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Record Nr. |
UNINA9910497085803321 |
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Titolo |
Biomedical visualisation . Volume 10 / / Paul M. Rea, editor |
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Pubbl/distr/stampa |
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Cham, Switzerland : , : Springer, , [2021] |
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©2021 |
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ISBN |
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Descrizione fisica |
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1 online resource (229 pages) |
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Collana |
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Advances in Experimental Medicine and Biology ; ; Volume 1334 |
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Disciplina |
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Soggetti |
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Biomedical engineering |
Three-dimensional imaging in medicine |
Visualització tridimensional |
Enginyeria biomèdica |
Llibres electrònics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Intro -- Preface -- Acknowledgements -- About the Book -- Contents -- Editors and Contributors -- Chapter 1: Evaluating the Efficacy and Optimisation of the Peer-Led Flipped Model Using TEL Resources Within Neuroanatomy -- 1.1 Introduction -- 1.1.1 Climate of Anatomy Education -- 1.1.2 Technology-Enhanced Learning (TEL) in Anatomy Education -- 1.1.3 Flipped Classroom (FC) -- 1.1.4 Lack of Evidence in Favour of Combining TEL and the FC -- 1.1.5 Near-Peer Teaching (NPT) -- 1.2 Methods -- 1.2.1 Study Setting and Population -- 1.2.2 Resource Development -- 1.2.3 Teaching Sessions -- 1.2.4 Assessment of Knowledge Gain -- 1.2.5 Analysis of Data -- 1.3 Results -- 1.3.1 Student Engagement -- 1.3.2 Educational Impact -- 1.3.3 Student Perceptions -- 1.4 Discussion -- 1.4.1 Student Experience of the Flipped Classroom -- 1.4.2 Effect of TEL Resources Within The FC -- 1.4.3 Effect of a Peer-Led Flipped Model -- 1.4.4 Limitations -- 1.4.5 Conclusion and Recommendations -- References -- Chapter 2: Observation of Patients´ 3D Printed Anatomical Features and 3D Visualisation Technologies Improve Spatial Awareness... -- 2.1 3D Visualisation in Medical Education: A Foreword -- 2.1.1 Haptics in Observation. Drawing in Observation -- 2.1.2 The HVOD Method -- |
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2.1.3 Spatial Awareness and Spatial Ability in Anatomy -- 2.1.4 Two HVOD Exercises for Improved Spatial Awareness -- 2.2 Cognition and Visuospatial Attention -- 2.2.1 Cognition and Visuospatial Learning -- 2.2.2 Sequencing of Visuospatial Comprehension in Neuroscience -- 2.3 Application Within Surgical Setting -- 2.3.1 Haptic Perception in Surgical Training -- 2.3.2 Visualisation Technology in Surgery: Interpreting `What the Machine Saw´ -- 2.3.3 Pre-Operative Planning Assistance -- 2.4 Summary and Future Directions -- References. |
Chapter 3: Pandemics, Protests, and Pronouns: The Changing Landscape of Biomedical Visualisation and Education -- 3.1 Definitions and Introduction -- 3.2 Pandemics: The Biomedical Education Implications of COVID-19 -- 3.3 Move to Online Delivery and Accessibility Concerns -- 3.4 Impact of COVID-19 on Anatomy Training -- 3.5 Protests: Black Lives Matter and Decolonisation of the Curriculum -- 3.6 BLM in Higher Education -- 3.7 Biomedical Visualisation: A Source of Perpetuating Colonial Curricula? -- 3.8 Broader Consideration of Inequality in Imagery -- 3.9 Pronouns: A Look at the Heteronormative Assumptions When Transgender Individuals Exist -- 3.10 Why It All Matters? The Power of Imagery -- 3.11 Conclusion -- 3.12 Practice Points -- References -- Chapter 