Medical Visualization and Applications of Technology

Contents
Contributors
Part I: Healthcare
1: Is It Time to FONA Friend? A Novel Mixed Reality Front of Neck Access Simulator
1.1 Introduction
1.2 Background
1.2.1 Challenges for Medical Educators and FONA
1.2.1.1 Morphometric Differences
1.2.1.2 Urgency of the Situation
1.2.1.3 Infrequency and Lack of Exposure
1.2.1.4 Varying Techniques
1.2.2 Surgical Training
1.2.2.1 Expertise
1.2.2.2 Skill Retention
1.2.2.3 Surgical Training Programme
1.2.3 Simulations
1.2.3.1 Simulation for Surgery
1.2.3.2 Technological Improvements
1.2.3.3 Current CCT Simulators
1.2.4 Our Approach
1.3 Our Work
1.3.1 Model Development
1.3.2 Application Development
1.3.2.1 Scene Development
1.3.2.2 Additional Features
1.3.2.3 The Animation
1.3.3 Model Amendments
1.3.4 Pilot Test
1.3.4.1 Participants
1.3.4.2 Procedure
1.3.4.3 Data Analysis
1.4 Results
1.4.1 Demographics
1.4.2 Observational Evaluation
1.4.3 Open-Ended Questions
1.5 Discussion and Future Work
1.6 Conclusion
References
2: ``Learning About Skin Breakdown´´: Design, Development and Evaluation of an Augmented Reality Application to Inform About P...
2.1 Introduction
2.2 Materials and Methods
2.2.1 Apparatus
2.2.2 Production Workflow
2.2.3 Design of the Application
2.2.3.1 Co-design Work
2.2.3.2 Requirement and Functional Analysis
2.2.3.3 Storyboard and Mood Board
2.2.4 Development
2.3 Results
2.3.1 Evaluation
2.3.2 Participants
2.3.3 Procedure
2.3.4 Data Analysis
2.3.5 Ethics
2.3.6 Experimental Results
2.3.6.1 Knowledge Acquisition and Development
2.3.6.2 Usability and User Experience
2.3.6.3 Motivation
2.3.6.4 Cognitive Load
2.4 Discussion
2.5 Conclusion
Appendix
References
3: The Use of 3D Printing and Injection Moulding in the Development of a Low-Cost, Perfused Renal Malignancy Model for Trainin...
3.1 Introduction
3.2 Materials and Methods
3.2.1 Apparatus
3.2.2 Production Workflow
3.2.3 Segmentation of CT Data
3.2.4 Mould Generation
3.2.5 Model Generation
3.2.6 Kidney and Tumour Cast Production
3.2.6.1 Colour
3.2.6.2 Kidney and Tumour Cast
3.2.7 Model Costs
3.3 Evaluation
3.3.1 Participants
3.3.2 Experimental Methods
3.3.3 Data Analysis
3.4 Results
3.4.1 Face Validation
3.4.2 Content Validation
3.5 Discussion
3.5.1 Production of the Models
3.5.2 Evaluation
3.5.2.1 Validity
Appendix: Review of Key Papers
References
4: The Co-IMMUNicate App: An Engaging and Entertaining Education Resource on Immunity to Respiratory Viruses
