Virtual Radiography Research Articles

Organizing a Virtual Radiography Conference during Covid-19 Pandemic

Introduction: The Covid -19 pandemic has affected planned physical healthcare conferences around the globe. To ensure adequate continuing professional development, virtual conference organization is the solution for healthcare professionals and the radiography community. This review article aims to document strategies for converting a physical conference to a virtual conference. Methods: The Singapore Society of Radiographers had to convert the annual conference to a virtual platform. The pre- during and post- conference activities were addressed within the paper, while emphasizing several key strategies and recommendations to improve the virtual experience for participants. Results: The post conference feedback showed favourable results where 93.1% participants agreed that the conference met their expectations. Additionally, we highlighted the challenges faced in organization of a virtual conference amidst the pandemic such as manpower and interactivity. There was increased cost-effectiveness in conducting a virtual conference. Conclusion: Conferences are still an integral component for continuing professional development. We believe that healthcare professionals require adequate continuing professional education and attending effective conferences would ultimately improve their clinical services and work with confidence.

IRadiate2D: A virtual intraoral radiography teaching platform.

iRadiate2D: A virtual intraoral radiography teaching platform.

Chiropractic students\u2019 experiences on the use of virtual radiography simulation: a pilot observational study

BackgroundVirtual radiography provides students with an opportunity to practise their clinical skills in patient positioning and evaluating radiographic images. The purpose of this pilot study was to introduce Projection VR™, a software radiography simulation program, into a student chiropractic program and evaluate its potential application as a teaching and learning tool.MethodsUndergraduate chiropractic students, enrolled in a radiographic course (unit within the chiropractic program), were invited to attend a scheduled laboratory where they were introduced to, and undertook purposefully designed activities using the radiography simulation. At the end of this activity, students were asked to complete an online survey (see Virtual Radiography Survey) to describe their experiences of the educational value of the software program. Descriptive statistics were used to evaluate outcomes. Content analysis was performed for free-text comments provided by respondents with key themes provided by the predetermined quantitative categories of the questionnaire.ResultsResponses were received from 44 out of the 47 students who attended the scheduled laboratory (response rate 92%). Overall students were positive about this simulation identifying that it was easy to use (95%) and that they could control the equipment as needed (95%). The main reported benefits included students being enabled to repeat tasks until they were satisfied with the results (98%) and being able to quickly assess images and determine if changes needed to be made (98%). Participants reported improvement in their understanding of the effect of exposure factors on patient radiation dose (93%) as well as their technical image evaluation (84%) and problem-solving skills (80%).ConclusionsThe results of this study suggest that virtual radiography is a valuable complementary resource in providing chiropractic students with radiographic knowledge and skills.

3D virtual reality simulation in radiography education: The students' experience

IntroductionSimulation forms a key element of undergraduate Radiography education as it enables students to develop their clinical skills in a safe environment. In this study, an immersive three-dimensional (3D) virtual radiography simulation tool was piloted in an undergraduate Radiography curriculum and user feedback retrieved. MethodsThe 3D virtual simulation tool by Virtual Medical Coaching Ltd was introduced to first year radiography students (n = 105). This technology guided students through a comprehensive process of learning anatomy, radiographic positioning and pathology. Students then X-rayed a virtual patient in the VR suite using HTC Vive Pro™ headsets and hand controllers. Instant feedback was provided. An online survey was later disseminated to students to gather user feedback. Thematic and descriptive statistical analyses were applied. ResultsA response rate of 79% (n = 83) was achieved. Most respondents (58%) reported enjoying VR simulation, whilst some felt indifferent towards it (27%). Ninety-four percent would recommend this tool to other students. The mean length of time it took for students to feel comfortable using the technology was 60 min (10–240 min). Most respondents (58%) desired more VR access. Students attributed enhanced confidence in the areas of beam collimation (75%), anatomical marker placement (63%), centring of the X-ray tube (64%) and exposure parameter selection (56%) to their VR practice. Many students (55%) advocated the use of VR in formative or low stakes assessments. Issues flagged included technical glitches, inability to palpate patient and lack of constructive feedback. ConclusionStudent feedback indicates that 3D virtual radiography simulation is a valuable pedagogical tool in radiography education Implications for practice3D immersive VR simulation is perceived by radiography students to be a valuable learning resource. VR needs to be strategically implemented into curricula to maximise its benefits.

