Integrating computational fluid dynamics data into medical image visualization workflows via DICOM

Temor, Lucas; Cancelliere, N; MacDonald, Daniel E.; Coppin, Peter; Pereira, Vítor Mendes; Steinman, David A.

doi:10.1007/s11548-022-02613-3

Cited by 3 publications

(1 citation statement)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This setup might impair understanding of the interplay between anatomy and blood flow and complicates educational usage. Recently, it was shown that it is feasible to integrate CFD and CT data in the same data format, which could facilitate simultaneous visualization of anatomy and blood flow (Temor et al, 2022), even though, in this approach, the anatomy and blood flow information was still stored in separate files and this approach was not evaluated for pedagogical application.…”

Section: Introductionmentioning

confidence: 99%

Enhancing students' understanding of cardiac physiology by using 4D visualization

et al. 2023

View full text Add to dashboard Cite

Difficulties in achieving knowledge about physiology and anatomy of the beating heart highlight the challenges with more traditional pedagogical methods. Recent research regarding anatomy education has mainly focused on digital three‐dimensional models. However, these pedagogical improvements may not be entirely applicable to cardiac anatomy and physiology due to the multidimensional complexity with moving anatomy and complex blood flow. The aim of this study was therefore to evaluate whether high quality time‐resolved anatomical images combined with realistic blood flow simulations improve the understanding of cardiac structures and function. Three time‐resolved datasets were acquired using time‐resolved computed tomography and blood flow was computed using Computational Fluid Dynamics. The anatomical and blood flow information was combined and interactively visualized using volume rendering on an advanced stereo projection system. The setup was tested in interactive lectures for medical students. Ninety‐seven students participated. Summative assessment of examinations showed significantly improved mean score (18.1 ± 4.5 vs 20.3 ± 4.9, p = 0.002). This improvement was driven by knowledge regarding myocardial hypertrophy and pressure–velocity differences over a stenotic valve. Additionally, a supplementary formative assessment showed significantly more agreeing answers than disagreeing answers (p < 0.001) when the participants subjectively evaluated the contribution of the visualizations to their education and knowledge. In conclusion, the use of simultaneous visualization of time‐resolved anatomy data and simulated blood flow improved medical students' results, with a particular effect on understanding of cardiac physiology and these simulations may be useful educational tools for teaching complex anatomical and physiological concepts.

show abstract

Section: Introductionmentioning

confidence: 99%