4: What Not to Do with PPE: A Digital Application to Raise Awareness of Proper PPE Protocol -- 4.1 Introduction -- 4.1.1 Aims and Objectives -- 4.2 Education on the Use of PPE -- 4.2.1 PPE Education: Training and Guidance -- 4.2.1.1 Training on Proper PPE Use: Literature -- 4.2.1.2 Guidance on Proper PPE Use: Literature -- 4.2.2 What Not to Do with PPE -- 4.2.3 Summary of Findings -- 4.3 Methods and Materials -- 4.3.1 Materials -- 4.3.2 Methods -- 4.3.3 Digital Design -- 4.3.4 3D Model Development -- 4.3.4.1 Identification of PPE Violations -- 4.3.4.2 Modelling -- 4.3.4.3 Animation -- 4.3.5 App Development -- 4.3.5.1 User Interface Set-Up -- 4.3.5.2 Interactive Components -- 4.3.5.3 Build to Android -- 4.4 Results: Application Development Outcome -- 4.4.1 Main Menu -- 4.4.2 Instructions -- 4.4.3 Scenario Selection -- 4.4.4 Scenario 1: Phone Contamination -- 4.4.5 Scenario 1: Phone Contamination with Visible Transmission -- 4.4.6 Scenario 2: Mask Contamination -- 4.4.7 Scenario 2: Mask Contamination with Visible Transmission -- 4.5 Discussion -- 4.5.1 Reflection on the Design Process. |
4.5.2 Limitations -- 4.5.2.1 Animations -- 4.5.2.2 Models -- 4.5.2.3 Future Directions of Work -- 4.6 Conclusion -- References -- Chapter 5: The Embryonic re-Development of an Anatomy Museum -- 5.1 History and Context -- 5.2 Visualising Embryos -- 5.3 Visualising Discourse around Menstruation -- 5.4 The Gendered Body and the Lack of Diverse Representation in Gynaecological Images -- 5.5 The Role of the Illustrator -- References -- Chapter 6: Visualising the Link Between Carpal Bones and Their Etymologies -- 6.1 Theoretical Background -- 6.1.1 Introduction -- 6.1.2 Why Carpal Bones? -- 6.1.3 The Study of Etymology and Its Use in Medicine -- 6.1.3.1 The Study of Etymology -- 6.1.3.2 Relevance of Etymology in the Medical Field -- 6.1.4 The Link Between Knowledge of Etymology and Successful Learning of Anatomy in Medical Students -- 6.1.4.1 How Do We Learn? Three Learning Outcomes -- 6.1.4.2 How Etymological Understanding Aids Anatomical Learning in Medical Students -- 6.1.5 Use of Digital Technology in Learning -- 6.1.5.1 Current Teaching Methods -- 6.1.5.2 How Visualisation Techniques Aid in Student Learning -- 6.1.5.3 Benefits of E-learning and Digital Technology Use in Learning -- 6.1.6 Conclusion -- 6.2 Aims and Hypothesis -- 6.2.1 Research Questions -- 6.3 Materials and Methods -- 6.3.1 Materials -- 6.3.2 Methods -- 6.3.2.1 Design and Development -- Concept -- 3D Bone |
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Model Production -- Application Development -- 6.4 Evaluation -- 6.4.1 Research Evaluation Methods -- 6.4.1.1 Materials and Methods -- 6.4.1.2 Experimental Protocol -- Carpal Bone Pre-test and Post-test -- Mobile Application Use -- Usability Questionnaire -- 6.4.1.3 Ethics Approval -- 6.5 Results -- 6.5.1 Participants -- 6.5.2 Carpal Bone Pre-test and Post-test Results -- 6.5.3 Application Use -- 6.5.4 Participant Questionnaire Results -- 6.5.4.1 Screening Questions -- Usefulness. |
Ease of Use -- Ease of Learning -- Satisfaction -- 6.5.4.2 Qualitative Comments -- 6.6 Discussion -- 6.6.1 Summary of Findings -- 6.6.2 Limitations -- 6.6.3 Post-evaluation Modifications -- 6.6.4 Future Development -- 6.7 Conclusion -- References -- Chapter 7: Augmented Reality Application of Schizocosa ocreata: A Tool for Reducing Fear of Arachnids Through Public Outreach -- 7.1 Introduction -- 7.1.1 Background Review -- 7.1.2 Rationale -- 7.1.3 Objectives -- 7.2 Methods -- 7.2.1 Application Purpose and Goal -- 7.2.2 Materials (Table 7.1) -- 7.2.3 Design and Development -- 7.2.3.1 Unity Basic Set-up -- 7.2.3.2 3D Modelling -- 7.2.3.3 Texturing -- 7.2.3.4 Rigging and Animation -- 7.2.3.5 Augmented Reality Development -- 7.2.3.6 Implementation of Textual Information -- 7.3 Results -- 