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La Organización Mundial de la Salud define la salud digital como la incorporación de tecnologías de información y comunicación para mejorar la salud. En los últimos años, se vio una fuerte aceleración en la adopción de estas herramientas digitales, lo que impactó de lleno en los modelos asistenciales tradicionales. Actualmente, estamos observando el surgimiento de un gran entorno virtual inmersivo llamado metaverso. Su aparición genera nuevas y desafiantes oportunidades en la salud. En este artículo se exploran algunos conceptos relacionados con este campo, se dan ejemplos concretos de su aplicación en pediatría, se mencionan algunas experiencias en el ámbito hospitalario para finalmente adentrarse en los desafíos y oportunidades que emergen.
The World Health Organization has defined "digital health" as the use of information and communication technologies to improve health. In recent years, there has been a strong acceleration in the adoption of these digital tools, which has had a major impact on traditional healthcare models. We are currently witnessing the emergence of a large immersive virtual environment called the "metaverse." Its emergence creates new and challenging opportunities in health care. This article explores some metaverse-related concepts, provides specific examples of its use in pediatrics, describes experiences in the hospital setting, and finally delves into the resulting challenges and opportunities.
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Humans , Telemedicine , Communication , Information Technology , Health Facilities , HospitalsABSTRACT
Objective:To investigate the necessity and feasibility of the virtual simulation teaching experiment software of the bronchoscopy intelligent navigation-based fiducial marker implantation technology in the clinical application of radiotherapy.Methods:This study developed a 3D virtual operation and interactive system using the Unity3D engine, tools including 3Dmax and Maya, and the SQL database. The scenes in the system were produced using the currently popular next-generation production process. Targeting the priorities and difficulties in the implantation of fiducial markers, the system developed in this study allowed for simulated demonstration and training based on 12 steps and 10 knowledge points. Internal tests and remote evaluation tests were adopted in this system to obtain the test result of each subject. Then, the application value of the system was analyzed based on the test result.Results:As of May 1, 2022, the system had received 2 409 views and 425 test participants, with an test completion rate of 100% and an experiment pass rate of 96.5%. Moreover, this system won unanimous praise from 167 users, primarily including the students majoring in multilevel medical imaging technology and medical imaging science from the Fujian Medical University, as well as the radiotherapy-related staff of this university.Conclusions:The virtual simulation teaching experiment software of the bronchoscopy intelligent navigation-based fiducial marker implantation technology can be applied to the teaching of students and the training of related professionals.
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Neurosurgery is considered as one of the most difficult areas in the field of medicine, and the complexity of nervous system is a leading cause. Therefore, it demands neurosurgeons possess basic knowledge, spatial thinking, and practical experiences. Here, we introduce a rapid developing technique applying multi-modal neuroimaging reconstruction and virtual reality, which constitutes a novel learning model for boosting the growth of neurosurgeons. The incorporation of multi-modal neuroimaging and virtual reality builds a bridge from two-dimensional image to actual surgical view. Neurosurgeons are able to perform surgical planning and simulation with naked eyes under the constructed three-dimensional hologram. The technique also provides evidence of accurate localization and guidance for operation. Therefore, multi-modal neuroimaging reconstruction and virtual reality are expected to tremendously promote the progress of young trainees, and can further enhance their all-round abilities. In short, this revolutionary learning model would impact the neurosurgical specialists training profoundly.
