The Experts below are selected from a list of 1983 Experts worldwide ranked by ideXlab platform
Matthieu Poyade - One of the best experts on this subject based on the ideXlab platform.
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proof of concept of a workflow methodology for the creation of basic canine head anatomy Veterinary Education tool using augmented reality
PLOS ONE, 2018Co-Authors: Roxie Christ, Julien Guevar, Matthieu PoyadeAbstract: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.
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canine neuroanatomy development of a 3d reconstruction and interactive application for undergraduate Veterinary Education
PLOS ONE, 2017Co-Authors: Hazel Raffan, Julien Guevar, Matthieu PoyadeAbstract:: Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate Veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in Veterinary Education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate Education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for Veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for Veterinary Education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a Veterinary context. There is great potential to explore this method, and introduce a new dimension into Veterinary Education and training.
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Canine neuroanatomy: Development of a 3D reconstruction and interactive application for undergraduate Veterinary Education
PLoS ONE, 2017Co-Authors: Hazel Raffan, Julien Guevar, Matthieu Poyade, Paul M ReaAbstract:© 2017 Raffan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate Veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in Veterinary Education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate Education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for Veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for Veterinary Education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a Veterinary context. There is great potential to explore this method, and introduce a new dimension into Veterinary Education and training.
Julien Guevar - One of the best experts on this subject based on the ideXlab platform.
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proof of concept of a workflow methodology for the creation of basic canine head anatomy Veterinary Education tool using augmented reality
PLOS ONE, 2018Co-Authors: Roxie Christ, Julien Guevar, Matthieu PoyadeAbstract: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.
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canine neuroanatomy development of a 3d reconstruction and interactive application for undergraduate Veterinary Education
PLOS ONE, 2017Co-Authors: Hazel Raffan, Julien Guevar, Matthieu PoyadeAbstract:: Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate Veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in Veterinary Education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate Education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for Veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for Veterinary Education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a Veterinary context. There is great potential to explore this method, and introduce a new dimension into Veterinary Education and training.
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Canine neuroanatomy: Development of a 3D reconstruction and interactive application for undergraduate Veterinary Education
PLoS ONE, 2017Co-Authors: Hazel Raffan, Julien Guevar, Matthieu Poyade, Paul M ReaAbstract:© 2017 Raffan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate Veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in Veterinary Education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate Education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for Veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for Veterinary Education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a Veterinary context. There is great potential to explore this method, and introduce a new dimension into Veterinary Education and training.
Hazel Raffan - One of the best experts on this subject based on the ideXlab platform.
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canine neuroanatomy development of a 3d reconstruction and interactive application for undergraduate Veterinary Education
PLOS ONE, 2017Co-Authors: Hazel Raffan, Julien Guevar, Matthieu PoyadeAbstract:: Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate Veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in Veterinary Education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate Education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for Veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for Veterinary Education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a Veterinary context. There is great potential to explore this method, and introduce a new dimension into Veterinary Education and training.
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Canine neuroanatomy: Development of a 3D reconstruction and interactive application for undergraduate Veterinary Education
PLoS ONE, 2017Co-Authors: Hazel Raffan, Julien Guevar, Matthieu Poyade, Paul M ReaAbstract:© 2017 Raffan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate Veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in Veterinary Education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate Education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for Veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for Veterinary Education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a Veterinary context. There is great potential to explore this method, and introduce a new dimension into Veterinary Education and training.
Paul M Rea - One of the best experts on this subject based on the ideXlab platform.
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Canine neuroanatomy: Development of a 3D reconstruction and interactive application for undergraduate Veterinary Education
PLoS ONE, 2017Co-Authors: Hazel Raffan, Julien Guevar, Matthieu Poyade, Paul M ReaAbstract:© 2017 Raffan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate Veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in Veterinary Education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate Education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for Veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for Veterinary Education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a Veterinary context. There is great potential to explore this method, and introduce a new dimension into Veterinary Education and training.
