Proof of concept of a workflow methodology for the creation of basic canine head anatomy veterinary education tool using augmented reality

Neuroanatomy can be challenging to both teach and learn within the undergraduate veterinary medicine and surgery curriculum. Traditional techniques have been used for many years, but there has now been a progression to move towards alternative digital models and interactive 3D models to engage the learner. However, digital innovations in the curriculum have typically involved the medical curriculum rather than the veterinary curriculum. Therefore, we aimed to create a simple workflow methodology to highlight the simplicity there is in creating a mobile augmented reality application of basic canine head anatomy. Using canine CT and MRI scans and widely available software programs, we demonstrate how to create an interactive model of head anatomy. This was applied to augmented reality for a popular Android mobile device to demonstrate the user-friendly interface. Here we present the processes, challenges and resolutions for the creation of a highly accurate, data based anatomical model that could potentially be used in the veterinary curriculum. This proof of concept study provides an excellent framework for the creation of augmented reality training products for veterinary education. The lack of similar resources within this field provides the ideal platform to extend this into other areas of veterinary education and beyond

HapStack Game (formerly Knock Blocks Game) at the Consumer Electronic Show (CES2015) in Las Vegas.

HapStack Game (formerly known as Knock Blocks Game) is a dexterity game application developed on the Unity Game Engine (http://unity3d.com) which uses the Haptic plug-in for Unity (https://www.assetstore.unity3d.com/en/#!/content/19580) provided by The Digital Design Studio (DDS), part of Glasgow School of Art, for Geomagic OpenHaptics Toolkit version 3.3.0 by 3DSystems, along with the Oculus Rift DK2 for stereoscopic visualization. The development was commissioned by 3DSystemsand carried out at the Digital Design Studio. 3DSystems has presented the HapStack Game to support its new haptic device, the Touch Device, at the Consumer Electronic Show CES 2015 in Las Vegas

Development of a Haptic Training Simulation for the Administration of Dental Anaesthesia based upon Accurate Anatomical Data

In the dental curriculum, the initial administration of local anaesthesia injection on live patients is critical and students may experience a high degree of anxiety. Low self-confidence often caused by insufficient knowledge of anatomy has been repeatedly reported as one of the major causes. In this paper, we focus on the development of a haptic training system based upon an accurate anatomical model, which aims to encourage self-paced learning of the practical skills that are required in such procedures and to increase students’ self-confidence. We first present the workflow we have considered to develop an accurate anatomical model of the human head and neck and introduce a Virtual Reality-based application commissioned by NHS Education for Scotland to support the learning of the anatomy in a safe and repeatable manner. Finally, we describe the functionalities of the haptic training system and discuss further developments with regard to existing research outcomes

CONSTELLATIONS OF MOVEMENT: An Interactive Visualization of Functional Mapping for Motor Imagery Decoding Research

An interactive application visualizing multivariate functional mapping of fMRI data within a 3D structural model of the brain. The application is developed as a proof of concept for the efficacy of interactive 3D visualization for representing research in functional mapping, as well as the potential for Unity 3D game engine’s use as a visualization tool for the complex data involved in the research of functional neural activity

A recommended workflow methodology in the creation of an educational and training application incorporating a digital reconstruction of the cerebral ventricular system and cerebrospinal fluid circulation to aid anatomical understanding

BACKGROUND: The use of computer-aided learning in education can be advantageous, especially when interactive three-dimensional (3D) models are used to aid learning of complex 3D structures. The anatomy of the ventricular system of the brain is difficult to fully understand as it is seldom seen in 3D, as is the flow of cerebrospinal fluid (CSF). This article outlines a workflow for the creation of an interactive training tool for the cerebral ventricular system, an educationally challenging area of anatomy. This outline is based on the use of widely available computer software packages. METHODS: Using MR images of the cerebral ventricular system and several widely available commercial and free software packages, the techniques of 3D modelling, texturing, sculpting, image editing and animations were combined to create a workflow in the creation of an interactive educational and training tool. This was focussed on cerebral ventricular system anatomy, and the flow of cerebrospinal fluid. RESULTS: We have successfully created a robust methodology by using key software packages in the creation of an interactive education and training tool. This has resulted in an application being developed which details the anatomy of the ventricular system, and flow of cerebrospinal fluid using an anatomically accurate 3D model. In addition to this, our established workflow pattern presented here also shows how tutorials, animations and self-assessment tools can also be embedded into the training application. CONCLUSIONS: Through our creation of an established workflow in the generation of educational and training material for demonstrating cerebral ventricular anatomy and flow of cerebrospinal fluid, it has enormous potential to be adopted into student training in this field. With the digital age advancing rapidly, this has the potential to be used as an innovative tool alongside other methodologies for the training of future healthcare practitioners and scientists. This workflow could be used in the creation of other tools, which could be developed for use not only on desktop and laptop computers but also smartphones, tablets and fully immersive stereoscopic environments. It also could form the basis on which to build surgical simulations enhanced with haptic interaction