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ObjectiveTo observe the effect of augmented reality training based on enriched environment on walking dysfunction after stroke. MethodsFrom January, 2021 to June, 2022, 36 stroke patients in the Affiliated Suzhou Hospital of Nanjing University Medical School were randomly divided into control group (n = 18) and experimental group (n = 18). Both groups received conventional rehabilitation treatment. The control group was supplemented with conventional walking training, and the experimental group was supplemented with augmented reality training based on enriched environment, for four weeks. They were assessed with Berg Balance Scale (BBS), Timed Up and Go Test (TUGT), 10-meter walk test (10MWT) and Barthel Index (BI) before and after treatment, and the gait parameter was compared. ResultsNo adverse event occurred during treatment. After treatment, the BBS score, TUGT time, 10MWT speed, BI, gait speed, gait frequency and the proportion of single-leg support on the affected side significantly improved in both groups (|t| > 5.161, P < 0.001). All the above indexes were better in the experimental group than in the control group (|t| > 2.106, P < 0.05), except for BI (t = 1.099, P = 0.282). ConclusionAugmented reality training based on enriched environment could improve the walking function of paitents after stroke, which is better than conventional walking training.
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ObjectiveTo investigate the effect of mirror therapy with augmented reality on attention of stroke patients. MethodsFrom January, 2020 to December, 2022, 60 stroke patients in the First People's Hospital of Changzhou were randomly divided into control group (n = 30) and observation group (n = 30). Both groups received routine occupational therapy, and the observation group received mirror therapy with augmented reality additionally, for four weeks. They were assessed with Digit Span Test (DST), Digit Cancellation Test (D-CAT3 and D-CAT3P), Symbol Digit Modalities Test (SDMT) and Paced Auditory Serial Addition Test (PASAT) before and after treatment. ResultsBefore treatment, there was no significant difference in the scores of the DST, D-CAT3, D-CAT3P, SDMT and PASAT between two groups (P > 0.05). After treatment, all the indexes improved in the observation group (|t| > 3.663, P < 0.01), and improved more in the observation group than in the control group (|t| > 2.037, P < 0.05). ConclusionThe mirror therapy with augmented reality could effectively improve attention of stroke patients in the short term.
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Purpose: To establish the face and content validity of the HelpMeSee Eye Surgery Simulator � a virtual reality-based cataract surgery simulator for manual small-incision cataract surgery (MSICS). Methods: The face and content validity were assessed on the sclero-corneal tunnel construction course. A questionnaire with 11 questions focused on the visual realism, with resemblance to real life surgery, and the training value of the simulator was developed. Thirty-five experienced MSICS surgeons participated in the study. Responses were recorded using a seven-point scoring system. Results: Overall, 74.3% (26/35) of the respondents agreed that the overall visual representation of the eye and the instruments in the simulator were realistic. The task of injecting a visco-elastic through the paracentesis was reported to be the most visually realistic task with a mean score of 5.78 (SD: 1.09; range: 2�. With regard to content validity, 77.1% (27/35) of the subjects felt agreed that the errors and complications represented throughout the entire tunnel construction module were similar to those encountered in real life; the task of entering the anterior chamber with the keratome had a mean score of 5.54 (SD: 0.98; range 1�, being rated the highest in that aspect. Overall, 94.3% (33/35) of the subjects agreed that the simulator would be useful in developing hand� eye co-ordination. A similar number of 94.3% (33/35) agreed that based on their experience, they would recommend cataract surgical training on this simulator. Conclusion: The results suggest that the HelpMeSee Eye Surgery Simulator appears to have sufficient face and content validity for cataract surgical training.
