An abnormal patellar position has been proven to be associated with anterior knee pain and several other conditions that affect the patellofemoral joint. The purpose of this study was to determine the incidence of patella alta and patella baja and the applicability of the normal range of the Insall-Salvati ratio in the Vietnamese population. Methodology: Magnetic resonance imaging (MRI) was used to examine 455 Vietnamese subjects' knees. The Insall-Salvati ratio-the ratio of patellar ligament length (LL) and patellar length (PL)-was measured using sagittal T1-weighted images. Results: The overall mean LL/PL ratio was 1.02 (standard deviation 0.15). No significant differences in the LL/PL ratio were observed between sexes. The frequencies of patella alta (Insall-Salvati ratio >1.32) and patella baja (Insall-Salvati ratio <0.72) were 0.9% and 2.4%, respectively. Conclusion:The Insall-Salvati ratio is applicable to Vietnamese populations in which high flexion activities such as kneeling and sitting cross-legged are customary. According to our measurement, the normal range of the ratio among Vietnamese subjects was 0.72 to 1.32.

Background Carpal tunnel syndrome (CTS) is the most common type of peripheral nerve compression. Magnetic resonance imaging (MRI) is becoming more popular in practice in the evaluation of CTS. Purpose To evaluate the diagnostic value of MRI in CTS. Material and Methods A cross-sectional study of 39 wrists was conducted. Clinical and nerve conduction study findings were evaluated and graded according to the Boston Carpal Tunnel Questionnaire (BCTQ) and the American Association of Neuromuscular and Electrodiagnostic Medicine. MRI was performed using a 1.5-T scanner. MRI parameters included cross-sectional area (CSA) of the median nerve and the ratio change in CSA at four levels: distal radioulnar joint (DRUJ-CSA); pisiform (p-CSA); middle of the carpal tunnel (i-CSA); and hook of hamate. The ratio change in CSA was expressed as p-CSA/DRUJ-CSA and ΔCSA (difference between iCSA and DRUJ-CSA), the flattening ratio of the median nerve, the thickness of the flexor retinaculum, flexor retinaculum bowing ratio, signal intensity ratio of the median, nerve and hypothenar muscle signal intensity. Results With a cutoff point of 10.9 mm2 of the p-CSA, MRI had a sensitivity and specificity of 97.4% and 80% for diagnosis of CTS, respectively. There was a significant association between the clinical and electrophysiological stage with MRI findings ( P < 0.001). There was a positive correlation between the BCTQ score and MRI parameters (0.5 < r < 0.7, P < 0.01). Conclusion MRI has good diagnostic value in evaluating CTS. We recommend using p-CSA ≥10.9 mm2 and ΔCSA ≥2.3 mm2 as MRI diagnostic criteria of CTS.

Contributions: (I) Conception and design: TT Nguyen; (II) Administrative support: NT Hoang; (III) Provision of study materials or patients: NT

Background and Objective: Under the impact of the global Covid-19 pandemic, in-hospital training for radiologic technologist students meets several difficulties. The specificity of radiography sciences requires numerous practical exercises. We conducted a tutorial lesson for radiologic technologist students using X-ray simulation software to learn how to operate X-ray machines. The study aimed to evaluate students' satisfaction with the teaching method based on simulation software in radiological sciences. Method: 57 third-year radiologic technologist students were enrolled. All the students joined practical classes onsite from May to August 2021. The main training topic was routine X-ray radiography with in-house X-ray simulation software that was built by Hue University in collaboration with Duy Tan University. The satisfaction of students was evaluated following Likert 5 scale with 14 specific items. Descriptive statistics and a one-sample t-test were performed with SPSS Version 20 (IBM, USA). Result: The findings show that 68% of students were satisfied with the hypothetical clinical situation given in the simulation-based training class. One-sample t-test suggests that the average score of all the criteria is greater than 3, from 3.49 to 4.07. Most of the students wanted to participate further in a similar simulation-based training class in the future (91.23%). Simulation-based training software improves students' experience, radiograph creation ability, and image quality evaluation. Conclusion: Simulation-based training improves clinical skills, enhances visual thinking ability, and clinical practice ability of radiologic technologist students. This teaching method seems to be the appropriate solution for medical imaging technology training in the Covid-19 pandemic. However, further studies with a larger population are needed to comprehensively evaluate the effectiveness of the computer-based simulation teaching approach compared to conventional methods.

Radiologic technology training required a substantial amount of practice. The traditional teaching approach includes inhospital placement along with theory classes. During the COVID-19 outbreaks, clinical rotations become impossible. Direct contact with patients raises safety concerns for staff and students. The COVID-19 pandemic created unprecedented challenges for medical universities worldwide. We developed in-house simulation software that can be used for training in radiologic technology. Our preliminary results yielded good efficacy of this novel teaching approach in training radiologic technology students.

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To evaluate students' satisfaction and efficacy of online clinical briefing for radiologic technology students. The study aimed to evaluate the efficiency, the possibility of application, and students' feedback with the new form of clinical briefing during the COVID-19 pandemic outbreak. Methods: A cross-sectional survey was conducted on 120 full-time radiologic technology students after participating in online clinical briefing sessions at the Department of Radiology, Hue University of Medicine and Pharmacy Hospital. This training approach was implemented for students from April to July 2021. During the briefing, participants were asked to discuss on cases that were prepared by the previous on-duty nightshift students with the consultant of the senior staff. The discussion focused on the technical aspects, challenges, and clinical implementation of each technique. Descriptive statistics were used to analyze the responses of students using the Likert scale (1. Complete disagree, 2. Disagree, 3. Satisfy, 4. Partial agree, 5. Complete agree). Results: Our findings show that 76.5% of students were very satisfied and/or satisfied with the online clinical briefing. In particular, the mean score for satisfaction with teaching resources and platforms, and assessment tools were 4.21; less fear in giving feedback than on-site briefings were 3.57; satisfaction with faculty accessibility and availability in giving feedback as well as answering questions for students was 4.29; satisfaction with student's performance and final grade was 3.55. 94.2% of students were willing to continue studying online during the COVID-19 breakout or similar circumstances. Conclusion: Online clinical briefing is an appropriate teaching approach during a prolonged COVID-19 breakout. However, it cannot completely replace traditional teaching methods in providing essential clinical skills for radiologic technology students due to the unique characteristics of medicine and medical imaging teaching which require a substantial amount of clinical practice.

Information technology and artificial intelligence have been applied in practical training worldwide. Especially in the setting of the COVID pandemic, teaching and learning online while ensuring to provide basic knowledge, attitudes, and clinical skills for future health workers must be warranted. Concerning the characteristics of the radiologic technological training, while commercial simulation software and machinery systems are unaffordable and the current practice facilities do not meet the training needs, self-making simulation software can be a potential solution. Our study aimed to evaluate students’ satisfaction and the training effectiveness of using the “Made in Hue” X-ray simulation software. Key words: Xray simulation, Radiographer training, Simulation-Based Learning