Simulation of scattered radiation during intraoperative imaging in a virtual reality learning environment

Süncksen, Matthias; Bott, Oliver J.; Dresing, K.; Teistler, Michael

doi:10.1007/s11548-020-02126-x

Cited by 13 publications

(5 citation statements)

References 18 publications

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“…patient positioning, exposure, beam centring and collimation errors. There has been an extension of physical skills labs into computer-based virtual environments 2 , 3 and more recently into immersive 3D virtual reality (VR) simulation environments, 4 , 5 , 6 which overcome some of the aforementioned limitations.…”

Section: Introductionmentioning

confidence: 99%

3D virtual reality simulation in radiography education: The students' experience

et al. 2021

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Introduction Simulation forms a key element of undergraduate Radiography education as it enables students to develop their clinical skills in a safe environment. In this study, an immersive three-dimensional (3D) virtual radiography simulation tool was piloted in an undergraduate Radiography curriculum and user feedback retrieved. Methods The 3D virtual simulation tool by Virtual Medical Coaching Ltd was introduced to first year radiography students (n = 105). This technology guided students through a comprehensive process of learning anatomy, radiographic positioning and pathology. Students then X-rayed a virtual patient in the VR suite using HTC Vive Pro™ headsets and hand controllers. Instant feedback was provided. An online survey was later disseminated to students to gather user feedback. Thematic and descriptive statistical analyses were applied. Results A response rate of 79% (n = 83) was achieved. Most respondents (58%) reported enjoying VR simulation, whilst some felt indifferent towards it (27%). Ninety-four percent would recommend this tool to other students. The mean length of time it took for students to feel comfortable using the technology was 60 min (10–240 min). Most respondents (58%) desired more VR access. Students attributed enhanced confidence in the areas of beam collimation (75%), anatomical marker placement (63%), centring of the X-ray tube (64%) and exposure parameter selection (56%) to their VR practice. Many students (55%) advocated the use of VR in formative or low stakes assessments. Issues flagged included technical glitches, inability to palpate patient and lack of constructive feedback. Conclusion Student feedback indicates that 3D virtual radiography simulation is a valuable pedagogical tool in radiography education Implications for practice 3D immersive VR simulation is perceived by radiography students to be a valuable learning resource. VR needs to be strategically implemented into curricula to maximise its benefits.

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Section: Introductionmentioning

confidence: 99%

3D virtual reality simulation in radiography education: The students' experience

et al. 2021

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“…To this end, x-ray scatter estimation methods have been investigated for online monitoring and educational purposes (Süncksen et al 2020). For instance, an accelerated Monte Carlo (MC) simulation in conjunction with real-time staff and patient modeling was employed to confirm the feasibility of online staff dose monitoring (Rodas and Padoy 2015).…”

Section: Introductionmentioning

confidence: 99%

Learning-based occupational x-ray scatter estimation

et al. 2022

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Objective. During x-ray-guided interventional procedures, the medical staff is exposed to scattered ionizing radiation caused by the patient. To increase the staff’s awareness of the invisible radiation and monitor dose online, computational scatter estimation methods are convenient. However, such methods are usually based on Monte Carlo (MC) simulations, which are inherently computationally expensive. Yet, in the interventional environment, immediate feedback to the personnel is desirable. Approach. In this work, we propose deep neural networks to mitigate the computational effort of MC simulations. Our learning-based models consider detailed models of the (outer) patient shape and (inner) anatomy, additional objects in the room, and the x-ray tube spectrum to cover imaging settings encountered in real interventional settings. We investigate two cases of scatter prediction. First, we employ network architectures to estimate the full three-dimensional (3D) scatter distribution. Second, we investigate the prediction of two-dimensional (2D) intensity projections that facilitate the intra-procedural visualization. Main results. Depending on the dimensionality of the estimated scatter distribution and the network architecture, the mean relative error of each network is in the range of 12% to 14% compared to MC simulations. However, 3D scatter distributions can be estimated within 60ms and 2D distributions within 15ms. Significance. Overall, our method is suitable to support the online assessment of scattered ionizing radiation in the interventional environment and can help to lower the occupational radiation risk.

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“…At our institution, we have plans to incorporate this VR system into the clinical practice of medical students and gather evidence on its efficacy as a VR platform. However, some users may experience physical discomfort or symptoms such as nausea, dizziness, or eyestrain, commonly referred to as VR sickness (19,20). In our current study, one participant reported experiencing such symptoms.…”

Section: Discussionmentioning

confidence: 52%

Questionnaire survey of virtual reality experiences of digestive surgery at a rural academic institute: A pilot study for pre-surgical education

Nanashima,

Kai,

Hamada

et al. 2023

Turk J Surg

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We developed a prototype VR platform, VECTORS L&M (VLM), aiming to enhance the understanding of digestive surgery for students, interns, and young surgeons by limiting costs. Its efficacy was assessed via questionnaires before implementation in surgical education. The VLM provides nine-minute VR views of surgeries, from both 180- and 360-degree angles. It was created with L.A.B. Co., Ltd. and incorporates surgery videos from biliary malignancy patients. Following VLM development, a survey was conducted among surgeons who had experienced it. Twenty-eight participants (32% of observers) responded to the survey. A majority (81%) reported positive experiences with the VR content and showed interest in VR video production, though some reported sickness. Most respondents were experienced surgeons, and nearly all believed VR was important for medical education with a mean score of 4.14 on a scale of up to 5. VR was preferred over 3D printed models due to its application versatility. Participants expressed the desire for future VR improvements, such as increased mobility, cloud connectivity, cost reduction, and better resolution. The VLM platform, coupled with this innovative teaching approach, offers experiential learning in intraabdominal surgery, effectively enriching the knowledge of students and surgeons ahead of surgical education and training.

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Simulation of scattered radiation during intraoperative imaging in a virtual reality learning environment

Cited by 13 publications

References 18 publications

3D virtual reality simulation in radiography education: The students' experience

3D virtual reality simulation in radiography education: The students' experience

Learning-based occupational x-ray scatter estimation

Questionnaire survey of virtual reality experiences of digestive surgery at a rural academic institute: A pilot study for pre-surgical education

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