7.4 Discussions -- 7.4.1 Limitations -- 7.4.2 Future Development -- 7.5 Conclusion -- References -- Chapter 8: The Surgical Art Face: Developing a Bespoke Multimodal Face Model for Reconstructive Surgical Education -- 8.1 Introduction -- 8.1.1 Reconstructive Surgery -- 8.1.2 Reconstructive Ladder -- 8.2 Facial Reconstructive Surgery -- 8.2.1 What Knowledge and Skills Do Facial Surgeons Need? -- 8.2.2 What Is the Ideal Simulation Tool to Train Surgeons to Perform Facial Surgery? -- 8.3 Development of the Surgical Art Face -- 8.4 Facial Surgery Simulation Using the Surgical Art Face in Multi-disciplinary Settings -- 8.5 Conclusion -- References -- Chapter 9: Modernizing Medical Museums Through the 3D Digitization of Pathological Specimens -- 9.1 Background -- 9.2 Digitization and Processing -- 9.2.1 Specimen Selection and Digitization Methods -- 9.2.2 External Surface Capture -- 9.2.2.1 NextEngine Scanner -- 9.2.2.2 Go!Scan 50 3D Scanner -- 9.2.3 Internal Surface Capture -- 9.2.3.1 North Star Imaging Micro-CT Scanner -- 9.2.3.2 Mimics Workflow -- 9.2.3.3 3D Slicer Workflow. |
9.2.4 Further Model Preparation -- 9.3 Dissemination and Applications -- 9.3.1 Dissemination -- 9.3.1.1 MorphoSource -- 9.3.1.2 Sketchfab -- 9.3.1.3 Additional Dissemination -- 9.3.2 3D Printing -- 9.3.3 Education Applications -- 9.3.4 Research Applications -- 9.4 Summary -- References -- Chapter 10: An Introduction to Biomedical Computational Fluid Dynamics -- 10.1 Introduction -- 10.2 Computational Fluid Dynamics (CFD) -- 10.2.1 What Is CFD? -- 10.2.2 Governing Equations -- 10.2.2.1 Conservation of Mass (Continuity Equation) -- 10.2.2.2 Conservation of Momentum -- 10.2.3 Properties of Fluids and Fluid Flows -- 10.2.4 Constructing a CFD Simulation -- 10.2.4.1 Pre-processing -- 10.2.4.2 Numerical Solution and Solvers -- 10.2.4.3 Post-processing -- 10.2.4.4 Verification and Validation -- 10.2.4.5 Benefits and Limitations of CFD -- 10.3 CFD in Biomedical Research -- 10.3.1 Cardiovascular Flows -- 10.3.2 Respiratory Flow -- 10.3.3 Additional Areas of CFD Application -- 10.3.4 Medical Device Testing and Development -- 10.4 Summary and Future Directions -- References. |
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2. |
Record Nr. |
UNINA9910155712903321 |
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Autore |
Bailer Darice |
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Titolo |
Ski Superpipe |
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Pubbl/distr/stampa |
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ISBN |
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Descrizione fisica |
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1 online resource (32 p.) |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Musica |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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Audisee® eBooks with Audio combine professional narration and sentence highlighting to engage reluctant readers! Did you know that ski superpipe athletes launch themselves as high as possible to perform incredible midair tricks? They race up superpipe walls and soar through the air while fans cheer. They perform tricks such as double flips and 1080 spins. The best superpipe skiers earn prizes at competitions all over the world.Enter the Extreme Winter Sports Zone to learn about the history, gear, moves, competitions, and top athletes connected to ski superpipe. You'll discover:* How superpipe skiers learned some of their tricks from snowboarders.* How some ski superpipe athletes modify their equipment to go faster and higher.* Where the toughest ski superpipe competitions in the world are held.* How to stay safe while flying above an icy superpipe.Are you into sports? Then get in the zone! |
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