To develop and evaluate a fully automated algorithm for segmenting the abdomen from CT to quantify body composition. Materials and Methods: For this retrospective study, a convolutional neural network based on the U-Net architecture was trained to perform abdominal segmentation on a data set of 2430 two-dimensional CT examinations and was tested on 270 CT examinations. It was further tested on a separate data set of 2369 patients with hepatocellular carcinoma (HCC). CT examinations were performed between 1997 and 2015. The mean age of patients was 67 years; for male patients, it was 67 years (range, 29-94 years), and for female patients, it was 66 years (range, 31-97 years). Differences in segmentation performance were assessed by using twoway analysis of variance with Bonferroni correction. Results: Compared with reference segmentation, the model for this study achieved Dice scores (mean 6 standard deviation) of 0.98 6 0.03, 0.96 6 0.02, and 0.97 6 0.01 in the test set, and 0.94 6 0.05, 0.92 6 0.04, and 0.98 6 0.02 in the HCC data set, for the subcutaneous, muscle, and visceral adipose tissue compartments, respectively. Performance met or exceeded that of expert manual segmentation. Conclusion: Model performance met or exceeded the accuracy of expert manual segmentation of CT examinations for both the test data set and the hepatocellular carcinoma data set. The model generalized well to multiple levels of the abdomen and may be capable of fully automated quantification of body composition metrics in three-dimensional CT examinations.
Deep-learning algorithms typically fall within the domain of supervised artificial intelligence and are designed to “learn” from annotated data. Deep-learning models require large, diverse training datasets for optimal model convergence. The effort to curate these datasets is widely regarded as a barrier to the development of deep-learning systems. We developed RIL-Contour to accelerate medical image annotation for and with deep-learning. A major goal driving the development of the software was to create an environment which enables clinically oriented users to utilize deep-learning models to rapidly annotate medical imaging. RIL-Contour supports using fully automated deep-learning methods, semi-automated methods, and manual methods to annotate medical imaging with voxel and/or text annotations. To reduce annotation error, RIL-Contour promotes the standardization of image annotations across a dataset. RIL-Contour accelerates medical imaging annotation through the process of annotation by iterative deep learning (AID). The underlying concept of AID is to iteratively annotate, train, and utilize deep-learning models during the process of dataset annotation and model development. To enable this, RIL-Contour supports workflows in which multiple-image analysts annotate medical images, radiologists approve the annotations, and data scientists utilize these annotations to train deep-learning models. To automate the feedback loop between data scientists and image analysts, RIL-Contour provides mechanisms to enable data scientists to push deep newly trained deep-learning models to other users of the software. RIL-Contour and the AID methodology accelerate dataset annotation and model development by facilitating rapid collaboration between analysts, radiologists, and engineers.
Rationale and Objectives The primary role of radiology in the preclinical setting is the use of imaging to improve students’ understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students. Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets. Materials and Methods RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience. Results RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program. Conclusions RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists. This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student.
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