Mixed Reality Manikins for Medical Education

Real-Time Affective Measurements in Medical Education, Using Virtual and Mixed Reality

Brain Function Assessment in Learning - Lecture Notes in Computer Science ◽

10.1007/978-3-030-60735-7_9 ◽

2020 ◽

pp. 87-95

Author(s):

Panagiotis Antoniou ◽

George Arfaras ◽

Niki Pandria ◽

George Ntakakis ◽

Emmanuil Bambatsikos ◽

...

Keyword(s):

Medical Education ◽

Real Time ◽

Mixed Reality

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AnatomyMR: A Multi-User Mixed Reality Platform for Medical Education

Journal of Physics Conference Series ◽

10.1088/1742-6596/1362/1/012099 ◽

2019 ◽

Vol 1362 ◽

pp. 012099

Author(s):

Amarnath Murugan ◽

Ganesh.A Balaji ◽

R. Rajkumar

Keyword(s):

Medical Education ◽

Mixed Reality

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Mixed Reality in Medical Education: A Narrative Literature Review

Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care ◽

10.1177/2327857919081006 ◽

2019 ◽

Vol 8 (1) ◽

pp. 28-32 ◽

Cited By ~ 1

Author(s):

Michael Barrie ◽

Jacob J. Socha ◽

Lauren Mansour ◽

Emily S. Patterson

Keyword(s):

Medical Education ◽

Medical Students ◽

Literature Review ◽

Mixed Reality ◽

Learning Objectives ◽

Narrative Literature ◽

Narrative Literature Review ◽

Immersive Technology ◽

Immersive Technologies

There is growing interest in using immersive technology, which includes augmented, virtual, and mixed reality, in medical education. We conducted a narrative literature review to identify elements to consider when using immersive technologies in medical education. Our search revealed clusters of key articles for different applications that point to four categories of elements to consider. We recommend matching learning objectives with choices aligned with these elements for the purchase, implementation, and use of immersive technologies with individuals and groups of medical students.

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Greeting Card app based on Augmented Reality

International Journal for Research in Applied Science and Engineering Technology ◽

10.22214/ijraset.2021.37506 ◽

2021 ◽

Vol 9 (8) ◽

pp. 1769-1773

Author(s):

Bhagyashri Pacherkar

Keyword(s):

Medical Education ◽

Virtual Reality ◽

Augmented Reality ◽

Real World ◽

Virtual World ◽

Mixed Reality ◽

Human Life ◽

Advantages And Disadvantages ◽

Similarities And Differences ◽

Near Future

Abstract: Augmented Reality is a combination of a real and a computer-generated or virtual world. It is achieved by augmenting computer-generated images on real world. It is of four types namely marker based, marker less, projection based and superimposition based augmented reality. It has many applications in the real world. AR is used in various fields such as medical, education, manufacturing, robotics and entertainment. Augmented reality comes under the field of mixed reality. It can be considered as an inverse reflection of Virtual Reality. They both have certain similarities and differences. This paper gives information about Augmented Reality and how it started. It analyses various types of augmented reality, its applications and its advantages and disadvantages. This paper also gives us knowledge regarding those major threats that augmented reality will face in the near future and about its current and future applications. It gives us a comparison between the two related topics, Augmented reality and Virtual reality. The following paper also helps us know about the effect of Augmented Reality on the human life.

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The role of virtual reality in the changing landscape of surgical training

The Journal of Laryngology & Otology ◽

10.1017/s0022215120002078 ◽

2020 ◽

Vol 134 (10) ◽

pp. 863-866

Author(s):

J R Abbas ◽

J J Kenth ◽

I A Bruce

Keyword(s):

Medical Education ◽

Virtual Reality ◽

Surgical Training ◽

Mixed Reality ◽

Virtual Reality Technology ◽

Continue Medical ◽

Academic Activities ◽

Simulation Based ◽

The World

AbstractBackgroundThe current coronavirus disease 2019 pandemic has caused unprecedented challenges to surgical training across the world. With the widespread cancellations of clinical and academic activities, educators are looking to technological advancements to help ‘bridge the gap’ and continue medical education.SolutionsSimulation-based training as the ‘gold standard’ for medical education has limitations that prevent widespread adoption outside suitably resourced centres. Virtual reality has the potential to surmount these barriers, whilst fulfilling the fundamental aim of simulation-based training to provide a safe, effective and realistic learning environment.Current limitations and insights for futureThe main limitations of virtual reality technology include comfort and the restrictive power of mobile processors. There exists a clear developmental path to address these restrictions. Continued developments of the hardware and software set to deepen immersion and widen the possibilities within surgical education.ConclusionIn the post coronavirus disease 2019 educational landscape, virtual, augmented and mixed reality technology may prove invaluable in the training of the next generation of surgeons.

