虚拟现实在医学中的应用进展

虚拟现实（ｖｉｒｔｕａｌ ｒｅａｌｉｔｙ，ＶＲ）是近年来发展起来的一项新的技术，它已经被广泛地应用于许多领域。本文介绍了虚拟现实技术在疾病的诊断、康复以及医学教育与培训方面的应用，并展望了虚拟现实技术在医学中的应用前景。     

虚拟现实在医学中的应用进展

虚拟现实 ( virtual reality,VR)是近年来发展起来的一项新的技术 ,它已经被广泛地应用于许多领域 ,特别是在医学领域。本文介绍了虚拟现实技术在疾病的诊断、康复以及医学教育与培训方面的应用 ,并展望了虚拟现实技术在医学中的应用前景     

虚拟现实技术在医学上的应用

虚拟现实技术是近年发展起来的一项新技术，目前，已经广泛地应用于许多领域，尤其在医学方面。本文讨论了虚拟现实技术在外科手术、医学教育和远程医疗等领域的实际应用。     

Internet在医学领域的应用及发展

在阔步进入二十一世纪之际 ,医学科学技术飞速发展 ,知识创新总量迅速增加 ,Internet也正以迅猛之势席卷电脑界、医学界和其他各种行业。面对纷繁复杂的信息 ,Internet的崛起和信息高速公路的兴建 ,使人们处理和传播医学信息的能力空前增加。本文讨论了 Internet在医学领域的应用及发展。1　 Internet的医学信息资源极大地满足了医学工作者的需要Internet不仅向用户提供了全球范围的快速通信手段 ,而且 Internet本身已经构成了人类有史以来最大的全球信息资源系统。在这个信息的海洋里 ,Internet提供的和医学信息有关的服务种类极其丰富…     

虚拟现实技术在医学中的应用

虚拟现实是一门新兴的学科,它在医学上已经得到了广泛的应用。本从虚拟人、虚拟人同真实人体数据的融合以及虚拟的远程医疗系统三个方面介绍了虚拟现实在医学上的应用,并从对计算能力的要求。软硬件等方面介绍了医学虚拟现实背后的图形学支持。最后,对现有的分布式VR系统做了一个简要的介绍。     

虚拟现实技术在医学上的应用前景

跨多个领域的虚拟现实技术是一门新兴技术，认识虚拟现实技术、挖掘它的巨大能量将会使它在医学领域发挥越来越大的作用。     

虚拟现实在医学上的应用

虚拟现实(以下简称为VR)就是力求部分地或全部地用一个计算机合成的人工环境代替一个现实世界的真实环境[1].虚拟环境(VE)构成了虚拟现实系统,允许其中的主体产生各种感觉,同合成元素交互体验,给人的印象就象现实世界真实存在的一样.为了实现很好的逼真性,VR的实现必须采用许多先进的基于特别技术的人机接口.因此,VE包括了众多的功能如:快速计算、数据分割、复杂数据建模、数据融合和配准、解析和理解、显示、激励器和传感器控制以及快速通讯等等.     

基于静态图像的互动虚拟现实技术在医学物理学教学中的应用研究

目的:探讨基于静态图像的互动虚拟现实技术在医学物理学教学中的应用及其作用。方法:分析互动虚拟现实技术在医学物理学教学中应用的必要性,阐述互动虚拟现实技术的特点及其在相关教学过程中的应用优势,以软件VRObjectWorx为开发工具,介绍互动虚拟仪器设备展示实例的制作方法及其在医学物理学教学中的应用。结果:基于静态图像的互动虚拟现实技术可以灵活运用于现代化医疗设备展示、实验仪器设备的展示以及立体空间的构建与展示等相关医学物理学教学内容。结论:将互动虚拟现实技术应用于教学过程,可极大地改变传统教学观念和思维方式,突破教学难点,吸引学生的注意力,激发学习兴趣,加深学生对相应教学内容的理解和掌握,使教学过程更具有科学性,具有广阔的发展和应用前景。     

虚拟现实技术在医学中的应用

虚拟现实是一门新兴的学科 ,它在医学上已经得到了广泛的应用。本文从虚拟人、虚拟人同真实人体数据的融合以及虚拟的远程医疗系统三个方面介绍了虚拟现实在医学上的应用 ,并从对计算能力的要求、软硬件等方面介绍了医学虚拟现实背后的图形学支持。最后 ,对现有的分布式 VR系统做了一个简要的介绍。     

虚拟现实技术在循证骨科教学中的应用

<正>循证医学模式要求临床医生利用各种方式来获得最佳研究证据,结合医生自身的专业技能与经验,并考虑患者的意愿制定出符合患者实际情况的治疗方案[1]。虚拟现实技术主要利用计算机技术模拟生成一个逼真的、具有视、听、触等多种感知的虚拟环境,使人感觉身临其境[2]。利用该技术也已经可以模拟复杂的骨科手术,如关节成形术、关节离断术等[3]。目前虚拟现实技术已经在疾病诊断、康复治疗、远程医疗等许多医疗方面得到应用[4]。虚拟现实技术在循证骨科教学中有着重     

Anatomy education for medical students in a virtual reality workspace: A pilot study

The COVID-19 pandemic has posed a challenge for many medical schools, as they have had to adjust their curricula into an online format. This was particularly problematic for anatomy courses as in person dissections have historically been preferred for providing students with a three-dimensional learning environment. In this study, we aim to share our experience with conducting anatomy lectures for medical student using a virtual reality (VR) workspace. Additionally, we discuss the advantages of using VR and expand on how it may be used to improve students' understanding of anatomy in comparison to various other online lecture formats. To do this, we utilized a post-lecture survey to gain feedback from the medical students that participated in a VR anatomy workspace. We found that many of our participants expressed that having access to their course material from anywhere and anytime via a virtual space, and being able to manipulate anatomical structures by moving and modifying them provided the student with a strong advantage. Although there are still limitations, we hope that our experience will assist other anatomy teachers with improving their lecture methods, especially during the pandemic.     

