Use Of Virtual Simulation Research Articles

Virtual simulations and serious games in a laptop‐based university

Purpose – Gaming and interactive virtual simulation environments support a learner‐centered educational model allowing learners to work through problems acquiring knowledge through an active, experiential learning approach. To develop effective virtual simulations and serious games, the views and perceptions of learners and educators must be assessed and taken into account, regarding their use in the classroom. This paper aims to present the results of two surveys conducted to assess faculty and student perceptions.Design/methodology/approach – Both surveys were conducted at University of Ontario Institute of Technology. The surveys were made available to students and faculty members via a link on an institute‐wide internal course management system.Findings – Results indicate that students and educators appreciate the use of virtual simulations and serious games, but care must be taken to ensure that they are relevant to the course material and that educators are familiar with their use to assist students...

The use of virtual simulations in a laptop-based university

Traditional teaching-and-learning environments often do not address the learning needs of today's “millennial” generation of students who prefer team work, experiential activities, structure and the use of technology. In fact, millennial students view technology as a necessity, both in life and in learning and highly regard “doing rather than knowing”, making interactive, experiential learning, a necessity for their educational success. Recently, there has been a push on the development of interactive simulations for educational and training purposes and such simulations are being incorporated into a large number of curriculums. To develop effective simulations that meet the needs of both millennial students, and educators, end users’ views and perceptions of simulation use in the classroom must be assessed and accounted for. We must develop an understanding of the sentiments and demand for simulations in teaching and learning. Such information provides valuable input into the development of simulations and ensures their use and integration within the classroom. In order to assess this, a single institution, survey study consisting of a two part survey (one geared towards students and the other to faculty) was developed and conducted at the University of Ontario Institute of Technology (UOIT), a laptop-based university, that prides itself on the use of technology in the classroom, to gauge users perceptions of virtual simulations. Results indicate that students and faculty alike do appreciate the use of virtual simulations but care should be taken to ensure that the simulations are relevant to the course material and that educators are familiar with the use of the simulations to assist students should any problems arise.

The use of virtual simulators for emergency response training in the mining industry

By its very nature, underground mining can be a hazardous activity. The history of all countries where mining has taken place unfortunately often contains major disasters. The successful initial control of such incidents is crucially dependent on the effectiveness of the mine’s immediate emergency response and the mine’s emergency preparedness arrangements, which underpin this response.Emergency response is sometimes given a low priority in training planning because catastrophic events occur infrequently. The majority of mine emergency rescue training is traditionally focused on training the rescue teams. A number of computer augmented training systems have recently been developed to perform or assist all levels of mine personnel in the process of mine rescue training.Modern simulation systems range from tactile systems that physically represent the real world to purely computer generated visualizations. In a mining context, a primary aim of developing virtual environments is to allow mine personnel to practice and experience mine processes that will be encountered in the day-to-day operations at a mine site.This article provides a review of the use of such simulators in the mining industry and details current work being undertaken in Australia and Canada to develop the next generation of this technology in the mining field. This work is based on an extensive literature review and the insight and the experience of the two authors who have each worked in this field for more than 20 years.

On-Board Imager-based MammoSite treatment verification

Contemporary radiation oncology departments are often lacking a conventional simulator due to common use of virtual simulation and recent implementation of image guided radiation therapy. A protocol based on MammoSite method was developed using CT based planning, a Source Position Simulator (SPS) with a Simulator Wire and a linear accelerator based On-Board Imager (OBI) for daily verification. After MammoSite balloon implantation, the patient undergoes a CT study. The images are evaluated for tissue conformance, balloon symmetry, and balloon surface to skin distance according to the departmental procedure. Prior to the CT study the SPS is attached to the transfer tube that in turn is attached to the balloon catheter. The length from the indexer to the first dwell position is measured using the simulator wire with X-ray markers. After the CT study is performed, the data set is sent to the Varian Eclipse treatment planning system (TPS) and to the Nucletron PLATO brachytherapy planning system. The reference digitally reconstructed radiographs (DRRs) of anterior and lateral setup fields are created using Eclipse TPS and are immediately available on the OBI console via the Varian Vision integrated system. The source dwell position coinciding with the balloon center is identified in the CT dataset, followed by the offset calculation, catheter reconstruction, dose points placement and dwell time calculation. OBI fluoroscopy images are acquired and marked as initial. Prior to each treatment fraction balloon diameter and symmetry are evaluated using OBI fluoroscopy and tools available on the OBI console. Acquired images are compared with reference DRRs and/or initial OBI images. The whole process from initial evaluation to daily verification is filmless and does not undermine the precision of the procedure. This verification time does not exceed 10 min. The balloon diameter correlates well (within 1 mm) between initial CT and OBI verification images. The balloon symmetry is defined with 1 mm accuracy using existing OBI console tools. It is feasible to use OBI based simulation for the MammoSite balloon placement evaluation, balloon integrity daily verification, and treatment dwell position coincidence with balloon center. This verification is a rapid process and is an alternative to the conventional simulator based technique. The simulator wire with X-ray markers for the SPS is the recommended tool for the CT based MammoSite procedure.