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Introdução:A formação dos hábitos alimentares ocorre,principalmente,nos primeiros anos de vida. Nesse período, recomenda-se o aleitamento materno e a introdução de alimentos adequados. Esses fatores associados a um estilo de vida saudável são importantes para a prevenção da obesidade infantil. Para que essas informações cheguem ao público-alvoe para que o processo de Educação Alimentar e Nutricional seja mais eficaz, recursos tecnológicos são cada vez mais importantes.Objetivo:O objetivo foi elaborar o designinstrucional do aplicativo AlimentAR, usando Realidade Aumentada,direcionado para Educação Alimentar e Nutricional com crianças de até dois anos. Metodologia:A metodologia utilizada para o conceito de designinstrucional seguiu cinco etapas:Análise, Design, Desenvolvimento, Implementação e Avaliação. A etapa de análise incluiu diagnóstico situacional e/ou identificação de problemas que necessitam de intervenção. No processo de design, o foco estava na estrutura e nos objetivos educacionais. No desenvolvimento, ocorreu seleção de conteúdo, formatação, elaboração de recursos didáticos e storyboard(esboço sequencial de desenhos). As etapas de implementação e avaliação serão tratadas em estudo posterior. Resultados:Neste sentido, o designinstrucional foi desenvolvido de forma sistemática seguindo metodologia proposta. O produto prevê projeção de imagens de alimentosusando Realidade Aumentada, de acordo com necessidade nutricional da criança, considerando o Guia Alimentar para Crianças até 2 anos e a Ficha de Marcador de Consumo Alimentar para crianças até seis meses e crianças de seis a 23 meses.Conclusões:Conclui-se que a utilização da Realidade Aumentadaassociada à abordagem transdisciplinar pode ser uma possível estratégia para a elaboração de instrumento de Educação Alimentar e Nutricionalcom foco na formação de hábitos alimentares saudáveis e prevenção da obesidade infantil (AU).
Introduction:The formation of eating habits occurs mainly in the first years of life. During this period, breastfeeding and the introduction of adequate foods are recommended. These factors associated with a healthy lifestyle are important for the prevention of childhood obesity. In order for these recommendations to reach the target audience and for the process of Food and Nutrition Education to be more effective, technological resources areincreasingly being used. Objective:The objective of this study was to elaborate an instructional design for an application called AlimentAR, using Augmented Reality aimed at Food and Nutrition Education with children up to two years old. Methodology:Themethodology used for the instructional design concept followed five stages: Analysis, Design, Development, Implementation and Evaluation. The analysis stage included situational diagnosis and/or identification of problems that require intervention. In thedesign process, the focus was on educational structure and objectives. In the development, there was content selection, formatting, elaboration of didactic resources and storyboard (sequential sketch of drawings). The implementation and evaluation stages will be dealt with in a later study. Results:The instructional design was developed systematically following the proposed methodology. The product provides projection of food images in Augmented Reality, according to the child's nutritional need, considering the Food Guide for Children up to 2 years and the Food Intake Sheet for children up to six months and children from six to 23 months. Conclusions:In summary,the use of Augmented Reality associated with the transdisciplinary approach may be a possible strategy for the elaboration of an Food and Nutrition Educationinstrument focused on the formation of healthy eating habits and the prevention of childhood obesity (AU).
Introducción: La formación de hábitos alimentarios ocurre, principalmente,en los primeros años de vida. En este periodo, es recomendable la lactancia materna y la introducción de alimentos adecuados. Estos factores asociados a un formade vida saludable,son fundamentalespara prevenir la obesidad infantil. Para que estas informaciones alcancen al público objetivo y que el proceso de Educación Alimentaria y Nutricional sea más efectivo, los recursos son cada vez más importantes. Objetivo: El objetivo fue la elaboración de undiseño instruccional delaplicativoAlimentAR, utilizando Realidad Aumentada dirigido a Educación Alimentaria y Nutricionalcon niños hasta 2 años de edad.Metodología: El elaboración del diseño instruccional comprendióel Análisis, elDiseño, elDesarrollo, laImplementación y laEvaluación. La etapa de análisis incluyóel diagnóstico situacional y/o laidentificación de problemas que exigíanintervención. En el proceso de diseño, el foco de atención se centróen la estructura y enlos objetivos educativos. En la fase dedesarrollo seseleccionaron el contenido, el formateo, la elaboraciónde recursos didácticos y elstoryboard(ilustraciones en forma secuencial). Las etapas de implementación y evaluación serán tratadas en un estudioposterior. Resultados: En este sentido, el diseño instruccional fue desarrollado de forma sistemática siguiendo la metodología propuesta. El producto suministraproyección de imágenes de alimentos medianteRealidad Aumentada, conformea la necesidad nutricional del niño, considerando la Guía Alimentaria para Niños hasta 2 años de edad y la Ficha Marcador de Consumo Alimentariopara niños hasta 6 meses y de 6 a 23 meses de edad. Conclusiones: Se concluye que la aplicación de Realidad Aumentadaasociadaal enfoque transdisciplinario puede revelarse como una posible estrategia para la elaboración de un instrumento Educación Alimentaria y Nutricionalencaminadaa la formación de hábitos alimentarios saludables yala prevención de la obesidad infantil (AU).