4.1 Introduction
4.1.1 Related Work
4.2 Methods
4.2.1 Workflow
4.2.2 Co-design Workshop
4.2.2.1 Procedure
4.2.2.2 Data Analysis
4.2.2.3 Results
4.2.3 Application Design and Development
4.2.3.1 Concept
4.2.3.2 Colour Palette
4.2.4 Application Implementation
4.2.4.1 Materials
4.2.4.2 Artwork
4.2.4.3 Title Scene
4.2.4.4 Index Scene
4.2.4.5 Learn in AR
4.2.4.6 Trivia
4.2.4.7 Big vs. Small
4.2.4.8 Cell Defender
4.2.4.9 Voice-Over
4.3 Results
4.3.1 Title Screen
4.3.2 Index Screen
4.3.3 Learn in AR Scene
4.3.4 Trivia Scene
4.3.5 Big vs. Small Scene
4.3.6 Ending
4.3.7 Cell Defender
4.4 Evaluation
4.5 Discussion
4.6 Conclusion
Appendixes
Appendix 1
Appendix 2
References
Part II: Education
5: Application of AR and 3D Technology for Learning Neuroanatomy
5.1 Introduction
5.2 Theoretical Background
5.2.1 Changing Curricula and Emerging Challenges
5.2.2 Cadaveric Dissection as a Teaching Method
5.2.3 Neuroanatomy and Neurophobia
5.2.4 New Alternative Ways of Teaching Anatomy
5.2.5 Digitally Enhanced Neuroanatomy: Can Novel Technology Alleviate Neurophobia?
5.3 Materials and Methods
5.3.1 Materials
5.3.2 Methods
5.3.2.1 Model Development
5.3.2.2 Application Design
5.4 Evaluation
5.4.1 Participants
5.4.2 Apparatus
5.4.3 Procedure
5.4.4 Data Analysis
5.4.5 Results
5.5 Discussion
5.5.1 Design and 3D Modelling Processing
5.5.2 Critical Reflection About Experimental Outcomes
5.6 Future Development
5.7 Conclusion
References
6: Communicative Powers of Interactive Digital Mediums in the Field of Polyomics
6.1 Introduction
6.2 A Positive Attitude Towards Science
6.2.1 Factors that Affect Public Scientific Attitudes
6.2.2 Scientific Literacy
6.2.3 Scientific Curiosity vs. Scientific Literacy
6.2.4 Scientific Curiosity
6.3 Serious Games
6.3.1 Change in Scientific Attitudes Through Video Games
6.3.2 Polyomics as a Topic for the Serious Game
6.3.3 Game Premises
6.3.4 History, Unwrapped
6.4 Design and Implementation
6.4.1 Knowledge
6.4.2 Goals
6.4.3 Outcome Expectations
6.4.4 Encouragement
6.4.5 Barriers
6.4.6 Engagement
6.4.7 Flow
6.4.8 Programs Used
6.5 The Questionnaire
6.5.1 Writing the Questions
6.5.2 Questionnaire Logistics
6.5.3 Analysis
6.5.4 Sampling Methods
6.6 Hypothesis
6.7 Results
6.8 Analysis
6.9 Discussion
6.10 Limitations and Further Study
6.11 Conclusion
Appendixes
Appendix 1: Questionnaire and Answer Scoring
Appendix 2: Scientific Resources
Appendix 3: Historical Resources
Appendix 4: Unity and Coding Resources
References
7: SKilletonVR: Canine Skeleton VR (Oculus Quest)
7.1 Introduction
7.1.1 Research Questions
7.2 Related Work
7.2.1 Traditional Learning Resources
7.2.1.1 Cadaveric Dissections and Prosections
7.2.1.2 Textbooks
7.2.1.3 Imaging Anatomy
7.2.1.4 Films/Videos
7.2.1.5 Models, Mannequins and Simulators
7.2.2 Alternative Approaches to Learning Anatomy
7.3 Methods and Materials
7.3.1 Materials
7.3.2 Methods
7.3.2.1 Initial Concept
7.3.2.2 Workflow
7.3.2.3 Storyboard
7.3.2.4 Segmentation
7.3.2.5 Retopology
7.3.2.6 Application Creation
7.4 Results
7.4.1 Medical Dataset
7.4.2 Segmentation Outcomes
7.4.3 Retopology
7.4.4 Application Design
7.5 Discussion
7.6 Conclusion
References
8: Using Holograms to Engage Young People with Anatomy
8.1 Introduction
8.2 Background Context
8.2.1 The Use of 3D Digital Technologies to Teach Biomedical Subjects
8.2.2 The Use of Holograms in Anatomy Education
8.2.3 The Use of Holograms in Anatomy Education
8.2.4 Using Low-Cost Holograms to Engage Young Audiences
8.2.5 Anatomy Education for Young Audiences
8.2.6 Conclusion
8.3 Methods
8.3.1 Materials
8.3.2 Overall Concept
8.3.3 HoloViewer
8.3.3.1 Design
8.3.3.2 Prototyping and Development
8.3.4 HoloAnatomy Application
8.3.4.1 Storyboard
8.3.4.2 3D Model Development
8.3.4.3 Digital Design
8.3.4.4 Application Development
8.4 Outcomes
8.4.1 HoloViewer
8.4.2 HoloAnatomy App
8.4.3 HoloAnatomy App as Viewed on the Tabletop HoloViewer
8.5 Reflection and Discussion
8.5.1 Critical Review of the HoloViewer
8.5.2 Critical Review of the HoloAnatomy Application
8.5.2.1 3D Models
8.5.2.2 Application Content and User Interaction
8.5.3 Limitations and Future Developments
8.6 Conclusion
References
9: The Digital Dolphin: Are 3D Mobile Based and Interactive Models a Useful Aid to Volunteers on Stranding Schemes Learning th...
