223,655 research outputs found
Recommended from our members
Trends in virtual reality technologies for the learning patient
NextMed convened the Medicine Meets Virtual Reality 22 (MMVR 22) conference in 2016. Since 1992, the conference has brought together a diverse group of researchers to share creative solutions for the evolving challenge of integrating virtual reality tools into medical education. Virtual reality (VR) and its enabling technologies utilize hardware and software to simulate environments and encounters where users can interact and learn. The MMVR 22 symposium proceedings contain projects that support a variety of learners: medical students, practitioners, soldiers, and patients. This report will contemplate the trends in virtual reality technologies for patients navigating their medical and healthcare learning. The learning patient seeks more than intervention; they seek prevention. From virtual humans and environments to motion sensors and haptic devices, patients are surrounded by increasingly rich and transformative data-driven tools. Applied data enables VR applications to simulate experience, predict health outcomes, and motivate new behavior. The MMVR 22 presents investigations into the usability of wearable devices, the efficacy of avatar inclusion, and the viability of multi-player gaming. With increasing need for individualized and scalable programming, only committed open source efforts will align instructional designers, technology integrators, trainers, and clinicians. Curriculum and InstructionCurriculum and Instructio
Outcomes of a virtual-reality simulator-training programme on basic surgical skills in robot-assisted laparoscopic surgery
Background The utility of the virtual-reality robotic simulator in training
programmes has not been clearly evaluated. Our aim was to evaluate the
impact of a virtual-reality robotic simulator-training programme on basic
surgical skills.
Methods A simulator-training programme in robotic surgery, using the da
Vinci Skills Simulator, was evaluated in a population including junior and seasoned
surgeons, and non-physicians. Their performances on robotic dots and
suturing-skin pod platforms before and after virtual-simulation training were
rated anonymously by surgeons experienced in robotics.
Results 39 participants were enrolled: 14 medical students and residents in
surgery, 14 seasoned surgeons, 11 non-physicians. Junior and seasoned
surgeons’ performances on platforms were not significantly improved after
virtual-reality robotic simulation in any of the skill domains, in contrast to
non-physicians.
Conclusions The benefits of virtual-reality simulator training on several
tasks to basic skills in robotic surgery were not obvious among surgeons
in our initial and early experience with the simulator
Virtual Reality for Medical Images
Masteroppgave i Programutvikling samarbeid med HVLPROG399MAMN-PRO
Using a disruption framework to analysis the feasibility of Virtual Reality in medical use
Virtual reality (VR) technology is considered as one of the next big things in the Internet eld. This technology can be applied in various elds. This thesis studies the feasibility of using VR technology in the medical eld, especially in the medical therapy area. This thesis also discusses the nature of disruptive innovation.
The analysis is based on a literature review of virtual reality and a framework called the disruption framework, which is devastated by an important terminology, disruptive innovation. The study uses trend charts and value networks to predict the feasibility of VR in medical therapy.
The result shows that the virtual reality technology can cause a disruption in the medical eld, it will a ect the existing value network into the medical eld
Recommended from our members
Virtual reality for employability skills
We showed a variety of virtual reality technologies, and through examples, we discussed how virtual reality technology is transforming work styles and workplaces. Virtual reality is becoming pervasive in almost all domains starting from arts, environmental causes to medical education and disaster management training, and to supporting patients with Dementia. Thus, an awareness of the virtual reality technology and its integration in curriculum design will provide and enhance employability skills for current and future workplaces
Quick-Time VRTM: when medical education meets virtual reality
Learning medicine is a difficult process to undertake, partially due to the complexity of the subject and limitations of traditional methods of teaching (lectures, textbooks, laboratory and anatomical dissections). These resources have been effective for decades, even though presenting intrinsic drawbacks. Textbooks are non-interactive education tools and do not provide any three dimensional experience. Cadaver dissection is an invaluable aid to learn anatomy. It provides an immersive, interactive experience allied with an inimitable tactile feedback. However, it has several limitations, including availability of specimens, costs and a substantial time commitment. Computer based virtual reality methods may overcome these drawbacks and provide interesting alternatives for medical training. Technological advances have generated great expectations for the use of computer-based virtual reality technologies in medical education, mainly anatomy and surgery. However, these Virtual Reality tools for general medical education are expensive due to the equipment necessary to create highly detailed, immersive three-dimensional image environments with real time friendly user interactivity. The concepts of Virtual Reality methods that generate immersive environments, as well as those that create simulated objects with interactive viewing features may be contemplated by the QuickTimeTM which is one of the technologies that can be successfully used for interactive, photorealistic displaying of medical images (radiological, anatomical and histological) and interaction on current generation of personal computers at a low and accessible cost. In this paper, the authors provide an overview of the Quick Time Virtual Reality methods aimingLearning medicine is a difficult process to undertake, partially due to the complexity of the subject and limitations of traditional methods of teaching (lectures, textbooks, laboratory and anatomical dissections). These resources have been effective for decades, even though presenting intrinsic drawbacks. Textbooks are non-interactive education tools and do not provide any three dimensional experience. Cadaver dissection is an invaluable aid to learn anatomy. It provides an immersive, interactive experience allied with an inimitable tactile feedback. However, it has several limitations, including availability of specimens, costs and a substantial time commitment. Computer based virtual reality methods may overcome these drawbacks and provide interesting alternatives for medical training. Technological advances have generated great expectations for the use of computer-based virtual reality technologies in medical education, mainly anatomy and surgery. However, these Virtual Reality tools for general medical education are expensive due to the equipment necessary to create highly detailed, immersive three-dimensional image environments with real time friendly user interactivity. The concepts of Virtual Reality methods that generate immersive environments, as well as those that create simulated objects with interactive viewing features may be contemplated by the QuickTimeTM which is one of the technologies that can be successfully used for interactive, photorealistic displaying of medical images (radiological, anatomical and histological) and interaction on current generation of personal computers at a low and accessible cost. In this paper, the authors provide an overview of the Quick Time Virtual Reality methods aiming to introduce them to medical educators and illustrate their application on medical training
NextMed, Augmented and Virtual Reality platform for 3D medical imaging visualization
The visualization of the radiological results with more advanced
techniques than the current ones, such as Augmented Reality
and Virtual Reality technologies, represent a great advance for
medical professionals, by eliminating their imagination capacity
as an indispensable requirement for the understanding of
medical images. The problem is that for its application it is
necessary to segment the anatomical areas of interest, and this
currently involves the intervention of the human being. The
Nextmed project is presented as a complete solution that
includes DICOM images import, automatic segmentation of
certain anatomical structures, 3D mesh generation of the
segmented area, visualization engine with Augmented Reality
and Virtual Reality, all thanks to different software platforms
that have been implemented and detailed, including results
obtained from real patients. We will focus on the visualization
platform using both Augmented and Virtual Reality technologies
to allow medical professionals to work with 3d model
representation of medical images in a different way taking
advantage of new technologies
Counseling students’ experiences viewing virtual reality case studies
Virtual reality is a technological medium that provides a three-dimensional interactive environment where individuals become immersed and, in some cases, can manipulate the environment. This technology shows promise in its application with simulated educational experiences. Most of the application in the literature has been with medical training programs that have attempted to use virtual reality for simulated patient-medical professional interactions. Research is lacking on the potential application of virtual reality with counselor training. We applied virtual reality technology with counseling students at different points in their training program where they were exposed to virtual counseling situations. The participants of this phenomenological study indicated that simulated counseling situations felt more authentic than traditional role-plays and encouraged its use early in counselor training programs. Future applicability in counselor training, limitations, and research recommendations are discusse
- …