The Digital Laocoön: Replication, Narrative and Authenticity

This paper examines what qualities and affordances of a digital object allow it to emerge as a new cultural object in its own right. Due to the relationship between authenticity and replication, this is particularly important for digital objects derived from real world objects, such as digital ‘replicas’. Such objects are not an inauthentic or surrogate form of an ‘authentic’ object, but a new object with a complex relationship with the original and its own uses and affordances. The Digital Laocoön Immersive (VR exhibit), part of an AHRC funded project, was a response to the tragic fires at the Mackintosh Building of the Glasgow School of Art in 2014 and 2018. In this project a digital replica of a plaster cast of Laocoön, with a long history of use within the school, was chosen as the centre piece for the proposed immersive. As a consequence of both the immersive’s design methodology and the lessons learnt in its production, the Laocoön proved to be an ideal subject through which to critically assess the question of how the status of the replica. This paper will explore not only how the material infrastructure, form and content of digital representations have an impact on its broader set relationships, but how the concept of an extended object, its production processes, and the way that these are explicitly acknowledged (or not), operate on its relationship to the original

Developing and Evaluating a Prototype Public Health Mobile App on the UK NHS Abdominal Aortic Aneurysm Screening Programme

Abdominal Aortic Aneurysms (AAA) are asymptomatic with advanced age and male sex being risk factors. Due to their significant mortality rate, the NHS AAA Screening programme was introduced in 2012. However, this is not as well supported compared to other programmes. When it comes to AAA and its screening, health information is also available from different sources potentially leading to confusion. Based on this, our aim was to develop a prototype mobile app on AAA and its screening, centralising all key information, for the general public. Another aim was to assess the app’s usability and impact (i.e. users’ perceptions about screening attendance and knowledge of AAA). 24 participants completed a pre-app questionnaire followed by app testing and a post-app questionnaire. Ethical approval was granted from the Glasgow School of Art. 75% of participants had never heard of AAA and 92% had never heard of its screening. After app use, the participants’ AAA knowledge significantly increased (Z= -4.318, p<0.001). App use and opinion of screening attendance were also statistically associated (X1[1, n=24] = 6.857, p<0.05). The app’s usability was rated positively in the USE questionnaire. Research is needed on public health apps regarding their impact on screening uptake and public knowledg

Enhancing the Curriculum in Medicine, Veterinary and Life Sciences Using Emerging Technologies

The acquisition and reinforcement of foundational anatomy knowledge is a fundamental aspect of the curriculum of future professionals in healthcare education, biomedical communication and dissemination. Higher educational institutions involved in medical, life sciences and veterinary training have endeavoured to implement motivating and engaging learning environments and these can include prosections and dissections of cadaveric material. Facilitating such learning environments can be often limited by legislation and economic challenges which can be challenging for some universities. Although the proposed environments usually support self-directed and collaborative learning, they can be cognitively challenging for students as the limited access to physical resources in facilities (e.g. cadavers in an anatomy laboratory). The challenges of adopting a blended learning approach with traditional teaching can become discouraging for the appreciation of spatial relationships between anatomical structures and the understanding of variability. Consequently, alternative pathways towards sustainable and innovative learning and teaching in medical, life sciences and related veterinary education need to be explored. From a long standing strategic research-led partnership between the School of Simulation and Visualisation (SimVis) at the Glasgow School of Art, and the Anatomy Facility at the University of Glasgow, we have created a unique and innovative taught postgraduate degree, the MSc in Medical Visualisation and Human Anatomy. This degree combines training in interactive visualisation technologies with intensive full-body anatomical training, including cadaveric dissection

Haptic Plug-In For Unity3D

The haptic plug-in for Unity3D consists of a C++/OpenHaptics development carried out at the Digital Design Studio, which allows implementing haptic interaction in Unity 3D Game Engine. Haptic interaction is ensured using the phantom haptic devices manufactured by 3DSystems. The Haptic plug-in for Unity is provided FREE OF CHARGE on the Unity Assets Store (https://www.assetstore.unity3d.com/en/#!/content/19580) by The Digital Design Studio (DDS), part of Glasgow School of Art, and has been tested only on a 3DSystems Touch Devices and Geomagic Touch/TouchX, formerly known as Sensable Phantom Omni