Addressing virtual reality misclassification: A hardware-based qualification matrix for virtual reality technology

Through its unique sensory synchronized design, virtual reality (VR) provides a convincing, user-centred experience of highly controllable scenarios. Importantly, VR is a promising modality for healthcare, where treatment efficacy has been recognized for a range of conditions. It is equally valuable across wider research disciplines. However, there is a lack of suitable criteria and consistent terminology with which to define VR technology. A considerable number of studies have misclassified VR hardware (e.g. defining laptops as VR), hindering validity and research comparisons. This review addresses these limitations and establishes a standardized VR qualification framework. As a result of a comprehensive theoretical and literature review, the hardware-based VR qualification matrix is proposed. The matrix criteria consist of (1) three-dimensional (3D) synchronized sensory stimulation; (2) degrees of freedom tracking; and (3) visual suppression of physical stimuli. To validate the model and quantify the current scale/diversity of VR misclassification, a 2019 sectional review of health-related studies was conducted. Of the 115 studies examined against standardized criteria, 35.7% utilized VR, 31.3% misclassified VR, 18.3% were considered quasi-VR, and 14.8% omitted critical specifications. The proposed model demonstrates good validity and reliability for qualifying and classifying VR. Key Practitioner Messages

• Virtual reality (VR) therapy has gained rapid empirical support, although many practitioners do not understand the difference between genuine and less-realistic VR variations.
• That has resulted from an evident lack of suitable criteria to define VR across a range of studies and protocols.
• Our proposed hardware-based virtual reality qualification matrix addresses issues to do with misclassification, via the introduction of standardised criteria.
• Applying the matrix to existing literature has revealed that more than 30% of VR studies use hardware that does not fit the high standards of rigour required for immersion in a simulated space.
• The model is a practical tool researchers and practitioners can use to quality and verify VR standards across research studies.

     

增强现实技术在临床医学教育中的应用

增强现实技术的核心是将计算机生成的虚拟信息叠加于真实场景,实现对现实信息的增强与交互。该技术在临床医学教育领域中的应用成为研究热点。本文介绍了增强现实关键技术,并对其在医学教育中的应用现状进行综述。与传统教学方式相比,增强现实技术具有安全性、趣味性、可重复、可规划与反馈及可多人协作等优势,但应用于临床医学教育领域中亦存在技术及经济成本等局限性。     

The use of virtual reality in assessment and treatment of anxiety and related disorders

In recent years the development of new virtual environments has been qualitatively high and fast at the same time, but the dissemination of virtual reality (VR) in clinical practice is still scarce. The aim of this review is to give an insight into the state of the art of the use of VR as an assessment tool and treatment intervention in anxiety and related disorders as posttraumatic stress disorder and obsessive–compulsive disorders. Besides an overview into the efficacy of VR, a summary will be given on assumed working mechanisms in virtual reality exposure therapy and how this aligns with current theoretical models. Further, it will be discussed how VR is accepted by patients and research into the reluctance of therapist to use this technology during treatment with focus on the therapeutic alliance and how it may be influenced by the use of VR. Finally, we discuss clinical and future issues as, for example, dissemination into clinical practice and what VR has to offer therapists in future. This not only in adult population but as well in younger patients, as young adolescents VR has a great potential as it connects easily with its playful elements to this population and might be a low threshold step to offer treatment or preventive interventions.     

立体与非立体虚拟现实影片情绪唤醒差异的电生理特性

在虚拟现实(VR)环境中展示全景电影有两种模式,非立体视觉模式(2D)和立体视觉模式(3D),这两种不同的连续播放模式对情绪唤醒的激活效果是否存在差异以及相关的神经活动特性尚未得到充分的研究。本文通过设计认知心理学实验,分析同步采集的头皮脑电信号,对比研究了VR-2D和VR-3D视觉模式对情绪唤醒的影响,并利用支持向量机验证VR-2D与VR-3D模式神经生理特征的差异。结果发现,VR-3D影片诱发出的脑电能量显著高于VR-2D影片(主要体现在α和β活动上),VR-3D模式下显著提高的β波能量表明立体视觉带来了更强烈的大脑皮层活动,可能引发了被试者更高的唤醒度;与此同时,大脑枕区更强烈的α活动也暗示着VR-3D影片可能引发了更高的视觉疲劳度。本文利用神经电影学的研究方法发现脑电活动可以很好地反映不同观影模式对于观影者相关神经活动特性的影响,为今后进一步探索VR视角下的影像语言,为未来VR电影的拍摄方式和人的情绪研究提供了理论支撑。     

Multi-degree of freedom joystick for virtual reality simulation

Abstract

A modular control interface and simulated virtual reality environment were designed and created in order to determine how the kinematic architecture of a control interface affects minimally invasive surgery training. A user is able to selectively determine the kinematic configuration of an input device (number, type and location of degrees of freedom) for a specific surgical simulation through the use of modular joints and constraint components. Furthermore, passive locking was designed and implemented through the use of inflated latex tubing around rotational joints in order to allow a user to step away from a simulation without unwanted tool motion. It is believed that these features will facilitate improved simulation of a variety of surgical procedures and, thus, improve surgical skills training.