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Humans , Male , Female , Infant , Child, Preschool , Food and Nutrition Education , Feeding Behavior/psychology , Healthy Lifestyle , Augmented Reality , Qualitative Research , Food Guide , Evaluation Studies as TopicABSTRACT
ABSTRACT BACKGROUND: Augmented reality (AR) involves digitally overlapping virtual objects onto physical objects in real space so that individuals can interact with both at the same time. AR in medical education seeks to reduce surgical complications through high-quality education. There is uncertainty in the use of AR as a learning tool for interventional radiology procedures. OBJECTIVE: To compare AR with other learning methods in interventional radiology. DESIGN AND SETTING: Systematic review of comparative studies on teaching techniques. METHODS: We searched the Cochrane Library, MEDLINE, Embase, Tripdatabase, ERIC, CINAHL, SciELO and LILACS electronic databases for studies comparing AR simulation with other teaching methods in interventional radiology. This systematic review was performed in accordance with PRISMA and the BEME Collaboration. Eligible studies were evaluated using the quality indicators provided in the BEME Collaboration Guide no. 11, and the Kirkpatrick model. RESULTS: Four randomized clinical trials were included in this review. The level of educational evidence found among all the papers was 2B, according to the Kirkpatrick model. The Cochrane Collaboration tool was applied to assess the risk of bias for individual studies and across studies. Three studies showed an improvement in teaching of the proposed procedure through AR; one study showed that the participants took longer to perform the procedure through AR. CONCLUSION: AR, as a complementary teaching tool, can provide learners with additional skills, but there is still a lack of studies with a higher evidence level according to the Kirkpatrick model. SYSTEMATIC REVIEW REGISTRATION NUMBER: DOI 10.17605/OSF.IO/ACZBM in the Open Science Framework database.
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Abstract Virtual and augmented reality can be defined as a three-dimensional real-world simulation allowing the user to directly interact with it. Throughout the years, virtual reality has gained great popularity in medicine and is currently being adopted for a wide range of purposes. Due to its dynamic anatomical nature, permanent drive towards decreasing invasiveness, and strive for innovation, cardiac surgery depicts itself as a unique environment for virtual reality. Despite substantial research limitations in cardiac surgery, the current literature has shown great applicability of this technology, and promising opportunities.
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Augmented reality (AR) has come a long way from a science?fiction concept to a science?based reality. AR is a view of the real, physical world in which the elements are enhanced by computer?generated inputs. AR is available on mobile handsets, which constitutes an essential e?learning platform. Today, AR is a real technology and not a science?fiction concept. The use of an e?ophthalmology platform with AR will pave the pathway for new?age gameful pedagogy. In this manuscript, we present a newly innovated AR program named "Eye MG AR" to simplify ophthalmic concept learning and to serve as a new?age immersive 3D pedagogical tool for gameful learning.
