Biomedical Visualisation, Volume 10

✍ Scribed by Paul M. Rea (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 230
• Series: Advances in Experimental Medicine and Biology; 1334
• Category: Library

✦ Synopsis

This edited book explores the use of technology to enable us to visualise the life sciences in a more meaningful and engaging way. It will enable those interested in visualisation techniques to gain a better understanding of the applications that can be used in visualisation, imaging and analysis, education, engagement and training. The reader will also be able to learn about the use of visualisation techniques and technologies for the historical and forensic settings.

The reader will be able to explore the utilisation of technologies from a number of fields to enable an engaging and meaningful visual representation of the biomedical sciences.

The chapters presented in this volume cover such a diverse range of topics, with something for everyone. We present here chapters on technology enhanced learning in neuroanatomy; 3D printing and surgical planning; changes in higher education utilising technology, decolonising the curriculum and visual representations of the humanbody in education. We also showcase how not to use protective personal equipment inspired by the pandemic; anatomical and historical visualisation of obstetrics and gynaecology; 3D modelling of carpal bones and augmented reality for arachnid phobias for public engagement. In addition, we also present face modelling for surgical education in a multidisciplinary setting, military medical museum 3D digitising of historical pathology specimens and finally computational fluid dynamics.

✦ Table of Contents

Preface
Acknowledgements
About the Book
Contents
Editors and Contributors
Chapter 1: Evaluating the Efficacy and Optimisation of the Peer-Led Flipped Model Using TEL Resources Within Neuroanatomy
1.1 Introduction
1.1.1 Climate of Anatomy Education
1.1.2 Technology-Enhanced Learning (TEL) in Anatomy Education
1.1.3 Flipped Classroom (FC)
1.1.4 Lack of Evidence in Favour of Combining TEL and the FC
1.1.5 Near-Peer Teaching (NPT)
1.2 Methods
1.2.1 Study Setting and Population
1.2.2 Resource Development
1.2.3 Teaching Sessions
1.2.4 Assessment of Knowledge Gain
1.2.5 Analysis of Data
1.3 Results
1.3.1 Student Engagement
1.3.2 Educational Impact
1.3.3 Student Perceptions
1.4 Discussion
1.4.1 Student Experience of the Flipped Classroom
1.4.2 Effect of TEL Resources Within The FC
1.4.3 Effect of a Peer-Led Flipped Model
1.4.4 Limitations
1.4.5 Conclusion and Recommendations
References
Chapter 2: Observation of Patients´ 3D Printed Anatomical Features and 3D Visualisation Technologies Improve Spatial Awareness...
2.1 3D Visualisation in Medical Education: A Foreword
2.1.1 Haptics in Observation. Drawing in Observation
2.1.2 The HVOD Method
2.1.3 Spatial Awareness and Spatial Ability in Anatomy
2.1.4 Two HVOD Exercises for Improved Spatial Awareness
2.2 Cognition and Visuospatial Attention
2.2.1 Cognition and Visuospatial Learning
2.2.2 Sequencing of Visuospatial Comprehension in Neuroscience
2.3 Application Within Surgical Setting
2.3.1 Haptic Perception in Surgical Training
2.3.2 Visualisation Technology in Surgery: Interpreting `What the Machine Saw´
2.3.3 Pre-Operative Planning Assistance
2.4 Summary and Future Directions
References
Chapter 3: Pandemics, Protests, and Pronouns: The Changing Landscape of Biomedical Visualisation and Education
3.1 Definitions and Introduction
3.2 Pandemics: The Biomedical Education Implications of COVID-19
3.3 Move to Online Delivery and Accessibility Concerns
3.4 Impact of COVID-19 on Anatomy Training
3.5 Protests: Black Lives Matter and Decolonisation of the Curriculum
3.6 BLM in Higher Education
3.7 Biomedical Visualisation: A Source of Perpetuating Colonial Curricula?
3.8 Broader Consideration of Inequality in Imagery
3.9 Pronouns: A Look at the Heteronormative Assumptions When Transgender Individuals Exist
3.10 Why It All Matters? The Power of Imagery
3.11 Conclusion
3.12 Practice Points
References
Chapter 4: What Not to Do with PPE: A Digital Application to Raise Awareness of Proper PPE Protocol
4.1 Introduction
4.1.1 Aims and Objectives
4.2 Education on the Use of PPE
4.2.1 PPE Education: Training and Guidance
4.2.1.1 Training on Proper PPE Use: Literature
4.2.1.2 Guidance on Proper PPE Use: Literature
4.2.2 What Not to Do with PPE
4.2.3 Summary of Findings
4.3 Methods and Materials
4.3.1 Materials
4.3.2 Methods
4.3.3 Digital Design
4.3.4 3D Model Development
4.3.4.1 Identification of PPE Violations
4.3.4.2 Modelling
4.3.4.3 Animation
4.3.5 App Development
4.3.5.1 User Interface Set-Up
4.3.5.2 Interactive Components
4.3.5.3 Build to Android
4.4 Results: Application Development Outcome
4.4.1 Main Menu
4.4.2 Instructions
4.4.3 Scenario Selection
4.4.4 Scenario 1: Phone Contamination
