Web‐based 3D medical image visualization framework for biomedical engineering education

Settapat, Sittapong; Achalakul, Tiranee; Ohkura, Michiko

doi:10.1002/cae.20548

Cited by 17 publications

(9 citation statements)

References 33 publications

(65 reference statements)

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“…Settapat et al design a web‐based 3D medical image visualization framework that can be used to improve medical image understanding in biology and anatomy.…”

Section: Interactivitymentioning

confidence: 99%

Virtual interactive e‐learning application: An evaluation of the student satisfaction

Violante

Vezzetti

2013

Comp Applic In Engineering

115

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In a web‐based learning environment, interactivity has been referred to as the most important element for successful e‐learning. This article presents the production cycle of an interactive medical device, namely a virtual 3D electroencephalogram, and the study conducted to measure the students' satisfaction of the learning application based on Kano's quality model. The web‐based interactive learning application introduces unique elements of interactivity with the learning content, specifically designed to train biomedical engineering students at the use of the medical device. The results of a post‐deployment student survey suggest that the visual and interactive features embedded in the application have the potential to induce positive satisfaction of users. The proposed approach may serve as reference for the correct design of similar learning applications not only in the biomedical engineering context but also outside the realms of engineering sciences. © 2013 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:72–91, 2015; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

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“…Settapat et al design a web‐based 3D medical image visualization framework that can be used to improve medical image understanding in biology and anatomy.…”

Section: Interactivitymentioning

confidence: 99%

Virtual interactive e‐learning application: An evaluation of the student satisfaction

Violante

Vezzetti

2013

Comp Applic In Engineering

115

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“…The judgment of whether the research has selective reporting is based on whether the results are fully mentioned in the manuscript or discussion section. Three studies were judged to be at high risk of other bias as the experimental or control group had fewer than 10 participants [15,19,49]. Finally, one study was judged to have a high risk of performance bias due to the participants' biased understanding of the assigned interventions during the study period [19].…”

Section: Literature Quality Analysismentioning

confidence: 99%

“…Ten studies [19,27,31,38,40,42,45,47,49,50] evaluated satisfaction as a secondary outcome (Fig. 5A).…”

Section: Data Merging Of Satisfaction Degreementioning

confidence: 99%

“…We included eight documents on time consumption [15,19,20,24,43,48] and four documents in the forest map of enjoyment value [27,35,37,45]. The results showed no statistical difference between the 3D group and the traditional group (SMD = -0.55, 95% CI = -1.23-0.14, p > 0.05, I 2 = 86.5%, Supplementary Figure S4).…”

Section: Data Merging Of Time and Enjoyment Degreementioning

confidence: 99%

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3D Visualization Technology for Learning Human Anatomy among Medical Students and Residents: A Meta- and Regression Analysis

Wang,

Li,

Dun

et al. 2023

Preprint

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Background 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. Methods We systematically conducted a randomized controlled study on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants’ test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I² > 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. Results Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factors affected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. Conclusion 3D visualization technology is an effective way to improve learners’ satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers’ scores. The literature test results from China are more prone to positive results and affected by regional bias.

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“…Online remote 3D visualization is also widely used in the field of medical teaching. 21,27,28 Tan et al 29 showed that not only are students enabled to observe the construction of a human skeleton anatomy model more intuitively to stimulate their interest in learning, but also teacher lesson preparation efficiency and teaching effect are improved by constructing a new teaching platform of a Web-based 3D human skeleton anatomy model. However, these methods are seldom used in the field of medical tele-diagnosis, which requires high interactive speed and 3D image reconstruction quality.…”

Section: Related Workmentioning

confidence: 99%

Large scale medical image online three-dimensional reconstruction based on WebGL using four tier client server architecture

Wang

Xie

et al. 2022

Information Visualization

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The development of medical device technology has led to the rapid growth of medical imaging data. The reconstruction from two-dimensional images to three-dimensional volume visualization not only shows the location and shape of lesions from multiple views but also provides intuitive simulation for surgical treatment. However, the three-dimensional reconstruction process requires the high performance execution of image data acquisition and reconstruction algorithms, which limits the application to equipments with limited resources. Therefore, it is difficult to apply on many online scenarios, and mobile devices cannot meet high-performance hardware and software requirements. This paper proposes an online medical image rendering and real-time three-dimensional (3D) visualization method based on Web Graphics Library (WebGL). This method is based on a four-tier client-server architecture and uses the method of medical image data synchronization to reconstruct at both sides of the client and the server. The reconstruction method is designed to achieve the dual requirements of reconstruction speed and quality. The real-time 3D reconstruction visualization of large-scale medical images is tested in real environments. During the interaction with the reconstruction model, users can obtain the reconstructed results in real-time and observe and analyze it from all angles. The proposed four-tier client-server architecture will provide instant visual feedback and interactive information for many medical practitioners in collaborative therapy and tele-medicine applications. The experiments also show that the method of online 3D image reconstruction is applied in clinical practice on large scale image data while maintaining high reconstruction speed and quality.

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Web‐based 3D medical image visualization framework for biomedical engineering education

Cited by 17 publications

References 33 publications

Virtual interactive e‐learning application: An evaluation of the student satisfaction

Virtual interactive e‐learning application: An evaluation of the student satisfaction

3D Visualization Technology for Learning Human Anatomy among Medical Students and Residents: A Meta- and Regression Analysis

Large scale medical image online three-dimensional reconstruction based on WebGL using four tier client server architecture

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