Three-Dimensional Health Care: “The Need of the Hour”

2015 ◽  
pp. 332-347
Keyword(s):  
Health Care ◽  
Three Dimensional

Reviews in Medical Ethics

2010 ◽  
Vol 38 (2) ◽  
pp. 427-435
Author(s):  
Thaddeus Mason Pope ◽  
Joshua J. Gagne ◽  
Aaron S. Kesselheim
Keyword(s):  
United States ◽  
Health Care ◽  
Three Dimensional ◽  
The United States ◽  
William Clark ◽  
Health Care Regulation ◽  
Louisiana Purchase ◽  
Lewis And Clark ◽  
Cover Art ◽  
Care Regulation

Through the Louisiana Purchase in 1803, the United States expanded its size by over 800,000 square miles. But neither President Thomas Jefferson nor Congress knew exactly what they had bought until 1806, when Meriwether Lewis and William Clark returned from their famous expedition. One of the most significant contributions of the Expedition was a better perception of the geography of the Northwest. Lewis and Clark prepared approximately 140 maps and filled in the main outlines of the previously blank map of the northwestern United States. Robert I. Field has done much the same for the vast territory of U.S. health care regulation.On the front cover of Fields new book, Health Care Regulation in America: Complexity, Confrontation, and Compromise, is a picture of a giant three-dimensional labyrinth. Rarely is cover art so perfectly appropriate.

Exploring approaches to teaching in three-dimensional virtual worlds

2017 ◽  
Vol 34 (2) ◽  
pp. 140-151 ◽  
Author(s):  
Claire Englund
Keyword(s):  
Health Care ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Approaches To Teaching ◽  
Health Care Education ◽  
Conceptions Of Teaching ◽  
Content Type ◽  
Care Education ◽  
Social Nature

Purpose The purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education. Design/methodology/approach Data were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education. Findings Results indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach to teaching. The teachers’ underlying approaches to teaching and learning became evident in their student-centred approach and use of problem-based activities. The immersive, social nature of the environment facilitated the creation of authentic, communicative learning activities created by the health care teachers and was in alignment with their disciplinary approaches to teaching and learning. Research limitations/implications The sample size of the study is relatively small which limits the degree of external validity and generalisability of the results. Practical implications If sustainability of 3DVWs is to be achieved, academic development activities for teachers and their communities of practice may be necessary to support conceptual change and facilitate a shift to student-centred teaching where necessary. Originality/value There is limited research concerning the relationship between teachers’ approaches to teaching and the use of educational technologies, in particular the implementation of 3DVWs.

THREE DIMENSIONAL HEALTH CARE

1972 ◽  
Vol 3 (7) ◽  
pp. 17-19,22-23
Author(s):  
William J. Mclnnes
Keyword(s):  
Health Care ◽  
Three Dimensional

scholarly journals Leveraging Digital Technology to Overcome Barriers in the Prosthetic and Orthotic Industry: Evaluation of its Applicability and Use During the COVID-19 Pandemic

10.2196/23827 ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. e23827
Author(s):  
Trevor Binedell ◽  
Karupppasamy Subburaj ◽  
Yoko Wong ◽  
Lucienne T M Blessing
Keyword(s):  
Health Care ◽  
Lower Limb ◽  
Digital Technology ◽  
Care Delivery ◽  
Three Dimensional ◽  
Digital Technologies ◽  
Web Based ◽  
Hands On ◽  
Ankle Foot Orthoses ◽  
Lower Limb Amputees

