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Lock HS, Tan PYS, Ng CY, Ooi J. Exploring the potential of digital twin technology as a training tool for new radiographers. J Med Imaging Radiat Sci 2024; 55:101431. [PMID: 39032238 DOI: 10.1016/j.jmir.2024.05.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Revised: 04/28/2024] [Accepted: 05/08/2024] [Indexed: 07/23/2024]
Abstract
INTRODUCTION A digital twin is a virtual representation of the real world. This paper presents the concept of a digital twin system that reflects the movements of the human skeleton as the body is repositioned. Digital twin technology has the ability to be used as a training tool for new radiographers to build their competencies due to its ability to provide visual feedback without the use of radiation. This study aims to evaluate the perceptions of radiography trainers and trainees regarding the utility of digital twin technology. METHODS The concept of digital twin technology was demonstrated to 46 trainers and trainees. Surveys were distributed online on the same day as the demonstration to gather feedback from the participants regarding the perceived usefulness of digital twin technology. For dichotomized and categorical variables, the relationships among these variables were examined using either the chi-squared test or Fisher's exact test. Inductive thematic analysis was used to analyze the open-ended questions. RESULTS Most respondents were willing to use digital twin technology (91.1 %) and agreed that it would be useful for education and training purposes (95.5 %). They also felt that it would improve radiographic skills (84.4 %) and confidence (93.3 %). Concerns regarding the product included its sensitivity to capturing subtle changes in positioning and its user-friendliness in terms of customization, and potential dependence on technology when positioning patients. CONCLUSION Digital twin technology has the potential to be a valuable training tool by allowing radiographers to hone their radiographic skills in a safe environment without the need for radiation exposure.
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Affiliation(s)
- Hui Shan Lock
- Changi General Hospital, 2 Simei Street 3, Singapore 529889.
| | | | - Chow Yong Ng
- Changi General Hospital, 2 Simei Street 3, Singapore 529889
| | - Jolene Ooi
- Changi General Hospital, 2 Simei Street 3, Singapore 529889
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Miller EM, Schmid KK, Abbey BM. The effect of non-immersive virtual reality radiographic positioning simulation on first-year radiography students' image evaluation performance. Radiography (Lond) 2024; 30:1180-1186. [PMID: 38889476 DOI: 10.1016/j.radi.2024.05.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Revised: 04/17/2024] [Accepted: 05/21/2024] [Indexed: 06/20/2024]
Abstract
INTRODUCTION Optimal radiographic image quality is critical because it affects the accuracy of the reporter's interpretation. Radiographers have an ethical obligation to obtain quality diagnostic images while protecting patients from unnecessary radiation, including minimizing rejected and repeated images. Repeated imaging due to positioning errors have increased in recent years. METHODS This study evaluated the effectiveness of non-immersive virtual reality (VR) simulation on first-year students' evaluation of positioning errors on resultant knee and lumbar spine images. Crossover intervention design was used to deliver radiographic image evaluation instruction through traditional lecture and guided simulation using non-immersive VR to 33 first-year radiography students at a single academic institution located across four geographic program locations. Pre- and post-test knowledge assessments examined participants' ability to recognize positioning errors on multiple-choice and essay questions. RESULTS Raw mean scores increased on multiple choice questions across the entire cohort for the knee (M = 0.82, SD = 3.38) and lumbar spine (M = 2.91, SD = 3.69) but there was no significant difference in performance by instructional method (p = 0.60). Essay questions reported very minimal to no raw mean score increases for the knee (M = 0.27, SD = 2.78) and lumbar spine (M = 0.00, SD = 2.55), with no significant difference in performance by instructional method (p = 0.72). CONCLUSION Guided simulation instruction was shown to be as effective as traditional lecture. Results also suggest that novice learners better recognize image evaluation errors and corrections from a list of options but have not yet achieved the level of competence needed to independently evaluate radiographic images for diagnostic criteria. IMPLICATIONS FOR PRACTICE Non-immersive VR simulation is an effective tool for image evaluation instruction. VR increases access to authentic image evaluation practice by providing a simulated resultant image based off the students' applied positioning skills.
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Affiliation(s)
- E M Miller
- Radiography Education, Department of Clinical, Diagnostic, and Therapeutic Sciences, College of Allied Health Professions, University of Nebraska Medical Center, 2402 University Drive Kearney, NE 68849, United States of America.
| | - K K Schmid
- Department of Biostatistics, College of Public Health, University of Nebraska Medical Center, 984375 Nebraska Medical Center Omaha, NE 68198, United States of America.
| | - B M Abbey
- Kinesiology and Sport Sciences Department, Kinesiology and Sport Sciences, University of Nebraska at Kearney, 1410 W 26th St. Kearney, Ne 68849, United States of America.