Enhancing radiographic imaging of cementitious materials in composite structures with photon attenuating inclusions

ABSTRACTThis article investigates the use of photon attenuating inclusions (PAI) for enhancing radiographic imaging of cementitious materials in composite structures. By targeting characteristic high attenuation regions in the photon energy spectrum, PAI can improve void detection in the parent material by increasing contrast in radiographic images. Radiographic imaging of cementitious grout specimens with 5% and 15% weight fractions of candidate PAI materials (Fe, BaCO3, BaSO4) was performed to characterize X-ray attenuation. Virtual radiography simulations were then conducted to evaluate the application of PAI to grout void detection in post-tensioned concrete construction. The simulations demonstrate that grout void detection is most effective when the high energy region of the emission spectrum is near the K-edge of the PAI material.

Pedagogical Evaluation of a Virtual Radiography Training System

An augmented training system to simulate radiographic principles and procedures has being developed at Shanghai University of Medicine and Health Sciences for learning and practicing on the radiography free from ionizing radiation danger. We invited ten groups of students of year 2 to practice on this new developed system and another commercially available virtual reality training system. The direct feedback from the students are quite positive and both systems are preferred by students as the learning procedure works quite differently from usual classroom, and feels like game playing experience. The augmented system is also able to provide more satisfactory for those prefer hands on experience and boost their confidence to handling real bulk medical imaging apparatus. We will continue to work on developing the system to offer more learning modules for the subject of radiography and gain more student engagement in the classroom.

A pilot study investigating two dose reduction techniques for AP lumbar spine radiography using direct dosimetry and Projection VR

IntroductionThe purpose of this study was to compare radiation dose measurements generated using a virtual radiography simulation with experimental dosimeter measurements for two radiation dose reduction techniques in digital radiography. MethodsEntrance Surface Dose (ESD) measurements were generated for an antero-posterior lumbar spine radiograph experimentally using NanoDOT™, single point dosimeters, for two radiographic systems (systems 1 and 2) and using Projection VR™, a virtual radiography simulation (system 3). Two dose reduction methods were tested, application of the 15% kVp rule, or simplified 10 kVp rule, and the exposure maintenance formula. The 15% or 10 kVp rules use a specified increase in kVp and halving of the mAs to reduce patient ESD. The exposure maintenance formula uses the increase in source-to-object distance to reduce ESD. ResultsIncreasing kVp from 75 to 96 kVp, with the concomitant decrease in mAs, resulted in percent ESD reduction of 59.5% (4.02–1.63 mGy), 60.8% (3.55–1.39 mGy), and 60.3% (6.65–2.64 mGy), for experimental systems 1 and 2, and virtual simulation (system 3), respectively. Increasing the SID (with the appropriate increase in mAs) from 100 to 140 cm reduced ESD by 22.3% 18.8%, and 23.5%, for experimental systems 1 and 2, and virtual simulation (system 3), respectively. ConclusionPercent dose reduction measurements were similar between the experimental and virtual measurement systems investigated. For the dose reduction practices tested, Projection VR™ provides a realistic alternate of percent dose reduction to direct dosimetry.

Student perspective on using a virtual radiography simulation

AimVirtual radiography allows students to practice a range of radiographic techniques in a safe learning environment. The aim of this pilot study was to introduce Projection VR™, a software simulation, into the academic environment and harvest user feedback about the application. MethodsPurposefully designed worksheets were developed to support the implementation of Projection VR™ into the laboratory component of an undergraduate diagnostic radiography course. Following completion of the course, all enrolled students (N = 86) were invited to complete an online survey to ascertain student perceptions on technical issues and educational value of the software. Descriptive and inferential statistics were applied. ResultsResponses were received from 84 students (response rate 98%). The student cohort had a range of confidence levels in their computer technology ability, with significant relationships observed for gender (p = 0.025) and age group (p = 0.016). Few students (19) had previously used simulation software. Overall students were positive regarding ease of use (83%) and ability to control the equipment as needed (89%). Primary benefits of using the simulation included allowing students to repeat activities until satisfied with the results (95%) and being able to quickly see images and understand if changes needed to be made (94%). Students reported the simulation positively developed their technical (78%), image evaluation (85%), problem solving (85%) and self-evaluation (88%) abilities. ConclusionStudent feedback indicates that virtual radiography simulation has a valuable role to play developing technical and cognitive skills. Future work will extend the implementation of this software across multiple courses.