4.4.5 Scenario 1: Phone Contamination with Visible Transmission
4.4.6 Scenario 2: Mask Contamination
4.4.7 Scenario 2: Mask Contamination with Visible Transmission
4.5 Discussion
4.5.1 Reflection on the Design Process
4.5.2 Limitations
4.5.2.1 Animations
4.5.2.2 Models
4.5.2.3 Future Directions of Work
4.6 Conclusion
References
Chapter 5: The Embryonic re-Development of an Anatomy Museum
5.1 History and Context
5.2 Visualising Embryos
5.3 Visualising Discourse around Menstruation
5.4 The Gendered Body and the Lack of Diverse Representation in Gynaecological Images
5.5 The Role of the Illustrator
References
Chapter 6: Visualising the Link Between Carpal Bones and Their Etymologies
6.1 Theoretical Background
6.1.1 Introduction
6.1.2 Why Carpal Bones?
6.1.3 The Study of Etymology and Its Use in Medicine
6.1.3.1 The Study of Etymology
6.1.3.2 Relevance of Etymology in the Medical Field
6.1.4 The Link Between Knowledge of Etymology and Successful Learning of Anatomy in Medical Students
6.1.4.1 How Do We Learn? Three Learning Outcomes
6.1.4.2 How Etymological Understanding Aids Anatomical Learning in Medical Students
6.1.5 Use of Digital Technology in Learning
6.1.5.1 Current Teaching Methods
6.1.5.2 How Visualisation Techniques Aid in Student Learning
6.1.5.3 Benefits of E-learning and Digital Technology Use in Learning
6.1.6 Conclusion
6.2 Aims and Hypothesis
6.2.1 Research Questions
6.3 Materials and Methods
6.3.1 Materials
6.3.2 Methods
6.3.2.1 Design and Development
Concept
3D Bone Model Production
Application Development
6.4 Evaluation
6.4.1 Research Evaluation Methods
6.4.1.1 Materials and Methods
6.4.1.2 Experimental Protocol
Carpal Bone Pre-test and Post-test
Mobile Application Use
Usability Questionnaire
6.4.1.3 Ethics Approval
6.5 Results
6.5.1 Participants
6.5.2 Carpal Bone Pre-test and Post-test Results
6.5.3 Application Use
6.5.4 Participant Questionnaire Results
6.5.4.1 Screening Questions
Usefulness
Ease of Use
Ease of Learning
Satisfaction
6.5.4.2 Qualitative Comments
6.6 Discussion
6.6.1 Summary of Findings
6.6.2 Limitations
6.6.3 Post-evaluation Modifications
6.6.4 Future Development
6.7 Conclusion
References
Chapter 7: Augmented Reality Application of Schizocosa ocreata: A Tool for Reducing Fear of Arachnids Through Public Outreach
7.1 Introduction
7.1.1 Background Review
7.1.2 Rationale
7.1.3 Objectives
7.2 Methods
7.2.1 Application Purpose and Goal
7.2.2 Materials (Table 7.1)
7.2.3 Design and Development
7.2.3.1 Unity Basic Set-up
7.2.3.2 3D Modelling
7.2.3.3 Texturing
7.2.3.4 Rigging and Animation
7.2.3.5 Augmented Reality Development
7.2.3.6 Implementation of Textual Information
7.3 Results
7.4 Discussions
7.4.1 Limitations
7.4.2 Future Development
7.5 Conclusion
References
Chapter 8: The Surgical Art Face: Developing a Bespoke Multimodal Face Model for Reconstructive Surgical Education
8.1 Introduction
8.1.1 Reconstructive Surgery
8.1.2 Reconstructive Ladder
8.2 Facial Reconstructive Surgery
8.2.1 What Knowledge and Skills Do Facial Surgeons Need?
8.2.2 What Is the Ideal Simulation Tool to Train Surgeons to Perform Facial Surgery?
8.3 Development of the Surgical Art Face
8.4 Facial Surgery Simulation Using the Surgical Art Face in Multi-disciplinary Settings
8.5 Conclusion
References
Chapter 9: Modernizing Medical Museums Through the 3D Digitization of Pathological Specimens
9.1 Background
9.2 Digitization and Processing
9.2.1 Specimen Selection and Digitization Methods
9.2.2 External Surface Capture
9.2.2.1 NextEngine Scanner
9.2.2.2 Go!Scan 50 3D Scanner
9.2.3 Internal Surface Capture
9.2.3.1 North Star Imaging Micro-CT Scanner
9.2.3.2 Mimics Workflow
9.2.3.3 3D Slicer Workflow
9.2.4 Further Model Preparation
9.3 Dissemination and Applications
9.3.1 Dissemination
9.3.1.1 MorphoSource
9.3.1.2 Sketchfab
9.3.1.3 Additional Dissemination
9.3.2 3D Printing
9.3.3 Education Applications
9.3.4 Research Applications
9.4 Summary
References
Chapter 10: An Introduction to Biomedical Computational Fluid Dynamics
10.1 Introduction
10.2 Computational Fluid Dynamics (CFD)
10.2.1 What Is CFD?
10.2.2 Governing Equations
10.2.2.1 Conservation of Mass (Continuity Equation)
10.2.2.2 Conservation of Momentum
10.2.3 Properties of Fluids and Fluid Flows
10.2.4 Constructing a CFD Simulation
10.2.4.1 Pre-processing
10.2.4.2 Numerical Solution and Solvers
10.2.4.3 Post-processing
10.2.4.4 Verification and Validation
10.2.4.5 Benefits and Limitations of CFD
10.3 CFD in Biomedical Research
10.3.1 Cardiovascular Flows
10.3.2 Respiratory Flow
10.3.3 Additional Areas of CFD Application
10.3.4 Medical Device Testing and Development
10.4 Summary and Future Directions
References
Correction to: Visualising the Link Between Carpal Bones and Their Etymologies
Correction to: Chapter 6 in: P. M. Rea (ed.), Biomedical Visualisation, Advances in Experimental Medicine and Biology 1334, ht...