Three-Dimensional Sonification as a Surgical Guidance Tool

Interactive Sonification is a well-known guidance method in navigation tasks. Researchers have repeatedly suggested the use of interactive sonification in neuronavigation and image-guided surgery. The hope is to reduce clinicians' cognitive load through a relief of the visual channel, while preserving the precision provided through image guidance. In this paper, we present a surgical use case, simulating a craniotomy preparation with a skull phantom. Through auditory, visual, and audiovisual guidance, non-clinicians successfully find targets on a skull that provides hardly any visual or haptic landmarks. The results show that interactive sonification enables novice users to navigate through three-dimensional space with a high precision. The precision along the depth axis is highest in the audiovisual guidance mode, but adding audio leads to higher durations and longer motion trajectories.Comment: research pape

The antisaccade task as a research tool in psychopathology: A critical review

The antisaccade task is a measure of volitional control of behavior sensitive to fronto-striatal dysfunction. Here we outline important issues concerning antisaccade methodology, consider recent evidence of the cognitive processes and neural mechanisms involved in task performance, and review how the task has been applied to study psychopathology. We conclude that the task yields reliable and sensitive measures of the processes involved in resolving the conflict between volitional and reflexive behavioral responses, a key cognitive deficit relevant to a number of neuropsychiatric conditions. Additionally, antisaccade deficits may reflect genetic liability for schizophrenia. Finally, the ease and accuracy with which the task can be administered, combined with its sensitivity to fronto-striatal dysfunction and the availability of suitable control conditions, may make it a useful benchmark tool for studies of potential cognitive enhancers

Teaching Neuroanatomy Virtually: Integrating an Interactive 3D E-Learning Resource for Enhanced Neuroanatomy Education

An interactive 3D e-learning module was developed to complement neuroanatomy instruction in both an undergraduate medicine neuroanatomy laboratory course, and an undergraduate systemic human anatomy course. The 3D e-learning resource provided students the opportunity to manipulate a dynamic 3D model to view structures from any desired angle, view deep cortical structures at high magnification, and add interactive structural labels. The study utilized a cross-over design, to separate participants into two groups. Each group completed baseline anatomy knowledge and spatial ability knowledge assessments, followed by access to either the 3D e-learning module or conventional learning resources. Participants completed a post-module anatomy knowledge assessment prior to accessing to the other learning modality. A final post-module knowledge assessment was administered following student exposure to the second learning modality. Students who initially accessed the 3D module scored significantly higher on the post-module knowledge assessment than the students who initially accessed the conventional anatomy resources. Participants who accessed the 3D learning resources following gross anatomy resources, significantly improved on the final post-module knowledge assessment. A negative correlation was observed between spatial ability and change in assessment score following access to the 3D module suggesting that students with low spatial ability experienced a greater positive effect on their learning of neuroanatomy following the use of the 3D learning module than students with higher spatial ability. A novel virtual syncretion assessment was also developed that assessed participants’ ability to place neuroanatomical structures in a partial 3D neuroanatomical model, rather than a conventional nominal response. Participants who initially utilized the 3D e-learning resource performed significantly better on the virtual syncretion assessment than participants who initially utilized the 2D e-learning resource. Participants who accessed the 3D e-learning resource subsequent to the 2D e-learning resource significantly improved their performance on the final virtual syncretion assessment. Results of this study could be used to inform the effective development and implementation of 3D e-learning resources to improve neuroanatomy instruction, particularly for students with low spatial ability

Ways of Guided Listening: Embodied approaches to the design of interactive sonifications

This thesis presents three use cases for interactive feedback. In each case users interact with a system and receive feedback: the primary source of feedback is visual, while a second source of feedback is offered as sonification. The first use case comprised an interactive sonification system for use by pathologists in the triage stage of cancer diagnostics. Image features derived from computational homology are mapped to a soundscape with integrated auditory glance indicating potential regions of interests. The resulting prototype did not meet the requirements of a domain expert. In the second case this thesis presents an interactive sonification plug-in developed for a software package for interactive visualisation of macromolecular complexes. A framework for building different sonification methods in Python and an OSC-controlled sound producing software was established along with sonification methods and a general sonification plugin. It received generally positive feedback, but the mapping was deemed not very transparent. From these cases and ideas in sonification design literature, the Subject-Position-Based Sonification Design Framework (SPBDF) was developed. It explores an alternative conception of design: that working from a frame of reference encompassing a non-expert audience will lead towards sonifications that are more easily understood. A method for the analysis of sonifications according to its criteria is outlined and put into practice to evaluate a range of sonifications. This framework was evaluated in the third use case, a system for sonified feedback for an exercise device designed for back pain rehabilitation. Two different sonifications, one using SPBDF as basis of their design, were evaluated, indicating that interactive sonification can provide valuable feedback and improve task performance (decrease the mean speed) when the soundscape employed invokes an appropriate emotional response in the user

Policy Recommendations for Concussion Recovery: Using Evidence Based Data for a Safe Return to Learn in Student-Athletes

The return of concussed students and student-athletes to the classroom is commonly referred to as return-to-learn (RTL). RTL, however, is often overshadowed by returning a student-athlete back to athletic competition (return-to-play), with few recommendations and studies evaluating the effect of improper management of recovery from a concussion in an academic setting. Therefore, the research proposed here aims to track how symptom severity, student behaviors, and oculomotor performance formulate our ability to prognosticate how a student will respond to academic stimuli post-injury. This will be achieved by longitudinally tracking student-athletes as they recover from concussion, using a repeated measures design to sample data. The data was analyzed using an analysis of variance mixed effects model to understand the relationship between daily behaviors and symptom prevalence. The study identified overall time, caffeine intake, alcohol consumption, screen time, music listened to, physical activity, sleep duration, step count, and gender as significant factors associated with concussion symptom recovery and classroom management. Linear regression was utilized to correlate RTL recovery time to oculomotor scores, to preliminarily show how these scores can inform medical personnel when a student can return, unrestricted, to the classroom, and the types of accommodations to suggest for use in the classroom during recovery. Additionally, the Rochester Institute of Technology was used as a case analysis of current RTL procedures (athletic and academic management) to find areas of inefficiencies in providing timely and sufficient support to concussed students. The data collected and presented in this study was utilized to develop preliminary, evidence-based RTL guidelines to provide clinicians, athletic training staff, and university stakeholders with policies and practices to better ensure proper care is taken among students recovering from a concussion

Head Injury, from Men to Model

In well developed countries, injury is the leading cause of death and disability among young adults. In less developed countries the incidence of injury is high and rapidly increasing, but the relative mortality due to injuries is overshadowed by other causes, such as infections and malnutrition. In the United States of America each year approximately 1.000.000 people are treated and released from hospital emergency departments because of head injury. About 80% of patients receiving medical attention can be categorised as mild (Glasgow Coma Score = GCS 14-15), 10% as moderate (GCS 9-13), and 10% as severe (GCS 3-8). According to the Centre of Disease Control in 1996 95 patients per 100.000 inhabitants required hospitalisation, or died because of head injury. Leading causes of traumatic brain injury (TBI) in the USA are violence (self inflicted and assault, 44% fire arms), vehicle crashes (34%), falls (9%), and other miscellaneous causes (14%). In Europe the majority of external causes of traumatic brain injury is related to road traffic accidents and accidental falls