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Objective:To explore the application of mobile augmented reality (mAR) technology in the teaching of neuroanatomy, and to observe its effect on students' academic performance and cognitive load.Methods:By collecting and designing various neuroanatomy multimedia teaching resources (graphics, animations and videos), using augmented reality (AR) marker-based image recognition technology, the multimedia resources were placed at the tags in the traditional book pages to make the books interactive. And various multimedia resources were combined with traditional printed books through mobile devices. Forty students were randomized into the experimental group or the control group. The experimental group was taught with mAR multimedia materials, and the control group adopted traditional teaching methods. After a 6-hour course was completed, all students had a unified test, and the academic performance test and the PAAS(platform-as-a-service) cognitive load scale were used for data collection and analysis. The variance analyses (MANOVA and ANOVA) were used for significance testing.Results:One-way MANOVA test was used to determine the learning effect of mAR on academic performance and cognitive load. The results showed that there was a significant difference between the experimental group and the control group ( P<0.05). The univariate ANOVA test found that the experimental group students who learned neuroanatomy through mAR had better test scores than the control group students. In addition, compared with the control group students, the cognitive load of students in experimental group was significantly reduced, with statistical significance (all P<0.05). Conclusion:Through the teaching practice, we found that using mAR to learn neuroanatomy helps students improve their academic performance while reducing their cognitive load.
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Objective:To investigate the application value of stereotactic digital naviga-tion system assisted three-dimensional (3D) laparoscopic total mesorectal excision (TME) for rectal cancer.Methods:The retrospective and descriptive study was conducted. The clinicopathological data of a healthy volunteer recruited by the Second Affiliated Hospital of Army Medical University and 3 patients who underwent stereotactic digital navigation system assisted 3D laparoscopic TME for rectal cancer in the Second Affiliated Hospital of Army Medical University from May to September 2019 were collected. The healthy volunteer was male, aged 25 years. Of the 3 rectal cancer patients, there were 2 males and 1 female, with the age of 48 years, 63 years and 67 years, respectively. Ten special patches were placed at the anterior superior iliac spine, pubic tubercle and pubic symphysis of the volunteer's bilateral inguen as skin reference points in intraoperative localization and system registration. On the day of operation, patients were placed 10 special patches as skin reference points according to the test results of the volunteer and were completed the enhanced scan of totally abdominal computed tomography examination. Seven fixed anatomical markers in the abdominal cavity of the patients, including abdominal aortic bifurcation, sacrum scapula, bilateral anterior superior iliac spine, bilateral intersection of ureter and iliac artery and median point of peritoneal reflection, were selected for verifying the accuracy of the correspondence between the instrument tip and the system image. Patients underwent 3D laparoscopic TME for rectal cancer assisted by stereotactic digital navigation system. Observation indicators: (1) test results; (2) surgical situations; (3) accuracy of stereotactic digital navigation system. Measurement data with normal distribution were represented as Mean± SD. Results:(1) Test results. The 10 skin reference points of the volunteer were successfully registered in the stereotactic digital navigation system, with the registration error of 2.8 mm. (2) Surgical situations. All the 3 patients underwent stereo-tactic digital navigation system assisted 3D laparoscopic TME for rectal cancer successfully. The operation time of the 3 patients were 193 minutes, 175 minutes, 210 minutes, respectively, in which the set time of the stereotactic digital navigation system were 34 minutes, 25 minutes, 45 minutes, respectively. The volume of intraoperative blood loss of the 3 patients were 60 mL, 30 mL, 80 mL, respectively. Results of postoperative pathological examination showed 3 patients with adenocar-cinoma, including 1 case with mucinous adenocarcinoma. The tumor diameter and the numbers of lymph nodes dissected of the 3 patients were 2.3 cm, 1.5 cm, 4.0 cm and 12, 12, 13, respectively. No patient had lymph node metastasis. The 3 patients in preoperative clinical TNM stage cT3bN0M0, stage cT4aN1M0, stage cT3bN1M0 were in yield pathological TNM stage ypT1N0M0, stage ypT4aN0M0, stage ypT2N0M0 after neoaduvant chemotherapy, respectively. No patient had complication, and the duration of postoperative hospital of the 3 patients was 7 days, 6 days, 7 days, respectively. (3) Accuracy of stereotactic digital navigation system. The registration errors of the skin reference points were 2.8 mm, 2.6 mm, 2.9 mm and the accuracy errors of the abdominal cavity reference points were (2.5±0.4)mm, (2.3±0.7)mm, (2.6±0.6)mm for the 3 patients.Conclusion:The stereotactic digital navigation system assisted 3D laparoscopic TME for rectal cancer is safe and feasible.