9.1 Introduction
9.2 Materials
9.3 Methods
9.3.1 Development of 3D Content
9.3.2 Final Models
9.3.3 Animations
9.3.4 Application Development
9.4 Results
9.5 Evaluation
9.5.1 Participants
9.5.2 Procedure
9.5.3 Data Analysis
9.5.4 Ethical Approval
9.5.5 Results
9.6 Discussion
9.7 Conclusion
References
10: The Impact of the COVID Crisis on Anatomical Education: A Systematic Review
10.1 Introduction
10.1.1 Traditional Anatomical Teaching Practices
10.1.2 Contemporary Innovations to Anatomical Education
10.1.2.1 Three-Dimensional Anatomy Technology
10.1.2.2 Social Media
10.1.3 Theoretical Impediments to Remote Learning
10.1.3.1 Psychosocial Stimuli
10.1.3.2 Cognitive Load Theory
10.1.3.3 Technical Difficulties
10.1.4 Aim
10.2 Methods
10.2.1 Search Strategy
10.2.2 Inclusion/Exclusion Criteria
10.2.2.1 Exclusion Criteria
10.2.3 Research Appraisal
10.2.4 Data Extraction
10.3 Results
10.3.1 Publication Details
10.3.1.1 Authors, Publishers, and Research Access
10.3.1.2 Geographical Location
10.3.1.3 Timeline of Publication
10.3.2 Study Design
10.3.2.1 Participants
10.3.2.2 Methodological Characteristics
10.3.2.3 Quality of Methodology: QATSDD
10.3.3 Educational Adaptation and Implementation
10.3.3.1 Technology
10.3.3.2 Video Conferencing Technology
10.3.3.3 3D Anatomy Technology
10.3.3.4 Social Media
10.3.4 Teaching Methodology
10.3.4.1 Synchronous Learning Opportunities
10.3.4.2 Live Online Lectures
10.3.4.3 Online Laboratory Teaching
10.3.4.4 Asynchronous Learning Opportunities
10.3.4.5 Pre-recorded Videos
10.3.4.6 Online Quizzes
10.3.4.7 Online Assessment
10.3.5 Perceptions and Outcomes
10.3.5.1 Student Satisfaction/Experience
10.3.5.2 Teacher/Facilitator Experience
10.3.5.3 Attainment of Learning Outcomes
10.4 Discussion
10.4.1 Observations
10.4.2 Findings Within the Context of Educational Literature
10.4.2.1 Main Strengths: Learner Autonomy, Self-Directed Learning, and Flexibility
10.4.2.2 Challenges: Social Isolation and Consequential Reduced Motivation
10.4.3 Observations Specific to Anatomy Education
10.4.4 Future Pedagogical Practice
10.4.5 Limitations
10.4.6 Implication for Future Research
10.5 Conclusion
References