Combined PET/computed tomography (CT) is of value in cancer diagnosis, follow-up, and treatment planning. For cancers located in the thorax or abdomen, the patient’s breathing causes artifacts and errors in PET and CT images. Many different approaches for artifact avoidance or correction have been developed; most are based on gated acquisition and synchronization between the respiratory signal and PET acquisition. The respiratory signal is usually produced by an external sensor that tracks a physiological characteristic related to the patient’s breathing. Respiratory gating is a compensation technique in which time or amplitude binning is used to exclude the motion in reconstructed PET images. Although this technique is performed in routine clinical practice, it fails to adequately correct for respiratory motion because each gate can mix several tissue positions. Researchers have suggested either selecting PET events from gated acquisitions or performing several PET acquisitions (corresponding to a breath-hold CT position). However, the PET acquisition time must be increased if adequate counting statistics are to be obtained in the different gates after binning. Hence, other researchers have assessed correction techniques that take account of all the counting statistics (without increasing the acquisition duration) and integrate motion information before, during, or after the reconstruction process. Here, we provide an overview of how motion is managed to overcome respiratory motion in PET/CT images.

First, thank you for your interest in our article entitled 'Management of respiratory motion in PET/computed tomography: the state of the art' [1].Second, we wish to point out that data-driven gating approaches are used to extract the respiratory signal from 0143-3636

La prise de notes (PDN) est une compétence complexe et importante, car elle a notamment un impact sur la mémorisation, et devrait être déployée tôt dans le parcours scolaire des apprenantes et des apprenants pour être maîtrisée. Étant donné que ce n’est pas le cas, les apprenantes et les apprenants vivent bien des difficultés lors de leurs PDN. L’article met en lumière les actions que les enseignantes et les enseignants peuvent poser pour faciliter la PDN afin de permettre aux apprenantes et aux apprenants de tirer des bienfaits de cette activité et ouvre sur une perspective didactique de la PDN.

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