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Advancing Auscultation Education: Signals Visualization as a Novel Tool for Enhancing Pathological Respiratory Sounds Detection

Pastusiak Anna Katarzyna, Hafke-Dys Honorata, Kociński Jędrzej, Szarzyński Krzysztof, Janeczek Kamil

Polish Journal of Medical Physics and Engineering

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2024

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Vol. 30, Iss.1

1--10

EN

Introduction: Auscultation remains a pivotal diagnostic modality for various respiratory pathologies. To augment its clinical relevance, the continuous expansion of our understanding of pulmonary acoustics, coupled with the advancement of auscultation recording and analysis methodologies, is imperative. Material and methods: We investigated how the bimodal presentation of auscultatory signals (sound and visual cue perception) influences the subjective efficacy of pathological respiratory sound detection, which is a critical step in the development of a new auscultation tool. Recordings of pediatric breath sounds were presented in three different forms - audio only, visual representation only (spectrogram) or audiovisual (both together). The F1-score, sensitivity and specificity parameters were calculated and compared to the gold standard (GS). Subsequent to the detection experiment, participants completed a survey to subjectively assess the usability of spectrograms in the procedure. Results: Over 60% of all responders ranked the spectrogram as important (40.8%) or very important (21.1%). Moreover, 11.3% of all participants found this new form of presentation of auscultation results to be more useful than the evaluation of sound only. The addition of visual information did not statistically significantly change the evaluation of the sounds themselves, an observable trend implies that enhancing audio recordings with visualizations can enhance detection performance. This is evident in the 4 p.p. and 2 p.p. sensitivity increments for physicians and students, respectively, even without specialized visual training. Conclusions: Our research findings indicate that the integration of spectrograms with conventional auditory assessment, albeit based on observed trends and survey responses, presents a promising avenue for improving the precision and quality of medical education, as well as enhancing diagnosis and monitoring processes.

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Development and implementation of an online platform for curriculum mapping in medical education

Majerník Jaroslav, Kacmarikova Andrea, Komenda Martin, Kononowicz Andrzej A., Kocurek Anna, Stalmach-Przygoda Agata, Balcerzak Łukasz, Hege Inga, Ciureanu Adrian

Bio-Algorithms and Med-Systems

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2022

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Vol. 18, no. 1

1--11

EN

Objectives: Nowadays universities face ever-increasing demands on quality of education, which is crucial from perspective of future graduates. In face of the need of constant quality improvements of medical curricula, it is important to seek strategies for their efficient management. The general trend is to develop electronic support tools to streamline the curricular design, analysis and harmonization. Methods: Based on the requirements we have identified by the needs analysis among curriculum designers, teachers and managers at five universities involved in the Building Curriculum Infrastructure in Medical Education (BCIME) project, and evidence published in literature on curriculum development, we have developed methodological guidelines on curriculum innovations and a software-based tools that help manage, map and analyse curricula in the medical and healthcare study fields. Results: In this paper, we share our experiences with building and implementation of EDUportfolio, an online platform developed within our consortium and intended to facilitate harmonisation and optimisation of medical outcome-based curricula. Its functionalities and outputs were verified by pilot mapping of Anatomy curricula as taught at partner universities in five European countries. Conclusions: The visualisation and the analysis of described curriculum data using natural language processing techniques revealed both the hidden relations between curriculum building blocks and a set of overlaps and gaps in curricula. In addition, we demonstrate both the usability of the platform in the context of the involved academic environments and the capability to map and compare curricula across different institutions and different countries.

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Evaluation of three educational use cases for using Virtual Patients in Massive Open Online Courses (MOOCs): a Delphi study

Stathakarou N., Zary N., Kononowicz A. A.

Bio-Algorithms and Med-Systems

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2015

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Vol. 11, no. 2

113--119

EN

Massive Open Online Courses (MOOCs) extended with Virtual Patients (VPs) may foster specific medical skills. In particular, three educational use cases have been proposed to enable interactivity and foster clinical reasoning skills training: collective evaluation of decision making in the context of uncertainty, collective repurposing of cases with division of discussion into subgroups, and computational models in short cases for flexible selection and adaptive learning with VPs. The aim of this study was to evaluate the educational strengths and weaknesses of the proposed use cases. Methods: We went through a two-round modified Delphi process. A panel of experts was formed and asked with open-ended questions to identify the strengths and weaknesses of each use case. The obtained responses were categorized thematically; four specific aspects of the use cases were isolated. In the second phase, the panel was asked to read the collected, categorized responses and prioritize the use cases focusing on each of the four identified aspects. Results: Six experts participated in the process. According to their opinion, decision making in uncertain context was the most feasible in implementation and in fostering clinical reasoning skills training; cultural repurposing was judged to leverage the MOOC potential the most; and computational models in short cases were considered the most interesting use case for the learners. Conclusions: The use cases were validated and prioritized; the Delphi approach brought insights into the use cases’ potential benefits, threats, and challenges.