Experimental Validation of a Numerical Model for Simulating Radiographic Imaging of Portland Cement-Based Materials

This paper presents a numerical modeling approach, developed within the CIVA RT virtual radiography software, for simulating radiographic imaging of Portland cement-based materials. The modeling approach is validated experimentally for 20 and 30 cm thick Portland cement concrete specimens, which were imaged over a range of source intensities using a 450 keV COMET MXR-451 X-ray tube. Both a discrete coarse aggregate (DCA) model and a computationally efficient homogenized concrete (HC) model were investigated. The study found that for concrete sections thicker than 10 cm, the HC model provides radiation transmission predictions comparable to the DCA model, which was attributed to the increase in photon scattering with specimen thickness. The experimental validation study utilized film-based radiography and considered target optical density measurements of 1.0, 2.0, and 3.5. In general, numerical predictions from the virtual radiography model were in good agreement with the experimental data. For the 20 cm thick specimens, relative error in the numerical predictions ranged from 18 to 20 %. Relative error in numerical predictions for the 30 cm thick specimens ranged from 4 to 8 %. The improvement in model prediction accuracy for the thicker specimens was attributed to increased filtration of lower energy radiation, which reduced the influence of approximation error in the lower energy region of the photon emission spectrum.

A Randomized Controlled Trial on 2 Simulation-Based Training Methods in Radiology

A simulator for virtual radiographic examinations was developed. In the virtual environment, the user can perform and analyze radiographic examinations of patient models without the use of ionizing radiation. We investigated if this simulation technique could improve education of radiology technology students. We compared student performance in the assessment of radiographic image quality after training with a conventional manikin or with the virtual radiography simulator. A randomized controlled experimental study involving 31 first-year radiology technology students was performed. It was organized in 4 phases as follows: (I) randomization to control or experimental group based on the results of an anatomy examination; (II) proficiency testing before training; (III) intervention (control group, exposure and analysis of radiographic images of the cervical spine of a manikin; experimental group, exposure and analysis of the cervical spine images in the virtual radiography simulator); and (IV) proficiency testing after training. The experimental group showed significantly higher scores after training compared with those before training (P < 0.01). A linear mixed-effect analysis revealed a significant difference between the control and experimental groups regarding proficiency change (P = 0.01). Virtual radiographic simulation is an effective tool for learning image quality assessment. Simulation can therefore be a valuable adjunct to traditional educational methods and reduce exposure to x-rays and tutoring time.

VirtX – Evaluation of a Computer-based Training System for Mobile C-arm Systems in Trauma and Orthopedic Surgery

Operating room personnel (ORP) operating mobile image intensifier systems (C-arms) need training to produce high quality radiographs with a minimum of time and X-ray exposure. Our study aims at evaluating acceptance, usability and learning effect of the CBT system virtX that simulates C-arm based X-ray imaging in the context of surgical case scenarios. Prospective, interventional study conducted during an ORP course with three groups: intervention group 1 (training on a PC using virtX), and 2 (virtX with a C-arm as input device), and a control group (training without virtX) - IV1, IV2 and CG. All participants finished training with the same exercise. Time needed to produce an image of sufficient quality was recorded and analyzed using One-Way-ANOVA and Dunnett post hoc test (alpha = .05). Acceptance and usability of virtX have been evaluated using a questionnaire. CG members (n = 21) needed more time for the exercise than those of IV2 (n = 20): 133 +/- 55 vs. 101 +/- 37 sec. (p = .03). IV1 (n = 12) also performed better than CG (128 +/- 48 sec.), but this was not statistically significant. Seventy-nine participants returned a questionnaire (81% female, age 34 +/- 9 years, professional experience 8.3 +/- 7.6 years; 77% regularly used a C-arm). 83% considered virtX a useful addition to conventional C-arm training. 91% assessed virtual radiography as helpful for understanding C-arm operation. Trainees experienced virtX as substantial enhancement of C-arm training. Training with virtX can reduce the time needed to perform an imaging task.