Background The prosthetic and orthotic industry typically provides an artisan “hands-on” approach to the assessment and fitting of orthopedic devices. Despite growing interest in digital technology for prosthetic and orthotic service provision, little is known of the quantum of use and the extent to which the current pandemic has accelerated the adoption. Objective This study’s aim is to assess the use of digital technology in prosthetics and orthotics, and whether its use can help overcome challenges posed by the current COVID-19 pandemic. Methods A web-based survey of working prosthetists, orthotists, and lower limb patients was conducted between June and July 2020 and divided into three sections: lower limb amputees, prosthetist and orthotist (P&O) currently using digital technologies in their practice, and P&O not using any digital technology. Input was sought from industry and academia experts for the development of the survey. Descriptive analyses were performed for both qualitative (open-ended questions) and quantitative data. Results In total, 113 individuals responded to the web-based survey. There were 83 surveys included in the analysis (patients: n=13, 15%; prosthetists and orthotists: n=70, 85%). There were 30 surveys excluded because less than 10% of the questions were answered. Out of 70 P&Os, 31 (44%) used digital technologies. Three dimensional scanning and digital imaging were the leading technologies being used (27/31, 88%), primarily for footwear (18/31, 58%), ankle-foot orthoses, and transtibial and transfemoral sockets (14/31, 45%). Digital technology enables safer care during COVID-19 with 24 out of 31 (77%) respondents stating it improves patient outcomes. Singapore was significantly less certain that the industry's future is digital (P=.04). The use of virtual care was reported by the P&O to be beneficial for consultations, education, patient monitoring, or triaging purposes. However, the technology could not overcome inherent barriers such as the lack of details normally obtained during a physical assessment. Conclusions Digital technology is transforming health care. The current pandemic highlights its usefulness in providing safer care, but digital technology must be implemented thoughtfully and designed to address issues that are barriers to current adoption. Technology advancements using virtual platforms, digitalization methods, and improved connectivity will continue to change the future of health care delivery. The prosthetic and orthotic industry should keep an open mind and move toward creating the required infrastructure to support this digital transformation, even if the world returns to pre–COVID-19 days.

scholarly journals POS1492-HPR EVALUATION OF A VIRTUAL REALITY-BASED APPLICATION TO EDUCATE HEALTHCARE PROFESSIONALS AND MEDICAL STUDENTS ABOUT INFLAMMATORY ARTHRITIS

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1030.1-1031
Author(s):  
P. Klemm ◽  
A. Kleyer ◽  
K. Tascilar ◽  
L. Schuster ◽  
T. Meinderink ◽  
...  
Keyword(s):  
Computed Tomography ◽  
Health Care ◽  
Virtual Reality ◽  
Medical Students ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Three Dimensional ◽  
Research Support ◽  
X Ray ◽  
Deutschland Gmbh

Background:Inflammatory arthritides (IA), such as rheumatoid arthritis or psoriatic arthritis, are disorders that can be difficult to comprehend for health professionals and students in terms of the heterogeneity of clinical symptoms and pathologies. New didactic approaches using innovative technologies such as Virtual Reality (VR) applications could be helpful to demonstrate disease manifestations as well as joint pathologies in a more comprehensive way. However, the potential of using a VR education concept in IA has not yet been evaluated.Objectives:We evaluated the feasibility of a VR application to educate healthcare professionals and medical students about IA.Methods:We developed a VR application using IA patients data as well as two- and three-dimensional visualized pathological joints from X-ray and computed tomography generated images (1). This VR application (called Rheumality) allows the user to interact with representative arthritic joint and bone pathologies of IA patients (Figure 1 A, B). In a consensus meeting an online questionnaire was designed to collect basic demographic data (age, sex), profession of the participants, and their feedback on the general impression, knowledge gain and potential areas of application of the VR application. The VR application was subsequently tested and evaluated by healthcare professionals (physicians, researchers, and other healthcare professionals) and medical students at predefined events (two annual rheumatology conferences and academic teaching seminars at two sites in Germany).Results:125 individuals participated in this study (56% female, 43% male, 1% non-binary). 59% of the participants were between 18-30 years of age, 18% between 31-40, 10% between 41-50, 8% between 51-60 and 5% were between 61-70. Of the participants, 50 were physicians, five researchers and four other health care professionals, the remaining were medical students (66). The participants rated the application as excellent (Figure 1 C, D), the mean rating of the VR application was 9.0/10 (SD 1.2) and many participants would recommend the use of the application, with a mean recommendation score of 3.2/4 (SD 1.1). A large majority stated that the presentation of pathological bone formation improves the understanding of the disease (120 out of 125 (96%)).Conclusion:The data show that IA-targeting innovative teaching approaches based on VR technology are feasible. The use of VR applications enables a disease-specific knowledge visualization and may add a new educational pillar to conventional educational approaches.References:[1]Kleyer A et al. Z Rheumatol 78, 112–115 (2019)Figure 1.Illustration of the VR application and evaluation resultsTwo- and three-dimensional visualized pathological joints from X-ray and computed tomography generated images in a patient with long-standing (inadequately treated) RA (A) and a patient with early RA (B). Overall rating (range 0-10) on the VR application divided into four different professional subgroups (C); recommendations of VR application in the four different professional subgroups (D). HC, health care professionals; Boxplot explanation: Crossbars represent medians, whiskers represent 5-95 percentiles (points below the whiskers are drawn as individual points), box always extends from the 25th to 75th percentiles (hinges of the plot).Disclosure of Interests:Philipp Klemm Consultant of: Lilly Deutschland GmbH, Arnd Kleyer Speakers bureau: Lilly Deutschland GmbH, Consultant of: Lilly Deutschland GmbH, Grant/research support from: Lilly Deutschland GmbH, Koray Tascilar: None declared, Louis Schuster: None declared, Timo Meinderink: None declared, Florian Steiger: None declared, Uwe Lange: None declared, Ulf Müller-Ladner: None declared, Johannes Knitza Speakers bureau: Lilly Deutschland GmbH, Philipp Sewerin Speakers bureau: Lilly Deutschland GmbH, Paid instructor for: Lilly Deutschland GmbH, Johanna Mucke Consultant of: Lilly Deutschland GmbH, Alexander Pfeil Speakers bureau: Lilly Deutschland GmbH, Paid instructor for: Lilly Deutschland GmbH, Consultant of: Lilly Deutschland GmbH, Georg Schett: None declared, Fabian Hartmann Consultant of: Lilly Deutschland GmbH, Axel Hueber Consultant of: Lilly Deutschland GmbH, Grant/research support from: Lilly Deutschland GmbH, David Simon Speakers bureau: Lilly Deutschland GmbH, Paid instructor for: Lilly Deutschland GmbH, Consultant of: Lilly Deutschland GmbH, Grant/research support from: Lilly Deutschland GmbH