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E-learning innovations for the education of general practitioners at the Bavarian Virtual University (BVU) – a model for other countries

Vogel B., Kormann C., Mehring M., Schneider A., Offenbächer M., Kohls N., Schelling J.

Bio-Algorithms and Med-Systems

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2015

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Vol. 11, no. 2

107--111

EN

The Bavarian Virtual University (BVU) offers resources to develop and implement e-learning courses and allows open access to information and provides the capacity to share information. Students of Bavarian universities can participate easily in these courses. Thus, the barriers to enter a university are now much lower. E-learning will be supported by the use of the learning and authoring software CASUS. It optimises the creation of virtual patients and guarantees a common standard and a high quality throughout the whole e-learning course. Methods: This paper describes the application process of proposals at BVU and the development process of online courses with CASUS using the example of “General Practice”. The conceptual structure of the program and its specific rationale is presented herein. In addition, the number of participating students is analysed when the online course is integrated in the curriculum or when it is not. Results: The e-learning course General Practice includes a total of 48 scenarios. They focus on the heuristics in General Practice of prevention and primary care. If the online courses are integrated in the curriculum, the number of students participating in e-learning courses increases. The integration of virtual patients (VPs) into practical training may improve the perceived benefit. Probably, there is no need for examinations to prove students’ knowledge if they can apply contents in the practical training. To answer this question, an evaluation of students’ and teachers’ perspective is needed. In addition, it is challenging to define one level of education for students of different universities. Hence, new methods are needed to develop and evaluate generally accepted standards that fit all participating universities and their students. Conclusions: The application of proposals at BVU and creating VPs with the learning and authoring system CASUS can be highly recommended to other universities, as well as the establishment of organisations like BVU in other countries.

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Repurposing cardiology to psychiatry sessions in a 3D based virtual learning environment

Dafli E. L., Vegoudakis K. I., Pappas C., Bamidis P. D.

Bio-Algorithms and Med-Systems

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2010

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Vol. 6, no. 11

9--13

EN

Recent technological developments concerning Web 2.0 have enabled the use of three-dimensional virtual platforms for educational purposes. In this paper, focus is placed on the modification of an OpenSimulator based 3D environment for its reuse in a different field of medical education; developments are presented alongside the associated effort to reconstruct and repurpose this environment so as to fit medical specialties of different clinical skills. The aim of this study was to present repurposing aspects of a learning environment modification and adaption to the needs of various medical specialties, in an attempt to reuse- and therefore share- learning content between different medical areas. Initially, a 3-Dimensional environment was created using the OpenSim platform for use in cardiology. Then, the virtual environment was modified so as to be oriented to the needs of psychiatry. The reconstruction of the educational environment and context and the reformation of the educational clinical scenario offer the possibility of reusability of this content which can be tailored to the needs of each medical field.

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MedBiquitous Europe and its role in improving technology standards for medical and healthcare education

Balasubramaniam C., Smothers V.

Bio-Algorithms and Med-Systems

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2010

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Vol. 6, no. 11

7--8

EN

Healthcare educators face common challenges in their work to educate and assess healthcare students and practicing professionals. Yet it is often difficult for healthcare educators to share learning resources and information with one another in the current fragmented environment of healthcare education. MedBiquitous was founded to address those problems. Founded by Johns Hopkins Medicine in and leading professional medical societies, MedBiquitous is a not-for-profit, international group of professional medical and healthcare associations, universities, commercial, and governmental organizations dedicated to advancing healthcare education through technology standards that promote professional competence, collaboration, and better patient care. MedBiquitous is accredited by the American National Standards Institute (ANSI) to develop information technology standards for healthcare education and competence assessment [1].

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Collaborative development of virtual patients in clinical education

Berman N., Fall L.

Bio-Algorithms and Med-Systems

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2010

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Vol. 6, no. 11

65--67

EN

We have developed virtual patients in three medical disciplines (pediatrics, internal medicine, family medicine) that have achieved a very broad level of use in the US and Canada. We believe that the collaborative development and maintenance model is the key to success of these projects. This model recognizes that incorporating technology in medical education is primarily an educational, not a technological, challenge. The collaborative model incorporates six key components: 1) multi-institutional authoring to achieve comprehensive coverage of a nationally accepted curriculum, 2) a consistent pedagogical approach within and across disciplines, 3) instructors resources for integrating the program in the curriculum, 4) maintenance of the content with nationally representative editorial boards, 5) support for the academic needs of medical educators, and 6) a stable support infrastructure that is financially sustainable. The broad acceptance of these virtual patients achieves the goals of sharing of content, elimination of redundant work, and improved medical education. We believe that the collaborative development and maintenance model can and should be advanced in other areas of e-Learning.

