Biomedical Visualisation : Volume 5

This edited volume 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 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, with a focus in this volume related to anatomy, and clinically applied scenarios. The first four chapters highlight the diverse uses of CT and MRI scanning. These chapters demonstrate the uses of modern scanning techniques currently in use both clinically and in research and include vascular modelling, uses of the stereoscopic model, MRI in neurovascular and neurodegenerative diseases, and how they can also be used in a forensic setting in identification. The remaining six chapters truly demonstrate the diversity technology has in education, training and patient engagement. Multimodal technologies are discussed and include art and history collections, photogrammetry and games engines, augmented reality and review of the current literature for patient rehabilitation and education of the health professions. These chapters really do provide "something for everyone" whether you are a student, faculty member, or part of our curious global population interested in technology and healthcare. . Preface 6 Acknowledgements 7 About This Book 8 Applications of CT and MRI Scanning 8 Applications 8 Contents 9 Editor and Contributors 11 1 Comparison of Magnetic Resonance Angiography and Computed Tomography Angiography Stereoscopic Cerebral Vascular Models 14 Abstract 14 1 Introduction 14 1.1 Literature Review 14 1.2 Computed Tomography Angiography (CTA) Data and the Stereoscopic Models 15 1.3 Magnetic Resonance Angiography (MRA) and the Stereoscopic Models 15 2 Methods 16 2.1 Computer Tomography Angiography (CTA) Data 16 2.2 Magnetic Resonance Angiography (MRA) Data 16 2.3 Creating and Rendering of the 3D Model 16 2.4 Visualization and Presentation of 3D Stereoscopic Models 16 3 Results 17 3.1 Comparison of CTA and MRA Stereoscopic Models from Window Display 17 3.2 Comparison of MRA and CTA Models from Segmentation and Rendering 18 3.3 Overview Comparison of MRA and CTA Models 19 4 Discussion 19 4.1 Stereoscopic Models Created from Computed Tomography Angiography Data 19 4.2 Stereoscopic Models Created from Magnetic Resonance Angiogram Data 20 4.3 Which Data Is More Advantages for Creating Stereoscopic Cerebral Vascular Models? 20 4.4 Visualization of Stereoscopic Cerebral Vascular Models 21 4.5 Limitations 21 Acknowledgements 21 References 22 2 Use Stereoscopic Model in Interventional and Surgical Procedures 23 Abstract 23 1 Introduction 23 1.1 Literature Review 23 1.2 Purpose of Using the Stereoscopic Model in Interventional Procedures 24 1.3 Interventional Procedure Pathway 24 1.4 Purpose of Using the Stereoscopic Model in Minimal Invasive Surgical Procedures 25 1.5 Minimal Invasive Surgical Procedure Pathway of Pituitary Gland and Intraarticular Injection Procedure of Cervical Vertebrae 25 1.6 Significance (or Current Clinical Educational Training Session) 25 2 Methods 26 2.1 Computer Tomographic (CT) Data 26 2.2 Creating and Rendering of the 3D Model 26 2.3 Visualization and Presentation of 3D Stereoscopic Models 26 3 Results 27 3.1 Stereoscopic Viewing of Trajectory Targeting of Trigeminal Ganglion as a Procedure for Trigeminal Neuralgia Treatment 27 3.2 Stereoscopic Viewing of Trajectory Targeting of an Intraarticular Injection Procedure for Head and Neck Pain Treatment 27 3.3 Stereoscopic Viewing of Pathway for the Endoscopic Trans-Sphenoidal Pituitary Surgery 30 4 Discussion 30 4.1 Stereoscopic Versus Conventional Learning Approach for the Trajectory Targeting of Trigeminal Ganglion Procedure 