3. A 3D Virtual Medical Imaging Suite

Journal of Medical Radiation Sciences, 2014

Introduction: A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. Methods: A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Results: Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice. Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Conclusions: Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment.

Radiography, 2020

Introduction: Simulation forms a key element of undergraduate Radiography education as it enables students to develop their clinical skills in a safe environment. In this study, an immersive threedimensional (3D) virtual radiography simulation tool was piloted in an undergraduate Radiography curriculum and user feedback retrieved. Methods: The 3D virtual simulation tool by Virtual Medical Coaching Ltd was introduced to first year radiography students (n ¼ 105). This technology guided students through a comprehensive process of learning anatomy, radiographic positioning and pathology. Students then X-rayed a virtual patient in the VR suite using HTC Vive Pro™ headsets and hand controllers. Instant feedback was provided. An online survey was later disseminated to students to gather user feedback. Thematic and descriptive statistical analyses were applied. Results: A response rate of 79% (n ¼ 83) was achieved. Most respondents (58%) reported enjoying VR simulation, whilst some felt indifferent towards it (27%). Ninety-four percent would recommend this tool to other students. The mean length of time it took for students to feel comfortable using the technology was 60 min (10e240 min). Most respondents (58%) desired more VR access. Students attributed enhanced confidence in the areas of beam collimation (75%), anatomical marker placement (63%), centring of the X-ray tube (64%) and exposure parameter selection (56%) to their VR practice. Many students (55%) advocated the use of VR in formative or low stakes assessments. Issues flagged included technical glitches, inability to palpate patient and lack of constructive feedback. Conclusion: Student feedback indicates that 3D virtual radiography simulation is a valuable pedagogical tool in radiography education Implications for practice: 3D immersive VR simulation is perceived by radiography students to be a valuable learning resource. VR needs to be strategically implemented into curricula to maximise its benefits.

Interactive Learning Environments, 2017

In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the technical skills of first year medical imaging students. The learning experience by each student was either via traditional laboratory-based simulation or VR simulation, for two specified anatomical protocols. Following the learning experience, the students performed role-plays and were assessed on their technical proficiency. The type of learning environment, laboratory-based or VR simulation, was recorded for each radiographic procedure, as well as demographic data. Data demonstrated an improved total role-play skill score for those students trained using VR software simulation compared with the total role-play skills score traditional laboratory simulation. Demographic multivariable analysis demonstrated no statistically significant association of age, gender, gaming skills/activity with the outcome. The novel medical imaging VR simulation learning tool facilitated technical skill acquisition, equal to, or slightly better than traditional laboratory training. Ongoing data collection will evaluate the impact this VR software has on the undergraduate medical imaging student.

Understanding the complexity of the patientepractitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient epractitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patientepractitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patientepractitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.

Education Sciences , 2025

Digital learning plays an increasing role in medical education. Virtual Reality (VR) has a high potential for acquiring clinical competencies in a safe and immersive environment. With this survey, we assessed the level of acceptance and potential for VR in medical education among students. From January to April 2022, we provided an anonymous online survey at Saarland University. Besides demographic data, items covered previous VR experience, expectations of including VR in medical curricula, and estimated advantages and disadvantages. Additionally, ideas for VR scenarios could be submitted. Two hundred fifty-two medical students completed the survey. Of these, 54.4% were 21-25 years old, with 34.5% males, 50.4% being preclinical students, and 67.5% never had contact with VR. Males and preclinical students were more likely to be VR experienced. While almost all students approved the integration of VR into their curriculum, most use cases have been allocated to anatomy and surgery. Technical requirements and competencies were the main selected disadvantages. Most medical students can imagine VR being integrated into medical curricula. The implementation of immersive VR technology into medical curricula will allow students to train in practical, procedural, and soft skills repeatedly to acquire highly relevant clinical decision-making competencies with great benefit to public health.