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HMD-Based Virtual and Augmented Reality in Medical Education: A Systematic Review

Frontiers in Virtual Reality ◽

10.3389/frvir.2021.692103 ◽

2021 ◽

Vol 2 ◽

Author(s):

Xuanhui Xu ◽

Eleni Mangina ◽

Abraham G. Campbell

Keyword(s):

Systematic Review ◽

Medical Education ◽

Virtual Reality ◽

Augmented Reality ◽

Mixed Reality ◽

Or Education ◽

Smart Glasses ◽

Cochrane Reviews ◽

Device Applications ◽

Magnetic Resonance Imaging Mri

Background: Virtual Reality (VR) and Augmented Reality (AR) technologies provide a novel experiential learning environment that can revolutionize medical education. These technologies have limitless potential as they provide in effect an infinite number of anatomical models to aid in foundational medical education. The 3D teaching models used within these environments are generated from medical data such as magnetic resonance imaging (MRI) or computed tomography (CT), which can be dissected and regenerated without limitations.Methods: A systematic review was carried out for existing articles until February 11, 2020, in EMBASE, PubMed, Scopus, ProQuest, Cochrane Reviews, CNKI, and OneSearch (University College Dublin Library) using the following search terms: (Virtual Reality OR Augmented Reality OR mixed reality) AND [“head-mounted” OR “face-mounted” OR “helmet-mounted” OR “head-worn” OR oculus OR vive OR HTC OR hololens OR “smart glasses” OR headset AND (training OR teaching OR education)] AND (anatomy OR anatomical OR medicine OR medical OR clinic OR clinical OR surgery OR surgeon OR surgical) AND (trial OR experiment OR study OR randomized OR randomised OR controlled OR control) NOT (rehabilitation OR recovery OR treatment) NOT (“systematic review” OR “review of literature” OR “literature review”). PRISMA guidelines were adhered to in reporting the results. All studies that examined people who are or were medical-related (novel or expert users) were included.Result: The electronic searches generated a total of 1,241 studies. After removing duplicates, 848 remained. Of those, 801 studies were excluded because the studies did not meet the criteria after reviewing the abstract. The full text of the remaining 47 studies was reviewed. After applying inclusion criteria and exclusion criteria, a total of 17 studies (1,050 participants) were identified for inclusion in the review.Conclusion: The systematic review provides the current state of the art on head-mounted device applications in medical education. Moreover, the study discusses trends toward the future and directions for further research in head-mounted VR and AR for medical education.

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Augmented Reality, Virtual Reality and Mixed Reality in Medical Education: A Comparative Web of Science Scoping Review

10.20944/preprints201904.0323.v1 ◽

2019 ◽

Cited By ~ 1

Author(s):

Muhammad Fadzil Bin Kamarudin ◽

Nabil Zary

Keyword(s):

