the effectiveness of a Virtual Reality (VR)-simulated system in training fine motor skills that can be transferred to the performance of manual tasks in the real world. The VR system presented in this thesis enables training following fundamental methods such as part-task and whole-task training, in realistic simulations which are enhanced through haptic interaction. A fundamental advantage of using virtual reality in training is the ability to provide specific types of augmented feedback which cannot be provided in the real world.
The work presented in this thesis fits within the scope of ManuVAR (Manual work support throughout system lifecycle by exploiting Virtual and Augmented Reality), a European Union (EU) funded Seventh framework programme project which, among other things, aimed to support motor skill training in high value high knowledge manual work by using Virtual Reality technologies. A case study in industrial maintenance is presented: the metallographic replica, a nondestructive inspection technique that requires fine grinding and polishing of the inspected area. The motor skills required for the performance of these tasks must be particularly accurate. However, those motor skills consist of a tacit knowledge which is hard to transfer from experts to trainees.
This thesis focuses on the design and the evaluation of a VR training system which aims to supplement the motor skill training traditionally carried out for the performance of fine grinding and polishing tasks. The VR training system was designed on the basis of functional and customer requirement analyses which enabled defining the functionalities that allow solving the issues that arise when training in the real world.
Two experimental studies were designed to investigate whether a training program inspired by part-task and whole-task training methods, along with the provision of augmented feedback, enabled training the motor skills that are relevant for the performance of fine grinding and polishing tasks. The first experimental study explored the effectiveness of part-task training on the performance of a polishing task in a virtual environment. The second study evaluated the effectiveness of the complete training program for both tasks and investigated the capability of the VR training system to discriminate between several levels of expertise.
The outcomes of the experimental studies show the effectiveness of the training carried out on the VR training system, showing meaningful accuracy improvements throughout the performance of motor skills. This proves the internal validity of the proposed training. Moreover, the construct validity of the system is also suggested through the discrimination between expert and non-expert operators. On the basis of these findings, the external validity of the VR training system to train the fine motor skills that are relevant for the performance of fine grinding and polishing tasks in real operating environments can be established.
This work supports the hypothesis that VR enhanced with haptic force feedback can be useful for training fine motor skills, complementing the traditional training, which is carried out in real operating environments
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