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Introducción: La incidencia de la tecnología en la educación ha propiciado el desarrollo de nuevos recursos innovadores para afrontar los procesos de enseñanza y aprendizaje, por lo que la Realidad Aumentada se muestra como una de las tecnologías con mayor proyección, tanto en el sector educativo, en general, como en la educación médica, en particular. Objetivo: Determinar el nivel de eficacia de una metodología sustentada en Realidad Aumentada frente a una tradicional en el aprendizaje de la reanimación cardiopulmonar, en dos grupos de estudiantes universitarios. Métodos: El estudio comenzó en el curso 2017-2018. Se estableció un diseño experimental con grupo control, de tipo descriptivo y correlacional, en una muestra de 58 discentes de un centro universitario de España. Se desplegó un programa formativo en dos grupos con metodologías diferentes -Realidad Aumentada frente a tradicional-. Se empleó un cuestionario -derivado de la Escala de Autoeficacia general en reanimación cardiopulmonar- validado por el método Delphi y de pertinente fiabilidad (α = 0,86) para recoger los datos. Resultados: La metodología innovadora con Realidad Aumentada aplicada en el grupo experimental obtuvo mejores resultados en la motivación, la participación, la interacción con los contenidos, el rol activo de los participantes y mayores resultados de aprendizaje sobre el grupo que siguió una metodología tradicional sin empleo de la tecnología educativa. Conclusiones: Los hallazgos demostraron la eficacia de la Realidad Aumentada en el aprendizaje de las pautas de reanimación cardiopulmonar en discentes universitarios. Por tanto, se recomienda el uso de esta tecnología educativa para alcanzar la efectividad en el aprendizaje de este tipo de contenidos relacionados con la educación sanitaria(AU)
Introduction: The impact of technology on education has led to the development of new innovative resources to cope with the teaching and learning processes, a reason why augmented reality is shown as one of the technologies with the greatest projection, both in the educational sector, in general, as well as in medical education, in particular. Objective: To identify the level of effectiveness of a methodology based on augmented reality compared to a traditional one in learning cardiopulmonary resuscitation, in two groups of university students. Methods: The study began in the academic year 2017-2018. An experimental design of descriptive and correlational type and with a control group was established in a sample of 58 students from a university center in Spain. A training program was implemented in two groups with different methodologies: augmented reality versus a traditional one. A questionnaire, derived from the Generalized Self-Efficacy Scale in cardiopulmonary resuscitation, validated using the Delphi method with relevant reliability α=0.86, was used to collect the data. Results: The innovative methodology with augmented reality applied in the experimental group showed better results regarding motivation, participation, interaction with the contents, and the active role of the participants; as well as higher learning results over the group that followed a traditional methodology without using any educational technologies. Conclusions: The findings showed the effectiveness of augmented reality in learning cardiopulmonary resuscitation guidelines among university students. Therefore, the use of this educational technology is recommended to achieve effectiveness in learning this type of content related to health education(AU)
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Humans , Health Education , Education, Medical , Augmented Reality , Learning , EfficacyABSTRACT
Objective:To investigate the clinical value of augmented reality (AR) technology combined with Doppler ultrasound in repairing soft tissue defects around ankle with posterior tibial artery perforator flap.Methods:From June, 2017 to June, 2020, 13 patients with soft tissue defects around ankle were repaired with the posterior tibial artery perforator flap sized 3.0 cm×7.0 cm-5.0 cm×10.0 cm. Preoperative CTA scan was performed to obtain the 3-dimensional image of the blood supply of the donor site. The origin and direction of blood supply, length of pedicle, diameter and the location of perforator were determined. An image fusion software based on Android mobile phone was used from the body surface to realize the navigation by AR, and to mark the locations of the points where blood vessels ran and passed by. At the same time, Doppler ultrasound was employed to confirm the navigation. The optimal puncture fulcrum was used as the flap rotation point in design of the flap. After the flap had been designed, the flap was harvested and the defect was repaired. Outpatient clinic follow-up was performed to evaluate the survival of flap and the function of ankle.Results:All 13 flaps survied without vascular issues. After 6-16 (average 10) months follow-up, all flaps survived. The flaps appeared soft with good blood supply. The colour of the repaired sites were basically the same as normal skin. According to American Orthopedic Foot and Ankle Society (AOFAS) , the ankle function was excellent in 9 patients and good in 4 patients. There was no obvious scar formation on the donor sites.Conclusion:The application of AR technology combined with Doppler ultrasound in the surgical planning of posterior tibial artery perforator flap has advantages in easy to operate in clinical practice. It can reduce the risk of surgery, and has significance in clinical practice.
