Biomedical Visualisation: Volume 9

Preface
Acknowledgements
About the Book
Contents
List of Contributors
About the Editor
1: Pair-Matching Digital 3D Models of Temporomandibular Fragments Using Mesh-To-Mesh Value Comparison and Implications for Commingled Human Remain Assemblages
1.1 Introduction
1.1.1 Commingled Human Remain Assemblages
1.1.2 Sorting Commingled Assemblages
1.1.3 Biomedical Visualization and the Improvement of Segregation Techniques
1.1.4 The Mesh-To-Mesh Value Comparison (MVC) Method
1.2 Materials and Methods
1.2.1 Sample
1.2.2 Workflow of the Method
1.2.3 Segmentation and 3D Model Building
1.2.4 Cropping
1.2.5 Mirror Imaging
1.2.6 Alignment/Pre-registration
1.2.7 Viewbox Software
1.2.8 Statistical Analyses
1.3 Results
1.3.1 Results of Comparisons for Pair-Matching
1.3.1.1 Lowest Common Value (LCV) Selection
1.3.1.2 Receiver Operating Characteristic (ROC) Analysis
1.3.2 Results for Comparisons of Articular Correlates
1.3.2.1 Lowest Common Value (LCV) Selection
1.3.2.2 Receiver Operating Characteristic (ROC) Analysis
1.3.3 Summary of Results
1.4 Discussion
1.5 Conclusions
Bibliography
2: Forensic Recreation and Visual Representation of Greek Orthodox Church Saint Eftychios of Crete
2.1 Introduction
2.1.1 Brief Description of the Facial Reconstruction Methods
2.1.2 Historical Information
2.1.3 Aims of the Study
2.2 Material and Methods
2.2.1 Skull’s Geometry Documentation
2.2.2 Fused Deposition Modeling (FDM) Reproduction of the Skull
2.2.3 Facial Reconstruction
2.2.3.1 Manual Method
2.2.3.2 Virtual Method
2.3 Results
2.4 Discussion
References
3: Virtual Trauma Analysis of the Nineteenth-Century Severed Head of the Greek Outlaw Stavrou
3.1 Introduction
3.1.1 The Criminology Museum of Athens
3.1.2 A Short History of Banditry in Twentieth-Century Greece
3.1.3 The Case of Stavrou
3.1.4 PMCT in the Investigation of Violent Deaths
3.2 Material and Methods
3.2.1 Macroscopic Examination of the Head
3.2.2 CT Scanning and Data Acquisition
3.2.3 Trauma Reconstruction
3.3 Discussion
3.3.1 Types of Firearms Used by the Greek Army in the Early Twentieth Century
3.3.2 Wound Ballistics
3.3.3 Ballistic Trauma Interpretation
3.3.4 Benefits of Virtual Forensic Reconstruction of Stavrou’s Death
3.4 Conclusions
References
4: Using Computed Tomography (CT) Data to Build 3D Resources for Forensic Craniofacial Identification
4.1 Background
4.2 Potential Contributions of CT Data to Forensic Craniofacial Identification
4.2.1 Research
4.2.2 Visualization and Interaction with 3D CT Data
4.2.2.1 3D Slicer
4.2.2.2 Meshlab
4.2.2.3 3D Printing 3D CT Models
4.2.3 Application to Workshops and Training
4.2.4 Application to Forensic Facial Approximation Casework
4.3 Summary
References
5: Instructional Design of Virtual Learning Resources for Anatomy Education
5.1 Introduction
5.2 Methods
5.2.1 Virtual Learning Resource Development
5.2.2 Virtual Learning Resource Delivery
5.2.3 Participants
5.2.4 Virtual Learning Resource Implementation
5.2.5 Objective and Subjective Measures of Cognitive Load
5.2.6 Data Analysis
5.2.6.1 Cognitive Load Experienced for Stereoscopic and Desktop Virtual Learning Resource Deliveries
5.2.6.2 Impact of (a) Prior Anatomy Knowledge and (b) Prior University Experience on the Cognitive Load Experienced for the Desktop Virtual Learning Resource Delivery
5.3 Results
5.3.1 Participants
5.3.2 Objective and Subjective Measures of Cognitive Load
5.3.2.1 Cognitive Load Experienced for Stereoscopic and Desktop Virtual Learning Resource Deliveries
5.3.2.2 Impact of (a) Prior Anatomy Knowledge on the Cognitive Load Experienced for the Desktop Virtual Learning Resource Delivery
5.3.2.3 Impact of (b) Prior University Experience on the Cognitive Load Experienced for the Desktop Virtual Learning Resource Delivery
5.4 Discussion
5.4.1 Considerations in the Instructional Design of Virtual Learning Resources for Anatomy Education