30 4.2 Stereoscopic Versus Conventional Learning Approach for the Trajectory Targeting of Intraarticular Injection Procedure 32 4.3 Stereoscopic Versus Conventional Learning Approach for the Endoscopic Trans-Sphenoidal Pituitary Surgery 33 5 The Benefits 34 6 The Limitation 34 7 Conclusion 34 Acknowledgements 35 References 35 3 The Whole Picture: From Isolated to Global MRI Measures of Neurovascular and Neurodegenerative Disease 37 Abstract 37 1 Introduction and Caveats of Content 38 2 Cerebral Small Vessel Disease 39 2.1 White Matter Hyperintensities of Presumed Vascular Origin 39 2.1.1 Semiquantitative Visual Assessments of WMH 39 2.1.2 Quantitative Volumetric Assessments of WMH 41 2.1.3 Quantitative Versus Semiquantitative Assessments of WMH 42 2.2 Lacunes of Presumed Vascular Origin 44 2.3 Cerebral Microbleeds 47 2.4 Perivascular Spaces 48 2.5 Summary of Features of SVD 50 3 Alzheimer’s Disease 50 3.1 Brain Atrophy and the Rise of Mixed Pathologies 50 4 Global Measures of Neurovascular and Neurodegenerative Disease 55 4.1 Total MRI Burden of Cerebral Small Vessel Disease 55 4.2 MRI Measure of Degenerative and Cerebrovascular Pathology in Alzheimer Disease 56 4.3 The Brain Health Index 56 5 Future Directions 59 Acknowledgements 61 References 61 4 Three-Dimensional Geometry of Phalanges as a Proxy for Pair-Matching: Mesh Comparison Using an ICP Algorithm 66 Abstract 66 1 Introduction 67 2 Materials and Methods 68 2.1 Materials 68 2.2 Methods 68 2.2.1 Scanning Protocol 68 2.2.2 Scanning Method and Segmentation 69 2.2.3 Model Manipulation 69 2.2.4 Mesh-to-Mesh Value Comparison (MVC) Method 69 2.2.5 ROC Analysis 69 3 Results 70 4 Discussion 78 Acknowledgements 79 References 79 5 Multimodal Learning in Health Sciences and Medicine: Merging Technologies to Enhance Student Learning and Communication 81 Abstract 81 1 Multimodal Learning in Higher Education 81 2 Merging Printed Text and Hand-Held Interactive 3D Visualisation Devices 83 2.1 3D Printing in Health and Medicine Education 84 3 Serious Games and Gamification in Higher Education 85 4 Health Communication: Teaching Health Sciences and Medical Students to Use Technology in Patient Education 86 5 Conclusion 86 References 87 6 Dissecting Art: Developing Object-Based Teaching Using Historical Collections 89 Abstract 89 1 Introduction 89 2 Historical Anatomical Context 90 3 Preparation for Teaching 93 4 Considerations 94 4.1 Intellectual Access, Medical Humanities 94 4.2 Emotional Access, Medical Teaching 95 4.3 Physical Access, Museum Concerns 96 5 Lesson Plan and Resources 97 6 Summary 102 Acknowledgements 102 References 102 7 Using Photogrammetry to Create a Realistic 3D Anatomy Learning Aid with Unity Game Engine 103 Abstract 103 1 Background 103 1.1 Current Challenges in Learning 3D Anatomy 104 1.2 Potential of Digital 3D Models in Neuroanatomy 105 1.3 Photogrammetry 105 2 Creation of an Interactive 3D Anatomy Learning Aid 106 2.1 Application Development and Evaluation 109 3 Advantages and Disadvantages of Photogrammetry 110 4 Gamification 111 5 Further Applications 112 References 113 8 Innovative Education and Engagement Tools for Rheumatology and Immunology Public Engagement with Augmented Reality 115 Abstract 115 1 Introduction 115 2 New Ways to Engage with the Public 116 3 Why Do We Need New Tools for Rheumatology Public Engagement? 