scholarly journals Person-centred mental health care: the challenge of implementation

2012 ◽  
Vol 21 (2) ◽  
pp. 139-144 ◽  
Author(s):  
L. Gask ◽  
P. Coventry
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Three Dimensional ◽  
Holistic Approach ◽  
Health And Social Care ◽  
Unique Experience ◽  
Three Dimensional Models ◽  
The Individual ◽  
The Impact

Within mental health care, ‘person-centredness’ has been generally interpreted to convey a holistic approach with an attitude of respect for the individual and his/her unique experience and needs. Although it has been possible to demonstrate that professionals can acquire such skills through training, the impact on clinical outcomes has been more difficult to demonstrate in randomized controlled trials. Indeed what is becoming increasingly apparent in the literature is the need to acknowledge and address the degree of complexity that exists within the health care system that militates against achieving satisfactory implementation and outcomes from person-centred mental health care. In addressing this, we must develop and work with more sophisticated and three-dimensional models of ‘patient-centredness’ that engage with not only what happens in the consulting room (the relationship between individual service users and healthcare professionals), but also addresses the problems involved in achieving person-centredness through modifying the way that services and organizations work, and finally by engaging families and communities in the delivery of health care. A truly meaningful concept of ‘people-centredness’ encompasses how the views of the population are taken into consideration not only in healthcare but also in health and social care policy, and wider society too.

Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics

2010 ◽  
Vol 49 (02) ◽  
pp. 105-120 ◽  
Author(s):  
E. Ammenwerth ◽  
G. Demiris ◽  
A. Hasman ◽  
R. Haux ◽  
W. Hersh ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Informatics ◽  
Health Care Professionals ◽  
Information Exchange ◽  
Health Informatics ◽  
Working Group ◽  
Task Force ◽  
Three Dimensional ◽  
Educational Needs ◽  
International Medical

Summary Objective: The International Medical Informatics Association (IMIA) agreed on revising the existing international recommendations in health informatics /medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in biomedical and health informatics (BMHI), particularly international activities in educating BMHI specialists and the sharing of courseware. Method: An IMIA task force, nominated in 2006, worked on updating the recommendations’ first version. These updates have been broadly discussed and refined by members of IMIA’s National Member Societies, IMIA’s Academic Institutional Members and by members of IMIA’s Working Group on Health and Medical Informatics Education. Results and Conclusions: The IMIA recommendations center on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in health care (e.g. physicians, nurses, BMHI professionals), 2) type of specialization in BMHI (IT users, BMHI specialists), and 3) stage of career progression (bachelor, master, doctorate). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role a) as IT user and b) as BMHI specialist. Recommendations are given for courses /course tracks in BMHI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics /computer science as well as for dedicated programs in BMHI (with bachelor, master or doctor degree).To support education in BMHI, IMIA offers to award a certificate for high-quality BMHI education. It supports information exchange on programs and courses in BMHI through its Working Group on Health and Medical Informatics Education.

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