Medical Education ◽

Virtual Reality ◽

Augmented Reality ◽

Surgical Training ◽

Web Of Science ◽

Mixed Reality ◽

Final Analysis ◽

Research Trends ◽

Exclusion Criteria ◽

Anatomy Teaching

Background: Since the advent of virtual reality (VR), it has been used in medical education for surgical training and anatomy teaching. Recently, other modalities of extended reality (XR) such as augmented reality (AR) and mixed reality (MR) has also made its way into medical education. Although there has been research validating XR’s use in medical education, there have been few studies on the research trends of the different XR modalities. The paper aims to compare the research trends of the XR modalities in general and in terms of the medical fields studied and outcomes measured. Methods: Web of Science was searched, and preliminary data was extracted to analyze the general trend. Inclusion and exclusion criteria were then applied, and finalized articles were analyzed and grouped based on the medical field studied and outcomes measured. Results: 31 articles on VR, eight on AR and one on MR were included in the final analysis. We found that there is increasing research in VR since 1990 and AR since 2008. The research in MR is constant. Most of the papers on VR studied endoscopic surgery and anatomy whereas AR studied mostly anatomy and endovascular procedures. Using Miller’s prism of clinical competence, the competency measured most for VR and AR is “show”. Discussion and conclusion: Advancement in computing, communication and display technologies since 1990 may contribute to the increase in research on VR whereas the ubiquity of smartphone since 2008 may explain the increase in research on AR. Although both VR and AR are used in surgical training and anatomy teaching, we found possible strengths of VR in counseling and AR in practical skills. The competency "show" was measured most as most of the papers were on surgery, and the XR simulators used can capture surgical parameters

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Biosensor Real-Time Affective Analytics in Virtual and Mixed Reality Medical Education Serious Games: Cohort Study

JMIR Serious Games ◽

10.2196/17823 ◽

2020 ◽

Vol 8 (3) ◽

pp. e17823

Author(s):

Panagiotis E Antoniou ◽

George Arfaras ◽

Niki Pandria ◽

Alkinoos Athanasiou ◽

George Ntakakis ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Real Time ◽

Learning Process ◽

Alpha Rhythm ◽

Mixed Reality ◽

Emotional State ◽

Affective State ◽

Virtual Patient ◽

Serious Game

Background The role of emotion is crucial to the learning process, as it is linked to motivation, interest, and attention. Affective states are expressed in the brain and in overall biological activity. Biosignals, like heart rate (HR), electrodermal activity (EDA), and electroencephalography (EEG) are physiological expressions affected by emotional state. Analyzing these biosignal recordings can point to a person’s emotional state. Contemporary medical education has progressed extensively towards diverse learning resources using virtual reality (VR) and mixed reality (MR) applications. Objective This paper aims to study the efficacy of wearable biosensors for affect detection in a learning process involving a serious game in the Microsoft HoloLens VR/MR platform. Methods A wearable array of sensors recording HR, EDA, and EEG signals was deployed during 2 educational activities conducted by 11 participants of diverse educational level (undergraduate, postgraduate, and specialist neurosurgeon doctors). The first scenario was a conventional virtual patient case used for establishing the personal biosignal baselines for the participant. The second was a case in a VR/MR environment regarding neuroanatomy. The affective measures that we recorded were EEG (theta/beta ratio and alpha rhythm), HR, and EDA. Results Results were recorded and aggregated across all 3 groups. Average EEG ratios of the virtual patient (VP) versus the MR serious game cases were recorded at 3.49 (SD 0.82) versus 3.23 (SD 0.94) for students, 2.59 (SD 0.96) versus 2.90 (SD 1.78) for neurosurgeons, and 2.33 (SD 0.26) versus 2.56 (SD 0.62) for postgraduate medical students. Average alpha rhythm of the VP versus the MR serious game cases were recorded at 7.77 (SD 1.62) μV versus 8.42 (SD 2.56) μV for students, 7.03 (SD 2.19) μV versus 7.15 (SD 1.86) μV for neurosurgeons, and 11.84 (SD 6.15) μV versus 9.55 (SD 3.12) μV for postgraduate medical students. Average HR of the VP versus the MR serious game cases were recorded at 87 (SD 13) versus 86 (SD 12) bpm for students, 81 (SD 7) versus 83 (SD 7) bpm for neurosurgeons, and 81 (SD 7) versus 77 (SD 6) bpm for postgraduate medical students. Average EDA of the VP versus the MR serious game cases were recorded at 1.198 (SD 1.467) μS versus 4.097 (SD 2.79) μS for students, 1.890 (SD 2.269) μS versus 5.407 (SD 5.391) μS for neurosurgeons, and 0.739 (SD 0.509) μS versus 2.498 (SD 1.72) μS for postgraduate medical students. The variations of these metrics have been correlated with existing theoretical interpretations regarding educationally relevant affective analytics, such as engagement and educational focus. Conclusions These results demonstrate that this novel sensor configuration can lead to credible affective state detection and can be used in platforms like intelligent tutoring systems for providing real-time, evidence-based, affective learning analytics using VR/MR-deployed medical education resources.

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