Optimising the use of virtual and conventional simulation: a clinical and economic analysis

AbstractBackground and purpose: Currently, optimal use of virtual simulation for all treatment sites is not entirely clear. This study presents data to identify specific patient groups for whom conventional simulation may be completely eliminated and replaced by virtual simulation.Sampling and method: Two hundred and sixty patients were recruited from four treatment sites (head and neck, breast, pelvis, and thorax). Patients were randomly assigned to be treated using the usual treatment process involving conventional simulation, or a treatment process differing only in the replacement of conventional plan verification with virtual verification. Data were collected on set-up accuracy at verification, and the number of unsatisfactory verifications requiring a return to the conventional simulator. A micro-economic costing analysis was also undertaken, whereby data for each treatment process episode were also collected: number and grade of staff present, and the time for each treatment episode.Results: The study shows no statistically significant difference in the number of returns to the conventional simulator for each site and study arm. Image registration data show similar quality of verification for each study arm. The micro-costing data show no statistical difference between the virtual and conventional simulation processes.Conclusions: At our institution, virtual simulation including virtual verification for the sites investigated presents no disadvantage compared to conventional simulation.

Simulador computarizado de inmersión virtual como modelo de inicio de entrenamiento de laparoscopia urológica

Backgroundto date, it has not been defined the best method for teaching urologic laparoscopy, however it is well recognized that it involves a steep learning curve. MethodsA course of Laparoscopic Urology was done in our Institute. The program included skill practices in a virtual immersion simulator which evaluated, the score and time to complete each activity. This was done in a group of residents with previous experience with this virtual simulator (group 1) and another group of residents with no experience (group 2). Four different basic tasks were performed in the virtual simulator, which included: coordination, cutting, clip application and performing a simple suture. ResultsWhen we compared the scores between both groups the mean scores for each task were superior in group 1 compared to the group 2, with no statistically significant difference, however when we compared the time to complete each task, it was shorter in group 1 compared to group 2 with a statistically significant difference. ConclusionsThe performance of residents without experience in a virtual simulator was similar to that of previously trained residents, however it takes less time to complete each task as the resident gains experience in these simulators. The use of virtual simulators for laparoscopy training are useful when learning basic techniques allowing the surgeon to improve hand dexterity and coordination in laparoscopic surgery.

On the use of virtual simulation in radiotherapy of the intact breast

On the use of virtual simulation in radiotherapy of the intact breast

On the use of virtual simulation in radiotherapy of the intact breast.

In this paper a method of breast cancer treatment planning using virtual simulation implemented at the Department of Human Oncology at the University of Wisconsin is described. All patients in this procedure are placed in a custom vacuum mold in treatment position with both arms up to avoid collision with the CT scanner aperture. For all patients a CT scan of 5‐mm‐slice thickness is acquired. The ipsilateral and contralateral breast, the ipsilateral lung and the heart are delineated and a three‐dimensional plan is generated that tries to minimize the dose to the ipsilateral lung and heart while ensuring adequate coverage of the affected breast. Digitally reconstructed radiographs are used to verify the patient setup on the treatment machine. © 2000 American College of Medical Physics. PACS number(s): 87.53.–j