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Enriching virtual patients with interactive images

Huber S., Hess F., Donkers J., Heid J., de Leng B., Huwendiek S., Haag M.

Bio-Algorithms and Med-Systems

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2009

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Vol. 5, no. 9

73--77

EN

Background: At the University of Heidelberg and Maastricht University, virtual patients are primarily used for training clinical reasoning. Adapting virtual patients for undergraduate students has included the realisation of new features for embedding applied knowledge besides the already existing knowledge questions. Methods: The literature related to interactive images was analysed and scenarios of the usage for various interactive image types were evaluated against the background of virtual patients. A template-based and easy-to-use animation editor was implemented to develop interactive images that were made available to undergraduate medical students. Using such interactive images can help students learning basic facts and fundamental concepts more efficiently. Actually, there are different types of interactive images available, e.g. mouse-over or drag-and-drop labelling images. These interactive images are realized in Adobe Flash and can either be used stand-alone or integrated as media files in CAMPUS virtual patients. The latter has the advantage of combining pre-clinical with clinical knowledge and providing students a consistent interface to E-Leaming content during their whole study. In a different scenario, the CAMPUS Animation Editor can be made available to the students to create their own interactive images and deepen their medical knowledge. Results: Currently, selected interactive images are used within virtual patients in an undergraduate course. While working through the virtual patient the students can take part in a survey for focus group analysing. Until now, the students are presented a standardized questionnaire for virtual patients containing only general questions about the strengths and weaknesses of the virtual patients and the used virtual patient system. Individual statements by students indicate the usefulness of interactive images especially for self-study. A questionnaire concentrating on the interactive images is planned for spring 2009. Conclusion: Interactive images are a valid tool for applied knowledge transfer. However, an easy-to-use editor for each interactive image type is required to lower the creation barrier.

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E-learning in students education in Medical University of Bialystok, Poland

Półjanowicz W., Latosiewicz R., Niewiński A., Milewski R.

Bio-Algorithms and Med-Systems

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2009

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Vol. 5, no. 9

111--115

EN

The main benefit of complementary methods of teaching is, among all, maximum use of the time a trainee. Student is able to learn in a convenient place and time. In addition, during di- rect meetings with “traditional” form of training participant has access to the assistance of teacher and has the possibility to improve the skills and deepen his/her knowledge. Mixed teaching may be more effective, because students are involved in working with components on-line, set by the operator, and the tasks assigned to them are clear and legible. Students also have the freedom to contact in the forum, chat, etc. with their colleagues from the group and conducting classes, which raises the advantages of learning. We pay particular attention to the concept of b-learning physiotherapy to students in the Medical University of Bialystok. According to our knowledge this is the first attempt to use such a system in this field in Poland. We believe that this form of teaching will deliver real benefits in the form of a deeper understanding of the scope of the provision of health services. In the future, we plan to extend the teaching material for news of physiotherapy. We are working also with ophthalmologists to create b-learning course for medical students in the field of ophthalmology-related issues. Using the above-mentioned measures of b-learning and e-learning systems encourages for widening of these forms of education. We believe that with this framework it is possible to achieve the objectives in teaching, while optimizing the quality of education and economic efficiency.

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Robotyka w medycynie zabiegowej – szanse i wyzwania w kształceniu lekarzy

Starszak Krzysztof, Smoczok Michał, Srarszak Weronika

Medical Robotics Reports

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2019/2020

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vol. 8/9

56-62

PL

Chirurgia robotyczna jest wdrażana w coraz większej liczbie ośrodków ochrony zdrowia na całym świecie. Szczególnie chętnie z robotów korzystają urolodzy, ginekolodzy, chirurdzy ogólni, kardiochirurdzy, neurochirurdzy. Poszukuje się dowodów skuteczności zastosowania robotów w kolejnych dziedzinach. Na rynku pojawiają się nowe rodzaje robotów stosowanych w chirurgii: roboty toru wizyjnego, manipulatory chirurgiczne, roboty nawigacyjne czynne i bierne, roboty biochirurgiczne. Rosnąca popularność robotyki medycznej powinna powodować zmiany w kształceniu nowych kadr. W artykule omówiono na podstawie przeglądu literatury oraz własnych doświadczeń (warsztatów chirurgicznych) aktualny stan i kierunki rozwoju edukacji w zakresie chirurgii robotycznej.

EN

Robotic surgery is being implemented in an increasing number of health care centers around the world. Urologists, gynecologists, general surgeons, cardiac surgeons and neurosurgeons are particularly willing to use robots. Evidence of the effectiveness of using robots in other areas is sought. New types of robots used in surgery are appearing on the market: endoscopic vision robots, surgical manipulators, active and passive navigation robots, and biosurgical robots. The growing popularity of medical robotics should cause changes in the education of new staff. The current state and directions of development of education in robotic surgery are discussed in the article on the basis of literature review and own experience (surgical workshops).