Development of an Augmented Reality System to Support the Teaching-Learning Process in Automotive Mechatronics

This article details the development of an augmented reality system to support the teaching-learning process, focused on the area of automotive mechatronics for gasoline vehicles. The application facilitates the user the interaction with the parts of the internal combustion engine in order to locate them in the assembly and disassembly process;in addition, the user can visualize the simulation of the thermodynamic cycle of the engine in improvements of the learning process. The geometric model of the elements of the Otto cycle internal combustion engine is made in CAD software, the development of the application and incorporation of the models and animations is done in Unity 3D. The execution of the Augmented Reality application during the pandemic originated by COVID-19 was essential to give continuity to the professional training process in the Automotive Mechatronics career, since the development of the teaching process was carried out solely online. © 2021, Springer Nature Switzerland AG.

Remote peritoneal dialysis training in a COVID-19-positive patient

Introduction: Training patients in peritoneal dialysis (PD) traditionally requires up to fourteen in-person clinic visits to cover all aspects of care. The COVID-19 crisis has created an unprecedented challenge in educating patients to perform PD safely while minimizing exposure to staff. Telemedicine has been well-received by staff and patients in other aspects of PD care. We present a case of a COVID-19 positive patient who was fully trained in PD using telemedicine. Case Description: The patient is a 21-year-old man with VATER Syndrome who progressed to ESRD with uremic symptoms. He chose PD as his dialysis modality while awaiting a kidney transplant. Prior to his PD catheter insertion, he tested positive for COVID-19. He was deemed an ideal candidate for PD training via telemedicine and agreed to proceed. For the first two training sessions, he presented to the PD clinic and was placed in a designated isolation room with his personal computer. His PD nurse was in an adjoining room and trained him via video conferencing with the option to enter his room if needed. The patient quickly mastered the procedure in this monitored environment. He completed the remainder of the required education remotely in his home via telemedicine. Currently, he is fully trained and has initiated his full PD prescription. Discussion: There are several advantages of telehealth in COVID-19 patients. The risk of viral exposure to healthcare staff and other patients is reduced by limiting trips to the PD clinic. Additionally, reducing the burden of travel saves time and expense for the patient. Patient selection for telehealth learning is critical: the ideal patient must be motivated and technologically savvy. The patient, PD nurse, and nephrologist must jointly determine whether proceeding with tele-learning is feasible and safe. Although remote videoconferencing is not the conventional or optimal method for PD education, it can be used successfully to train patients while minimizing exposure of COVID-19 to staff.