A Web-Based Educational Magnetic Resonance Simulator: Design, Implementation and Testing

Treceño-Fernández, Daniel; Calabia-del-Campo, Juan; Bote‐Lorenzo, Miguel L.; Sánchez, Eduardo Gómez; Luis‐García, Rodrigo de; Alberola-López, Carlos

doi:10.1007/s10916-019-1470-7

Cited by 6 publications

(12 citation statements)

References 25 publications

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“…The 2019 experience, however, received better scores than the one in the previous year and with figures approaching those of the classroom experience here described (LTR were above 4 in both cases, in a 1–5 scale, while the one in 2018 did not exceed 3.7). Complete results can be found in [ 21 , 22 ].…”

Section: Discussionmentioning

confidence: 99%

“…In this section we provide a brief overview of the MRI simulator described in [21]; additional information can be found in that reference. Specifically, we have identified a set of features that an MRI simulator designed for radiographer training should possess; the requirements stem from both literature review and interviews with senior radiologists from the Spanish Society of Medical Radiology (SERAM, https://www.seram.es/, last access on 30 July 2021), and radiographers and educators from the School of Radiographers of the Hospital Clínico San Carlos, Madrid, Spain.…”

Section: The Mri Simulatormentioning

confidence: 99%

“…Recently, our team has developed an MRI simulator [ 21 ] that allows practitioners to mimic the workflow used for routine MR acquisition. As indicated above, educational simulators have focused in illustrating specific features about the magnetic resonance phenomenon but not so much in replicating the steps customarily taken by a radiographer in daily practice.…”

Section: Introductionmentioning

confidence: 99%

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Magnetic Resonance Simulation in Education: Quantitative Evaluation of an Actual Classroom Experience

Treceño-Fernández

Calabia-del-Campo

Matute-Teresa

et al. 2021

Sensors

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Magnetic resonance is an imaging modality that implies a high complexity for radiographers. Despite some simulators having been developed for training purposes, we are not aware of any attempt to quantitatively measure their educational performance. The present study gives an answer to the question: Does an MRI simulator built on specific functional and non-functional requirements help radiographers learn MRI theoretical and practical concepts better than traditional educational method based on lectures? Our study was carried out in a single day by a total of 60 students of a main hospital in Madrid, Spain. The experiment followed a randomized pre-test post-test design with a control group that used a traditional educational method, and an experimental group that used our simulator. Knowledge level was assessed by means of an instrument with evidence of validity in its format and content, while its reliability was analyzed after the experiment. Statistical differences between both groups were measured. Significant statistical differences were found in favor of the participants who used the simulator for both the post-test score and the gain (difference between post-test and pre-test scores). The effect size turned out to be significant as well. In this work we evaluated a magnetic resonance simulation paradigm as a tool to help in the training of radiographers. The study shows that a simulator built on specific design requirements is a valuable complement to traditional education procedures, backed up with significant quantitative results.

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Section: Discussionmentioning

confidence: 99%

Section: The Mri Simulatormentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Magnetic Resonance Simulation in Education: Quantitative Evaluation of an Actual Classroom Experience

Treceño-Fernández

Calabia-del-Campo

Matute-Teresa

et al. 2021

Sensors

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“…Additionally, with the increasing use of Machine Learning models, simulation becomes even more relevant, because it can be used to generate synthetic data for training, 1,2 or to construct signal dictionaries to infer quantitative measurements from the acquired data 3,4 . Moreover, simulations are an excellent tool for education and training, as hands‐on experience is a great way to assimilate the theoretical and practical components of MRI 5‐7 …”

Section: Introductionmentioning

confidence: 99%

“…3,4 Moreover, simulations are an excellent tool for education and training, as hands-on experience is a great way to assimilate the theoretical and practical components of MRI. [5][6][7] MRI simulators can be application-specific or general. Application-specific simulators are efficient computationally and only consider a few relevant effects (e.g., POSSUM, 8,9 CAMINO, 10 and others [11][12][13] ).…”

