Background: Ultrasonography is a first-line imaging in the investigation of women's irregular bleeding and other gynaecological pathologies, e.g. ovarian cysts and early pregnancy problems. However, teaching ultrasound, especially transvaginal scanning, remains a challenge for health professionals. New technology such as simulation may potentially facilitate and expedite the process of learning ultrasound. Simulation may prove to be realistic, very close to real patient scanning experience for the sonographer and objectively able to assist the development of basic skills such as image manipulation, hand-eye coordination and examination technique. Objective: The aim of this study was to determine the face and content validity of a virtual reality simulator (ScanTrainer®, MedaPhor plc, Cardiff, Wales, UK) as reflective of real transvaginal ultrasound (TVUS) scanning. Method: A questionnaire with 14 simulator-related statements was distributed to a number of participants with differing levels of sonography experience in order to determine the level of agreement between the use of the simulator in training and real practice. Results: There were 36 participants: novices (n = 25) and experts (n = 11) who rated the simulator. Median scores of face validity statements between experts and non-experts using a 10-point visual analogue scale (VAS) ratings ranged between 7.5 and 9.0 (p > 0.05) indicated a high level of agreement. Experts' median scores of content validity statements ranged from 8.4 to 9.0. Conclusions: The findings confirm that the simulator has the feel and look of real-time scanning with high face validity. Similarly, its tutorial structures and learning steps confirm the content validity.
People with fatty liver disease are at major risk of liver cirrhosis and malignancies. This study aims to evaluate the correlation between fatty liver and diabetes features on computed tomography (CT) using Hounsfield units for the liver and spleen. The research was conducted in Jeddah Hospital’s Medical Imaging Department and CT scan department from March 2018 until March 2020. A total of 50 patients with diabetes were chosen randomly, with males (26) and females (24) ranging in age from 31 to 80 years old. Descriptive statistics of body mass index were recorded for the liver and the spleen; the main liver enzymes were Alanine aminotransferase (ALT), Gamma-glutamyltransferase (GGT), albumin, total bilirubin, and direct bilirubin, which were measured and analyzed using the Statistical Package for the Social Sciences program, version 23. We found a significant correlation of ALT and direct bilirubin with liver and spleen HU at p value < 0.017 and < 0.073, respectively; the mean and standard deviation for the other liver enzymes GGT, albumin, and total bilirubin in segment 3 of the left liver were 45.48 ± 7.077 HU, 45.00 ± 7.797 HU, 36.67 ± 5.776 HU, and 37.23 ± 4.885 HU, respectively. We concluded that fatty liver is associated with type 2 diabetes mellitus symptoms such as high ALT and direct bilirubin, with no significant association between GGT, albumin, total bilirubin, and liver and spleen HU.
Oral communication abstractssubsequent evaluation by trainers. The system was evaluated by experienced sonologists using pre-installed normal STIC volumes acquiring in apical and transverse cardiac orientations. Volume standardisation towards virtual cephalic and breech fetal orientation was carried out in every volume prior to system evaluation. After practicing with the simulator for 20 minutes, each sonologist rated the system in a scale of 1-10 evaluation form. Results: Ten sonologists participated in system evaluation. All of them were able to display the 4CH, LVOT, RVOT and 3V during practicing in all cardiac (apical/transverse) and fetal orientation (cephalic/breech). The rated scales (median, range) for virtual reality of the dynamic 2D images, probe-images correlation and overall virtual reality performance of the system were 9 (8,10), 10 (9,10) and 9 (8,10), respectively. The orientation-guided graphics had a rated scale for the respective dynamic display of 8 (8,10) and for detailing 3D perception while practicing of 8 (7,10). Rated scale for the potential of using the system for training of fetal heart screening was 10 (9,10). Conclusions: The ultrasonographic simulation system offers a respectable virtual reality performance and has potential in the training for ultrasonographic fetal heart screening. Objectives: The primary aim of this study is to validate the video-recording in the ScanTrainer Ultrasound simulator and determine whether the use of a video-recording facility to assess trainee ultrasound skills validates the method of assessment. The secondary aims were(1: to measure internal consistency (inter-rater reliability) between two raters/examiners reviewing trainee ultrasound performance via recorded videos and; 2: to standardise an assessment method of a checklist and global rating scoring system in reviewing recorded videos. Methods: In this study, 144 video-recordings were randomly selected from 1134 video recording from RCT data. There were 48 video-recordings of three sets of assignments: anteverted uterus (GYN1), retroverted uterus (GYN2) in the gynecology module and early pregnancy (EP) in the obstetrics module, with seven checklist skills and eight global rating scale GRS skills rated by the two raters. One rater observed the real subjects' performance while the second rater was scoring blindly via recorded videos in the ultrasound simulator. Results: Inter-rater reliability of the checklist across three assignments revealed moderate to very good agreement between the raters except for one skill. The intra-class correlation coefficient ICC indicated better in both checklist and GRS in the early pregnancy assignment (ICC > 70). However, the three assignment checklists predicted good to excellent inter-rater reliability; ICC = 83; 78; 97; the GRS showed variations in kappa values for the three assignments but it ranged from fair to very good agreement between raters; kappa = 56; 60, 69 respectively for GYN1; GYN2 and EP assignments. Conclusions: Reviewing recorded videos in the ScanT...
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