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Glaucoma, the leading cause of irreversible visual impairment in the world, leads to visual function damage that seriously affects the daily life activities and psychosocial function of patients, resulting in a significant decline in the quality of life.The life quality of patients can be efficiently improved through vision rehabilitation based on the residual visual function, but there is not enough attention paid to the visual impairment and vision rehabilitation of glaucoma.From a perspective of the epidemiological status of visual impairment in glaucoma at home and abroad, the universality and severity of the glaucomatous visual impairment was revealed.The characteristics of visual changes and corresponding rehabilitation needs of patients, the current situation of rehabilitation service supply, new devices that can expand visual field and the latest proven effective rehabilitation methods in light of the recent development of these fields were reviewed in order to provide certain inspiration and reference for the research of vision rehabilitation of glaucoma.
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Brain-computer interface (BCI) has great potential to replace lost upper limb function. Thus, there has been great interest in the development of BCI-controlled robotic arm. However, few studies have attempted to use noninvasive electroencephalography (EEG)-based BCI to achieve high-level control of a robotic arm. In this paper, a high-level control architecture combining augmented reality (AR) BCI and computer vision was designed to control a robotic arm for performing a pick and place task. A steady-state visual evoked potential (SSVEP)-based BCI paradigm was adopted to realize the BCI system. Microsoft's HoloLens was used to build an AR environment and served as the visual stimulator for eliciting SSVEPs. The proposed AR-BCI was used to select the objects that need to be operated by the robotic arm. The computer vision was responsible for providing the location, color and shape information of the objects. According to the outputs of the AR-BCI and computer vision, the robotic arm could autonomously pick the object and place it to specific location. Online results of 11 healthy subjects showed that the average classification accuracy of the proposed system was 91.41%. These results verified the feasibility of combing AR, BCI and computer vision to control a robotic arm, and are expected to provide new ideas for innovative robotic arm control approaches.
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Humans , Augmented Reality , Brain-Computer Interfaces , Computers , Electroencephalography , Evoked Potentials, Visual , Photic Stimulation , Robotic Surgical ProceduresABSTRACT
We developed an education system utilizing virtual reality/augmented reality (VR/AR) technologies for clinical clerkships in emergency medicine. We used a spherical camera to record the scenes of emergency medical treatment, and then added subtitles/captions of clinical information onto the video data to help the learners’ understanding. Before watching the video, learners prepared with basic knowledge for the clinical situations to be addressed. By monitoring line of sight, instructors were able to estimate how far the students understood the situations and give appropriate feedback on the spot. These results suggest that an application of VR/AR technologies combined with preparatory learning materials and measurement of learners’ understanding in watching video provides an interactive and participatory educational context for knowledge acquisition in clinical clerkships. This system can be introduced at low cost and also can grow as a platform shared between teaching facilities.
