Purpose CT ventilation imaging (CTVI) is being used to achieve functional avoidance lung cancer radiation therapy in three clinical trials (NCT02528942, NCT02308709, NCT02843568). To address the need for common CTVI validation tools, we have built the Ventilation And Medical Pulmonary Image Registration Evaluation (VAMPIRE) Dataset, and present the results of the first VAMPIRE Challenge to compare relative ventilation distributions between different CTVI algorithms and other established ventilation imaging modalities. Methods The VAMPIRE Dataset includes 50 pairs of 4DCT scans and corresponding clinical or experimental ventilation scans, referred to as reference ventilation images (RefVIs). The dataset includes 25 humans imaged with Galligas 4DPET/CT, 21 humans imaged with DTPA‐SPECT, and 4 sheep imaged with Xenon‐CT. For the VAMPIRE Challenge, 16 subjects were allocated to a training group (with RefVI provided) and 34 subjects were allocated to a validation group (with RefVI blinded). Seven research groups downloaded the Challenge dataset and uploaded CTVIs based on deformable image registration (DIR) between the 4DCT inhale/exhale phases. Participants used DIR methods broadly classified into B‐splines, Free‐form, Diffeomorphisms, or Biomechanical modeling, with CT ventilation metrics based on the DIR evaluation of volume change, Hounsfield Unit change, or various hybrid approaches. All CTVIs were evaluated against the corresponding RefVI using the voxel‐wise Spearman coefficient rS, and Dice similarity coefficients evaluated for low function lung (DSClow) and high function lung (DSChigh). Results A total of 37 unique combinations of DIR method and CT ventilation metric were either submitted by participants directly or derived from participant‐submitted DIR motion fields using the in‐house software, VESPIR. The rS and DSC results reveal a high degree of inter‐algorithm and intersubject variability among the validation subjects, with algorithm rankings changing by up to ten positions depending on the choice of evaluation metric. The algorithm with the highest overall cross‐modality correlations used a biomechanical model‐based DIR with a hybrid ventilation metric, achieving a median (range) of 0.49 (0.27–0.73) for rS, 0.52 (0.36–0.67) for DSClow, and 0.45 (0.28–0.62) for DSChigh. All other algorithms exhibited at least one negative rS value, and/or one DSC value less than 0.5. Conclusions The VAMPIRE Challenge results demonstrate that the cross‐modality correlation between CTVIs and the RefVIs varies not only with the choice of CTVI algorithm but also with the choice of RefVI modality, imaging subject, and the evaluation metric used to compare relative ventilation distributions. This variability may arise from the fact that each of the different CTVI algorithms and RefVI modalities provides a distinct physiologic measurement. Ultimately this variability, coupled with the lack of a “gold standard,” highlights the ongoing importance of further validation studies before CTVI can be widely translated from academic ce...

Reusable learning objects (RLOs) were introduced into the introductory materials engineering course for first year students at the University of Toronto. These RLOs were specifically designed to address the topic of fracture mechanics, including fracture toughness and stress concentration. The RLOs included: 1. Online "Khan Academy Style videos (KSV)", 2. Example problem videos by graduate students, 3. Cornell notes, note-taking framework handouts, 4.Tempered glass lecture demonstration, 5. Online homework problems, and 6. New in-class slides for lectures. At the end of the first semester following the introduction of these new interventions, students were asked to participate in a survey to gauge the rate of intervention uptake as well as general perceived usefulness (n=118). The KSVs had the greatest uptake rate, with 63% of respondents reporting that they used the intervention. The Cornell notes had the lowest uptake rate (4%). When asked about perceived usefulness of interventions, 84% of students agreed that the tempered glass demonstration and new fracture lecture slides were most useful to their learning.Two focus groups (n=8; 4 students per group) were conducted at the end of the Fall 2013 semester in order to better uncover learning barriers/benefits of the RLOs and gather supplementary qualitative data on the interventions. Students expressed that live demonstrations (tempered glass demonstration) were both engaging and better for concept retention. They did not find the Cornell notes to be useful, but instead preferred to take their own notes freehand.This data corroborated the survey results.The research team hypothesized that with the uptake of these interventions, student performance on exam questions related to fracture mechanics would improve in comparison to previous years.

BACKGROUND: Concussions are a significant health issue for children and youth. After a concussion diagnosis, follow-up visits with a health care provider are important for reassessment, continued management, and further education. OBJECTIVE: This review aimed to synthesize and analyse the current state of the literature on follow-up visits of children with a concussive injury and examine the factors associated with follow-up visits. METHODS: An integrative review was conducted based on Whittemore and Knafl’s framework. Databases searched included PubMed, MEDLINE, CINAHL, PsycINFO, and Google Scholar. RESULTS: Twenty-four articles were reviewed. We identified follow-up visit rates, timing to a first follow-up visit, and factors associated with follow-up visits as common themes. Follow-up visit rates ranged widely, from 13.2 to 99.5%, but time to the first follow-up visit was only reported in eight studies. Three types of factors were associated with attending a follow-up visit: injury-related factors, individual factors, and health service factors. CONCLUSION: Concussed children and youth have varying rates of follow-up care after an initial concussion diagnosis, with little known about the timing of this visit. Diverse factors are associated with the first follow-up visit. Further research on follow-up visits after a concussion in this population is warranted.

Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiplechoice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.