5.4.1.1 Virtual Learning Resource Delivery Modality
Immersion
Stereopsis
Interactivity
Motion
5.4.1.2 Collaborative Learning
5.4.1.3 Learner Characteristics
Prior Knowledge
Prior University Experience
5.4.1.4 Fidelity
5.4.2 Guidelines for the Instructional Design of Anatomy Virtual Learning Resources
5.4.3 Limitations of the Study
5.4.4 Future Directions
5.5 Conclusion
Supplementary Material
Appendix: National Aeronautics and Space Administration Task Load Index (NASA-TLX)
Sources of Workload
Rating Scales
References
6: Implementation of Ultrasound in Anatomy Education
6.1 Introduction
6.2 History of Ultrasound
6.3 Implementation of Ultrasound into Medical Education
6.3.1 Costs
6.4 Students’ Experiences
6.4.1 Impact on Anatomical Knowledge
6.4.2 Time on Probe
6.4.3 Ratios of Students/Faculty/Ultrasound Machine
6.4.4 Interest and Motivation
6.4.5 Skills and Confidence
6.5 Two Case Studies
6.5.1 The University of Auckland
6.5.2 Brighton and Sussex Medical School
6.6 Areas of Concern
6.6.1 Incidental Findings
6.6.2 Models
6.6.3 Exposure
6.6.4 Health and Safety
6.7 Recommendations
6.8 Conclusion
Appendices
Appendix 1
The Standard Operating Procedure for Incidental Finding Used at Brighton and Sussex Medical School
Appendix 2
References
7: What the Tech? The Management of Neurological Dysfunction Through the Use of Digital Technology
7.1 Introduction
7.1.1 What Is Neurological Dysfunction?
7.1.2 Current Treatment of Disability as a Result of Neurological Dysfunction
7.1.3 Some Problems with Current Therapies
7.1.3.1 Loss of Patient Motivation
7.1.3.2 Poor Access to Physiotherapy for Patients Living in Rural Areas
7.1.4 What Digital Technology Is Out There?
7.1.4.1 Wearable Sensors
7.1.4.2 Virtual Reality
7.1.4.3 Robotics
7.1.5 What Is Telehealth?
7.1.6 Aim of the Study
7.2 Methodology
7.3 Results
7.3.1 Stroke
7.3.2 Parkinson’s Disease
7.3.3 Multiple Sclerosis
7.4 Discussion
7.4.1 Improvement of Function
7.4.1.1 Using Robotics
7.4.1.2 Using Virtual Reality (VR)
7.4.2 High Patient Acceptability, Increased Motivation, Reduced Anxiety and Social Aspects
7.4.2.1 Post-stroke Patients
7.4.2.2 Parkinson’s Disease Patients
7.4.2.3 Multiple Sclerosis Patients
7.4.2.4 Use of Exergaming
7.4.3 Accessibility Within a Home Setting
7.4.3.1 Virtual Reality
7.4.3.2 Robotics
7.4.3.3 Wearable Sensors
7.4.3.4 Mobile Phone Reporting and Databases
7.5 Methodological Issues
7.6 Conclusions
References
8: Teaching with Disruptive Technology: The Use of Augmented, Virtual, and Mixed Reality (HoloLens) for Disease Education
8.1 Modern-Day Teaching Environment
8.1.1 Choice of Technology for Teaching Anatomy and Physiology
8.1.2 Defining Modern Disruptive Technologies
8.1.3 Virtual Reality
8.1.4 Augmented Reality
8.1.5 Mixed Reality and Holograms
8.2 Using Modern Technology to Teach Disease
8.2.1 The Complexities Around Stroke Education
8.2.2 Stroke Management Through Education
8.2.3 The Complexities Around Asthma Education
8.2.4 Need for Improved Asthma Education
8.2.5 Asthma Education Programmes
8.2.6 Concluding Remarks on Novel Technologies in Education
References
9: “Inform the Head, Give Dexterity to the Hand, Familiarise the Heart”: Seeing and Using Digitised Eighteenth-Century Specimens in a Modern Medical Curriculum
9.1 Introduction
9.2 Anatomical Preparations in the Eighteenth-Century Anatomy “Curriculum”
9.3 Motivations for Digitising Historic Collections
9.4 Digital Anatomy in the Modern Curriculum
9.5 Teaching History with Digitised Collections
9.6 Conclusion
References
10: Contact-Free Pulse Signal Extraction from Human Face Videos: A Review and New Optimized Filtering Approach
10.1 Introduction
10.2 Literature Review
10.2.1 Classical Signal Processing Approaches
10.3 Deep Learning Approaches
10.3.1 A New Optimal Filtering Approach
10.3.2 Introduction
10.3.3 Proposed Method
10.3.4 Filter-Based Heart Signal Extraction
10.4 Results
10.5 Discussion
10.6 Conclusions and Future Work
References