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Shetty S, Bhat S, Al Bayatti S, Al Kawas S, Talaat W, El-Kishawi M, Al Rawi N, Narasimhan S, Al-Daghestani H, Madi M, Shetty R. The Scope of Virtual Reality Simulators in Radiology Education: Systematic Literature Review. JMIR MEDICAL EDUCATION 2024; 10:e52953. [PMID: 38722205 PMCID: PMC11094427 DOI: 10.2196/52953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Revised: 02/01/2024] [Accepted: 03/31/2024] [Indexed: 05/18/2024]
Abstract
Background In recent years, virtual reality (VR) has gained significant importance in medical education. Radiology education also has seen the induction of VR technology. However, there is no comprehensive review in this specific area. This review aims to fill this knowledge gap. Objective This systematic literature review aims to explore the scope of VR use in radiology education. Methods A literature search was carried out using PubMed, Scopus, ScienceDirect, and Google Scholar for articles relating to the use of VR in radiology education, published from database inception to September 1, 2023. The identified articles were then subjected to a PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)-defined study selection process. Results The database search identified 2503 nonduplicate articles. After PRISMA screening, 17 were included in the review for analysis, of which 3 (18%) were randomized controlled trials, 7 (41%) were randomized experimental trials, and 7 (41%) were cross-sectional studies. Of the 10 randomized trials, 3 (30%) had a low risk of bias, 5 (50%) showed some concerns, and 2 (20%) had a high risk of bias. Among the 7 cross-sectional studies, 2 (29%) scored "good" in the overall quality and the remaining 5 (71%) scored "fair." VR was found to be significantly more effective than traditional methods of teaching in improving the radiographic and radiologic skills of students. The use of VR systems was found to improve the students' skills in overall proficiency, patient positioning, equipment knowledge, equipment handling, and radiographic techniques. Student feedback was also reported in the included studies. The students generally provided positive feedback about the utility, ease of use, and satisfaction of VR systems, as well as their perceived positive impact on skill and knowledge acquisition. Conclusions The evidence from this review shows that the use of VR had significant benefit for students in various aspects of radiology education. However, the variable nature of the studies included in the review reduces the scope for a comprehensive recommendation of VR use in radiology education.
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Affiliation(s)
- Shishir Shetty
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Supriya Bhat
- Department of Oral Medicine and Radiology, AB Shetty Memorial Institute of Dental Sciences, Nitte (Deemed to be University), Mangalore, India
| | - Saad Al Bayatti
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sausan Al Kawas
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Wael Talaat
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed El-Kishawi
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Natheer Al Rawi
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sangeetha Narasimhan
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Hiba Al-Daghestani
- Department of Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Medhini Madi
- Department of Oral Medicine and Radiology, Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Raghavendra Shetty
- Department of Clinical Sciences, College of Dentistry, Ajman University, Ajman, United Arab Emirates
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Wang D, Huai B, Ma X, Jin B, Wang Y, Chen M, Sang J, Liu R. Application of artificial intelligence-assisted image diagnosis software based on volume data reconstruction technique in medical imaging practice teaching. BMC MEDICAL EDUCATION 2024; 24:405. [PMID: 38605345 PMCID: PMC11010354 DOI: 10.1186/s12909-024-05382-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 04/02/2024] [Indexed: 04/13/2024]
Abstract
BACKGROUND In medical imaging courses, due to the complexity of anatomical relationships, limited number of practical course hours and instructors, how to improve the teaching quality of practical skills and self-directed learning ability has always been a challenge for higher medical education. Artificial intelligence-assisted diagnostic (AISD) software based on volume data reconstruction (VDR) technique is gradually entering radiology. It converts two-dimensional images into three-dimensional images, and AI can assist in image diagnosis. However, the application of artificial intelligence in medical education is still in its early stages. The purpose of this study is to explore the application value of AISD software based on VDR technique in medical imaging practical teaching, and to provide a basis for improving medical imaging practical teaching. METHODS Totally 41 students majoring in clinical medicine in 2017 were enrolled as the experiment group. AISD software based on VDR was used in practical teaching of medical imaging to display 3D images and mark lesions with AISD. Then annotations were provided and diagnostic suggestions were given. Also 43 students majoring in clinical medicine from 2016 were chosen as the control group, who were taught with the conventional film and multimedia teaching methods. The exam results and evaluation scales were compared statistically between groups. RESULTS The total skill scores of the test group were significantly higher compared with the control group (84.51 ± 3.81 vs. 80.67 ± 5.43). The scores of computed tomography (CT) diagnosis (49.93 ± 3.59 vs. 46.60 ± 4.89) and magnetic resonance (MR) diagnosis (17.41 ± 1.00 vs. 16.93 ± 1.14) of the experiment group were both significantly higher. The scores of academic self-efficacy (82.17 ± 4.67) and self-directed learning ability (235.56 ± 13.50) of the group were significantly higher compared with the control group (78.93 ± 6.29, 226.35 ± 13.90). CONCLUSIONS Applying AISD software based on VDR to medical imaging practice teaching can enable students to timely obtain AI annotated lesion information and 3D images, which may help improve their image reading skills and enhance their academic self-efficacy and self-directed learning abilities.