Andrew Knight - One of the best experts on this subject based on the ideXlab platform.
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Humane Teaching Methods Demonstrate Efficacy in Veterinary Education
2020Co-Authors: Andrew KnightAbstract:Animal use resulting in harm or death has historically played an integral role in Veterinary Education, in disciplines such as surgery, physiology, biochemistry, anatomy, pharmacology, and parasitology. However, many non-harmful alternatives now exist, including computer simulations, high quality videos, ‘ethically-sourced cadavers’ such as from animals euthanased for medical reasons, preserved specimens, models and surgical simulators, non-invasive self-experimentation and supervised clinical experiences. Prolonged struggles by Veterinary students in Australia, the US and elsewhere have shown that many Veterinary academics remain opposed to their introduction, usually citing concerns about teaching efficacy. Consequently, studies of Veterinary students were reviewed comparing learning outcomes generated by non-harmful teaching methods with those achieved by harmful animal use. Of eleven published from 1989 to 2006, nine assessed surgical training—historically the discipline involving greatest harmful animal use. 45.5% (5/11) demonstrated superior learning outcomes using more humane alternatives. Another 45.5% (5/11) demonstrated equivalent learning outcomes and one (9.1%) demonstrated inferior learning outcomes. Twenty nine papers in which comparison with harmful animal use did not occur illustrated additional benefits of humane teaching methods, including: time and cost savings, enhanced potential for customisation and repeatability of the learning exercise, increased student confidence and satisfaction, increased compliance with animal use legislation, elimination of objections to the use of purpose-killed animals, and integration of clinical perspectives and ethics early in the curriculum. The evidence demonstrates that Veterinary educators can best serve their students and animals, while minimising financial and time burdens, by introducing welldesigned teaching methods not reliant on harmful animal use. However, due to their lack of support for the concept, too many Australian Veterinary educators remain among the world’s worst teachers of humane Veterinary surgical courses. Instead, they should aim to be among the best. Such an achievement is within their ability; it simply requires a fundamental change in attitude.
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the effectiveness of humane teaching methods in Veterinary Education
ALTEX-Alternatives to Animal Experimentation, 2007Co-Authors: Andrew KnightAbstract:Summary Animal use resulting in harm or death has historically played an integral role in Veterinary Education, in disciplines such as surgery, physiology, biochemistry, anatomy, pharmacology, and parasitology. However, many non-harmful alternatives now exist, including computer simulations, high quality videos, “ethically-sourced cadavers,” such as from animals euthanased for medical reasons, preserved specimens, models and surgical simulators, non-invasive self-experimentation, and supervised clinical experiences. Veterinary students seeking to use such methods often face strong opposition from faculty members, who usually cite concerns about their teaching efficacy. Consequently, studies of Veterinary students were reviewed comparing learning outcomes generated by non-harmful teaching methods with those achieved by harmful animal use. Of eleven published from 1989 to 2006, nine assessed surgical training ‐ historically the discipline involving greatest harmful animal use. 45.5% (5/11) demonstrated superior learning outcomes using more humane alternatives. Another 45.5% (5/11) demonstrated equivalent learning outcomes, and 9.1% (1/11) demonstrated inferior learning outcomes. Twenty one studies of non-Veterinary students in related academic disciplines were also published from 1968 to 2004. 38.1% (8/21) demonstrated superior, 52.4% (11/21) demonstrated equivalent, and 9.5% (2/21) demonstrated inferior learning outcomes using humane alternatives. Twenty nine papers in which comparison with harmful animal use did not occur illustrated additional benefits of humane teaching methods in Veterinary Education, including: time and cost savings, enhanced potential for customisation and repeatability of the learning exercise, increased student confidence and satisfaction, increased compliance with animal use legislation, elimination of objections to the use of purpose-killed animals, and integration of clinical perspectives and ethics early in the curriculum. The evidence demonstrates that Veterinary educators can best serve their students and animals, while minimising financial and time burdens, by introducing well-designed teaching methods not reliant on harmful animal use.