Section: Introductionmentioning

confidence: 99%

KomaMRI.jl: An open‐source framework for general MRI simulations with GPU acceleration

Castillo-Passi

Coronado

Varela-Mattatall

et al. 2023

Magnetic Resonance in Med

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Purpose To develop an open‐source, high‐performance, easy‐to‐use, extensible, cross‐platform, and general MRI simulation framework (Koma). Methods Koma was developed using the Julia programming language. Like other MRI simulators, it solves the Bloch equations with CPU and GPU parallelization. The inputs are the scanner parameters, the phantom, and the pulse sequence that is Pulseq‐compatible. The raw data is stored in the ISMRMRD format. For the reconstruction, MRIReco.jl is used. A graphical user interface utilizing web technologies was also designed. Two types of experiments were performed: one to compare the quality of the results and the execution speed, and the second to compare its usability. Finally, the use of Koma in quantitative imaging was demonstrated by simulating Magnetic Resonance Fingerprinting (MRF) acquisitions. Results Koma was compared to two well‐known open‐source MRI simulators, JEMRIS and MRiLab. Highly accurate results (with mean absolute differences below 0.1% compared to JEMRIS) and better GPU performance than MRiLab were demonstrated. In an experiment with students, Koma was proved to be easy to use, eight times faster on personal computers than JEMRIS, and 65% of test subjects recommended it. The potential for designing acquisition and reconstruction techniques was also shown through the simulation of MRF acquisitions, with conclusions that agree with the literature. Conclusions Koma's speed and flexibility have the potential to make simulations more accessible for education and research. Koma is expected to be used for designing and testing novel pulse sequences before implementing them in the scanner with Pulseq files, and for creating synthetic data to train machine learning models.

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Expanding access to magnetic resonance education through open‐source web tutorials

Tong,

Ananth,

Vaughan

et al. 2024

NMR in Biomedicine

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As of 2018, two-thirds of the world did not have access to magnetic resonance imaging (MRI), 1 with most of this population living in low-resource settings. While having more scanners is necessary for expanding access, scanner numbers alone do not help sustain operations: local expertise is required to maintain the scanner's productivity in the long run. 2 Sustaining the accessibility of MRI requires the training of students in these settings. Open-source and free educational software can help teach future generations of MRI technicians and scientists and is recognized as a critical need. 2 Nonprofit organizations such as RAD-AID support expanding access to medical imaging through local assessment of readiness, installation of imaging equipment, and education of personnel. 3 Many existing open-source magnetic resonance (MR) simulation programs provide functionality with educational goals or simulation capabilities that are helpful for teaching MRI. [4][5][6][7][8][9][10][11][12][13] These tools are summarized in Table S1. On the other hand, custom MR hardware systems for education have also been developed to help students gain real scanner operating experience and an understanding of the MR hardware components that work together. [14][15][16][17][18] They often have associated educational materials and console software. A selection of these systems is summarized in Table S2.Each of these platforms assumes that MR education starts at the college level. However, access to advanced degrees and curricula in lowresource settings is a challenge. 1 Therefore, a gap exists in younger populations or those needing more access to formal courses provided by an advanced educational infrastructure. MR is a multifaceted field and includes many aspects of mathematical, biological, physical, and spatial thinking. Many of its concepts and processes need visualization. The accessibility of open-source software and open hardware in MR enables the development of new educational possibilities. 19 Therefore, a platform aimed at students at or above the educational background of a US high

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A Web-Based Educational Magnetic Resonance Simulator: Design, Implementation and Testing

Cited by 6 publications

References 25 publications

Magnetic Resonance Simulation in Education: Quantitative Evaluation of an Actual Classroom Experience

Magnetic Resonance Simulation in Education: Quantitative Evaluation of an Actual Classroom Experience

KomaMRI.jl: An open‐source framework for general MRI simulations with GPU acceleration

Expanding access to magnetic resonance education through open‐source web tutorials

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