Radiography, 2019

Introduction: Simulated learning environments (SLEs) are commonly utilised by educational institutions. The aim of this study was to assess if students perceptions varied relating to the effectiveness of either a virtual reality (VR) simulation or traditional clinical role-play scenario in developing radiographic hand positioning skills. Methods: A split-cohort study was performed with Year 1 Undergraduate Radiography students (n ¼ 76). Students were randomly assigned to undertake training for radiographic hand positioning tasks using either the CETSOL VR Clinic software (Group 1) or traditional clinical role-play (Group 2). Following completion of their positioning training, students' perceived impact of the SLE on developing practical and technical skills were assessed using a 5-point Likert scale questionnaire and free text option. Results: Quantitative student perception scores indicated no significant difference between the two simulation modalities, the mean agreement scores (combined strongly agree þ agree) for Groups 1 and 2 were 74.8% and 83.8%, respectively, where c2 (4, n ¼ 66) ¼ 9.5, p-value ¼ 0.394. Key themes expressed by students following a thematic analysis were "engagement with the learning environment, positioning practice and comparability to clinical practice. Conclusion: The perceptions of novice students in training for radiographic hand positioning tasks, using either a VR SLE or clinical role-play scenario, did not differ. There was a strong similarity in common themes, however, a key point of difference identified was the benefit of repetition afforded by the VR simulation, in contrast to the need for more time using traditional role-play in a constrained laboratory setting. Implications for practice: The lack of difference in student perceptions between VR and clinical role-play training, could offer a different approach to clinical training which is easily accessible and allows users to correct mistakes at their own pace.

Journal of Digital Imaging, 2020

Current radiology training for medical students and residents predominantly consists of reviewing teaching files, attending lectures, reading textbooks and online sources, as well as one-on-one teaching at the workstation. In the case of medical schools, radiology training is quite passive. In addition, the variety of important and high-yield cases that trainees are exposed to may be limited in scope. We utilized an open-source dcm4chee-based Picture Archiving and Communication System (PACS) named "Weasis" in order to simulate a radiologist's practice in the real world, using anonymized report-free complete cases that could easily be uploaded live during read-outs for training purposes. MySQL was used for database management and JBOSS as application server. In addition, we integrated Weasis into a web-based reporting system through Java programming language using the MyEclipse development environment. A freeware, platform-independent, image database was established to simulate a real-world PACS. The sever was implemented on a dedicated non-workstation PC connected to the hospital secure network. As the client access is through a webpage, the cases can be viewed from any computer connected to the hospital network. The reporting system allows for evaluation purposes and providing feedback to the trainees. Brief survey results are available. Implementation of such a low-cost, versatile, and customizable tool provides a new opportunity for training programs in offering medical students with an active and more realistic radiology experience, junior radiology residents with potentially better preparation for independent call, and senior resident and fellows with the ability to fine-tune high-level specialty-level knowledge.

Radiography, 2011

Understanding the complexity of the patient–practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient–practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient–practitioner interactions in various parts of a medical imaging department and four ‘talking heads’ clips were produced. These were loaded onto the university’s virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients’ experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient–practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.

Como umas das ciências sociais (ciência política, sociologia, antropologia culturas, psicologia, direito), a economia não pode ser considerada como fechada em torno de si mesma. Pelas implicações da ação econômica sobre outros aspectos da vida humana, o estudo da economia implica a abertura de suas fronteiras às demais áreas das ciências sociais ou humanas. Essa abertura se dá em uma dupla direção, assumindo um caráter biunívoco.

On Friday, March 17, I reached an agreement with the Arizona State University (ASU), the Arizona Board of Regents, and Arizona Attorney General that will allow a speaking event focusing on BDS to take place on April 3, 2018 on campus. The agreement is a victory for " the Boycott, Divestment, and Sanctions (BDS) movement since the speaking contract previously included an unconstitutional anti-BDS clause " that prohibited me from speaking on a boycott of Israel during my ASU's campus visit. The agreement with the Arizona State University is a victory for the First Amendment and the rights of free speech. Again, the pro-Israel forces worked hard to silence the voices of justice and human rights but hard work and dedication made the difference. This is a victory for the BDS movement and a victory for Palestine's voice in the US. I am deeply indebted to CAIR's hard work that will make it possible for me to exercise the rights enshrined in the First Amendment, the right to speak at the Arizona State University on BDS and to oppose the Israeli Apartheid! This success was made possible through the hard work of CAIR Arizona, CAIR National and AMP's team on this important legal challenge. Last month, I received an invitation from the Muslim Student Association to deliver a lecture on Palestine, the current crisis resulting from U.S. decision to move the embassy to Jerusalem, and the effectiveness of the BDS movement at the Arizona State University. As per the regular procedure for such an engagement, the students sent me ASU's contract detailing all the conditions that must be fulfilled as well as the costs associated with travel, accommodations, and honorarium.