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Objective:To develop a 3D visualization technology-assisted patient positioning system for radiotherapy and compare it with traditional patient positioning method for breast and pelvic radiotherapy.Methods:A total of 40 patients receiving radiotherapy in Changzhou No.2 People′s Hospital from June 2020 to April 2021 were selected for this study, including 20 patients with breast cancer and 20 patients with pelvic cancer.3D visualization reconstruction was carried out using the CT data of the patients for positioning. Then the 3D visualization models were integrated with the real treatment environment and were then shifted to the isocentral positions of accelerators through interactive operations. Based on this, the patients were actually positioned. Every week, all of the patients were firstly treated with traditional positioning, followed by 3D visualization-guided positioning. As a result, 240 times of positioning data of all patients were collected in three weeks. They were compared with the data of cone-beam CT(CBCT)-guided positioning, which served as the gold standard.Results:The absolute positioning errors of 3D visualization-guided positioning along x, y and z axes were (1.92±1.23), (2.04±1.16), and (1.77±1.37)mm, respectively for patients with breast cancer and were (2.07±1.08), (1.33±0.88), and (1.99±1.25)mm, respectively for patients with pelvic cancer. Compared with traditional positioning method , the accuracy of 3D visualization-guided positioning along x、 y, and z axes was increased by 38.83%, 52.40% and 33%, respectively for patients with breast cancer and was improved by 36.84%, 54.04% and 52.58% for patients with pelvic cancer, with all differences being statistically significant along y and z axes ( t=2.956-5.734, P< 0.05). Meanwhile, the error distribution of the two positioning method was statistically significant along in y axis for patients with breast cancer( χ2=7.481, P<0.05) and was statistically significant along each axis for patients with pelvic cancer( χ2=5.900, 6.415, 7.200, P<0.05). Conclusions:The positioning method guided by 3D visualization technology can effectively improve the positioning accuracy of patients with breast cancer and patients with pelvic cancer and is of value in potential clinical application.
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Objective:To investigate the application and effect of the virtual reality (VR) combined with the augmented reality (AR) integrated teaching system in stomatology general medical education of clinical medicine students.Methods:A total of 160 undergraduates from the five-year clinical medicine Batch 2015 of Naval Medical University were randomly divided into VR+AR group and traditional group, with 80 students in each group. A comparative analysis was made on the previous and teaching achievements of the two groups of students, and a questionnaire survey was conducted after the completion of the class. Epidata 3.0 was used to input questionnaire data, and SPSS 23.0 software was used to carry out t test, chi-square test and Fisher precision test. Results:There was no statistical difference in written test scores between the VR+AR group and the traditional group [(52.65±3.76) vs. (51.90±3.46), P=0.516], but the VR+AR group was significantly higher than the traditional group in case analysis scores [(35.85±2.56) vs. (31.40±2.96), P < 0.001] and overall performance [(88.50±4.95) vs. (83.30±4.86), P= 0.002]. The questionnaire survey results showed that the scores of "teaching mode" [(92.30±6.90) vs. (85.20±7.30), P<0.001], "teaching method" [(91.70±5.90) vs. (86.00±6.70), P=0.012] and "teaching improvement" [(90.70± 8.70) vs. (82.30±8.40), P<0.001] in VR + AR group were significantly higher than those in the traditional teaching group. Conclusion:The VR combined with AR integrated teaching system can significantly improve teaching performance and teaching quality, and is convenient for teaching demonstrations and simulation operations in small oral spaces, and is especially suitable for oral general medical education for clinical medicine.
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Advances in virtual and augmented reality technology have shown its potential for medical education and clinical application. The purpose of this review is to summarize how medical colleges and universities have explored in virtual and augmented reality technology for Medical Imaging in China and other countries. Applications of virtual and augmented reality technology for diagnostic radiology education can enrich the teaching contents, expand the space and time of teaching, and help students in analysis and diagnosis. In interventional radiology education, students can experience the medical environment which is close to the real one, simulate the surgical process, optimize the teaching resources and improve the teaching quality. With the comprehensive utilization of the Internet, big data, artificial intelligence and new computer technologies, virtual and augmented reality technology will bring a new revolution to future medical education.