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Affiliation(s)
- DongXu Wang
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China.
| | - BingCheng Huai
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - Xing Ma
- Center for Higher Education Research and Teaching Quality Evaluation, Harbin Medical University, Harbin, Heilongjiang, 150000, China
| | - BaiMing Jin
- School of Public Health, Qiqihar Medical University, 333 BuKui North Street, Qiqihar, Heilongjiang, 161006, China
| | - YuGuang Wang
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - MengYu Chen
- Academic Affairs Section, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - JunZhi Sang
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - RuiNan Liu
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
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Tay YX, McNulty JP. Radiography education in 2022 and beyond - Writing the history of the present: A narrative review. Radiography (Lond) 2023; 29:391-397. [PMID: 36774692 PMCID: PMC9916893 DOI: 10.1016/j.radi.2023.01.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 01/04/2023] [Accepted: 01/19/2023] [Indexed: 02/12/2023]
Abstract
OBJECTIVES The COVID-19 pandemic had a major effect on teaching and learning. This study aimed to describe a range of teaching, learning, and assessment strategies related to radiography education which have become more common due to the pandemic through a narrative literature review. KEY FINDINGS Educational change in radiography was accelerated by the disruption caused by the pandemic. Changes included the site and mode of teaching and conducting of assessment. While some of the digital transformation trends were introduced before the pandemic, others were further amplified during this period of time. Alternative solutions such as virtual reality technology, gamification, and technology-enhanced learning were especially salient and have the potential to mitigate challenges brought about by the pandemic. The use of technology in the clinical setting, in assessment, and to facilitate feedback, are important tools for improving learners' clinical skills performance. Collectively, these digital technologies can maximise learning and support mastery of knowledge, skills and attitudes. CONCLUSION The pandemic has cast a new light on existing methodologies and pedagogies in education. This review suggests that digital technology is shaping teaching and learning within radiography education and also that educators cannot ignore this digital shift. With the digital trajectory, it would be highly useful to transform approaches to education within radiography to support learning as radiography education moves towards the new normal era. IMPLICATIONS FOR PRACTICE Digital technology in education can help improve the learning experience for learners but educators need to be equipped with the technological skills and be adaptable to these changes. Continual sharing of experiences and knowledge among radiography educators is essential. Safety nets need to be in place to ensure digital inclusiveness and that no learner gets left behind due to the digital divide in education.
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Affiliation(s)
- Y X Tay
- Radiography Department, Allied Health Division, Singapore General Hospital, Singapore.
| | - J P McNulty
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland
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Baashar Y, Alkawsi G, Wan Ahmad WN, Alomari MA, Alhussian H, Tiong SK. Towards Wearable Augmented Reality in Healthcare: A Comparative Survey and Analysis of Head-Mounted Displays. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3940. [PMID: 36900951 PMCID: PMC10002206 DOI: 10.3390/ijerph20053940] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 02/16/2023] [Accepted: 02/19/2023] [Indexed: 06/18/2023]
Abstract
Head-mounted displays (HMDs) have the potential to greatly impact the surgical field by maintaining sterile conditions in healthcare environments. Google Glass (GG) and Microsoft HoloLens (MH) are examples of optical HMDs. In this comparative survey related to wearable augmented reality (AR) technology in the medical field, we examine the current developments in wearable AR technology, as well as the medical aspects, with a specific emphasis on smart glasses and HoloLens. The authors searched recent articles (between 2017 and 2022) in the PubMed, Web of Science, Scopus, and ScienceDirect databases and a total of 37 relevant studies were considered for this analysis. The selected studies were divided into two main groups; 15 of the studies (around 41%) focused on smart glasses (e.g., Google Glass) and 22 (59%) focused on Microsoft HoloLens. Google Glass was used in various surgical specialities and preoperative settings, namely dermatology visits and nursing skill training. Moreover, Microsoft HoloLens was used in telepresence applications and holographic navigation of shoulder and gait impairment rehabilitation, among others. However, some limitations were associated with their use, such as low battery life, limited memory size, and possible ocular pain. Promising results were obtained by different studies regarding the feasibility, usability, and acceptability of using both Google Glass and Microsoft HoloLens in patient-centric settings as well as medical education and training. Further work and development of rigorous research designs are required to evaluate the efficacy and cost-effectiveness of wearable AR devices in the future.