117 4 Interactive Print 118 5 Rheumatosphere 118 6 Rheumatosphere AR 119 7 Pilot Study 121 8 Results 121 9 Conclusions 124 References 126 9 A Game Changer: ‘The Use of Digital Technologies in the Management of Upper Limb Rehabilitation’ 127 Abstract 127 1 Introduction 128 1.1 Stroke 128 1.2 NHS 128 1.3 Economic Impact 128 1.4 Conventional Therapies 129 1.5 Mental Health 130 1.6 Digital Technology 130 1.7 Limitations of Current Literature 130 2 Materials and Methods 131 2.1 Prisma 131 2.2 Search Strategy 131 2.3 Exclusion Criteria 131 2.4 Data Collection Process 132 3 Results of Categories 132 3.1 Synopsis of Included and Excluded Articles 132 3.2 Data on Digital Technology 133 3.3 Data on Virtual Reality 134 3.4 Data on Robotics 139 3.5 Data on Leap Motion 139 4 Results of All Included Articles 145 4.1 Quantitative Analysis 145 4.2 Qualitative Analysis 145 4.3 Use of Assessment Tools 145 4.4 Pro/Neutral/Negative Attitudes 146 4.5 Correlational Themes 146 5 Discussion 147 5.1 Improved Functional Outcomes 147 5.2 Enjoyment and Social Aspects 148 5.3 Accessibility and Introduction to a Home Setting 149 5.4 Economic Impact 149 5.5 Comparison with Conventional Therapy 150 5.6 Introduction to Clinical Setting 150 5.7 Adverse Effects 151 5.8 Methodological Issues 151 6 Conclusions and Recommendations 152 References 152 10 The Use of Social Media in Anatomical and Health Professional Education: A Systematic Review 158 Abstract 158 1 Introduction 159 2 Methods 161 2.1 Search Terms 161 2.2 Inclusion Criteria 161 2.3 Data Extraction 164 2.3.1 Educational Field 164 2.3.2 Quantitative or Qualitative Data 165 2.3.3 Type of Social Media 165 2.3.4 Supportive, Neutral or Opposed 165 3 Results 165 3.1 Higher Education and Social Media 166 3.2 Health Professional Education and Social Media 167 3.3 Anatomical Sciences Education and Social Media 168 4 Discussion 169 4.1 Social Media in Higher Education 170 4.2 Social Media in Health Professional Education 172 4.3 Social Media in Anatomical Sciences Education 173 4.4 Considerations for Educators 175 4.5 Limitations of the Study 176 5 Conclusion 176 References 176 Front Matter ....Pages i-xv Comparison of Magnetic Resonance Angiography and Computed Tomography Angiography Stereoscopic Cerebral Vascular Models (Gongchao Yang, Timothy D. Wilson, Michael N. Lehman, Dongmei Cui)....Pages 1-9 Use Stereoscopic Model in Interventional and Surgical Procedures (Jian Chen, Anand Prem, Gongchao Yang, Dongmei Cui)....Pages 11-24 The Whole Picture: From Isolated to Global MRI Measures of Neurovascular and Neurodegenerative Disease (David Alexander Dickie, Terrance J. Quinn, Jesse Dawson)....Pages 25-53 Three-Dimensional Geometry of Phalanges as a Proxy for Pair-Matching: Mesh Comparison Using an ICP Algorithm (Konstantina Tsiminikaki, Mara A. Karell, Despoina Nathena, Demetrios Halazonetis, Konstantinos Spanakis, Elena F. Kranioti)....Pages 55-69 Multimodal Learning in Health Sciences and Medicine: Merging Technologies to Enhance Student Learning and Communication (Christian Moro, Jessica Smith, Zane Stromberga)....Pages 71-78 Dissecting Art: Developing Object-Based Teaching Using Historical Collections (Emma Black, Ourania Varsou)....Pages 79-92 Using Photogrammetry to Create a Realistic 3D Anatomy Learning Aid with Unity Game Engine (Katrina M. Wesencraft, Jennifer A. Clancy)....Pages 93-104 Innovative Education and Engagement Tools for Rheumatology and Immunology Public Engagement with Augmented Reality (Timea Kosa, Louise Bennett, Daniel Livingstone, Carl Goodyear, Brian Loranger)....Pages 105-116 A Game Changer: ‘The Use of Digital Technologies in the Management of Upper Limb Rehabilitation’ (Rachael Ballantyne, Paul M. Rea)....Pages 117-147 The Use of Social Media in Anatomical and Health Professional Education: A Systematic Review (William Pollock, Paul M. Rea)....Pages 149-170