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Affiliation(s)
- Yahia Baashar
- Faculty of Computing and Informatics, Universiti Malaysia Sabah (UMS), Labuan 87000, Malaysia
| | - Gamal Alkawsi
- Institute of Sustainable Energy (ISE), Universiti Tenaga Nasional, Kajang 43000, Malaysia
- Faculty of Computer Science and Information Systems, Thamar University, Thamar 87246, Yemen
| | | | - Mohammad Ahmed Alomari
- Institute of Informatics and Computing in Energy, Universiti Tenaga Nasional (UNITEN), Kajang 43000, Malaysia
| | - Hitham Alhussian
- Department of Computer and Information Sciences, Universiti Teknologi PETRONAS, Seri Iskandar 32610, Malaysia
| | - Sieh Kiong Tiong
- Institute of Sustainable Energy (ISE), Universiti Tenaga Nasional, Kajang 43000, Malaysia
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Edgar AK, Macfarlane S, Kiddell EJ, Armitage JA, Wood-Bradley RJ. The perceived value and impact of virtual simulation-based education on students' learning: a mixed methods study. BMC MEDICAL EDUCATION 2022; 22:823. [PMID: 36451222 PMCID: PMC9709374 DOI: 10.1186/s12909-022-03912-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 11/21/2022] [Indexed: 05/19/2023]
Abstract
BACKGROUND Virtual simulations are used throughout healthcare training programs to enable development of clinical skills, however the potential for virtual simulation to enhance cognitive and affective skills is less well understood. This study explored pre-clinical optometry students' perceptions of the impact of virtual simulation on the development of core competency skills including patient-centred care, communication, scientific literacy, and evidence-based practice. METHODS A mixed methods study was conducted using pre-existing anonymized data from an electronic survey distributed to pre-clinical optometry students enrolled in the double degree Bachelor of Vision Science/Master of Optometry at Deakin University, Australia. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis. RESULTS A total of 51 responses were analyzed. Students reported that virtual simulation motivated them to become an optometrist (93%) and to learn beyond the course material (77%). Students reported that after participating in the virtual simulation, their core competency skills improved: patient-centered care (100%) evidence-based practice (93%) and clinical reasoning (93%). The themes identified through qualitative analysis were: enablers to cognitive experience in virtual simulation in optometry education, realism of the virtual simulation design, dimensions of fidelity in virtual simulations design replicated the complexity of the optometric environment, virtual simulation as an enabler for learning and assessment in optometry education, a place to develop cognitive and affective skills and application of learning in the virtual simulation developed an appreciation of future roles and professional identity. CONCLUSION Optometry students perceived virtual simulation in optometric education as a valuable training and assessment strategy enabled by qualities that generate contextual, cognitive, functional, task and psychological fidelity. The data provide insight to inform how optometry educators can incorporate simulation into the curriculum.
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Affiliation(s)
- Amanda K Edgar
- School of Medicine (Optometry), Deakin University, 75 Pigdons Road, Waurn Ponds, 3216, Australia.
| | - Susie Macfarlane
- Deakin Learning Futures, Deakin University, Burwood, VIC, 3125, Australia
| | - Elissa J Kiddell
- Deakin Learning Futures, Deakin University, Burwood, VIC, 3125, Australia
| | - James A Armitage
- School of Medicine (Optometry), Deakin University, 75 Pigdons Road, Waurn Ponds, 3216, Australia
| | - Ryan J Wood-Bradley
- School of Medicine (Optometry), Deakin University, 75 Pigdons Road, Waurn Ponds, 3216, Australia
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