GoPro Hero Cameras for Creation of a Three-Dimensional, Educational, Neurointerventional Video

Park, Min; Brock, Andrea A.; Mortimer, Vance; Taussky, Philipp; Couldwell, William T.; Quigley, Edward P.

doi:10.1007/s10278-017-9948-7

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…The GoPro Hero 8 is a high performance action camera designed to capture stable and high-quality footage in a variety of extreme environments [28]. In terms of resolution and framerate, the GoPro Hero 8 supports 4K video recording at up to 60 frames per second, 2.7K at up to 120 fps, and Full HD (1080 p) at up to 240 fps.…”

Section: Datasetsmentioning

confidence: 99%

Power Requirements Evaluation of Embedded Devices for Real-Time Video Line Detection

Suder,

Podbucki,

Marciniak

2023

Energies

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In this paper, the comparison of the power requirements during real-time processing of video sequences in embedded systems was investigated. During the experimental tests, four modules were tested: Raspberry Pi 4B, NVIDIA Jetson Nano, NVIDIA Jetson Xavier AGX, and NVIDIA Jetson Orin AGX. The processing speed and energy consumption have been checked, depending on input frame size resolution and the particular power mode. Two vision algorithms for detecting lines located in airport areas were tested. The results show that the power modes of the NVIDIA Jetson modules have sufficient computing resources to effectively detect lines based on the camera image, such as Jetson Xavier in mode MAXN or Jetson Orin in mode MAXN, with a resolution of 1920 × 1080 pixels and a power consumption of about 19 W for 24 FPS for both algorithms tested.

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Section: Datasetsmentioning

confidence: 99%

Power Requirements Evaluation of Embedded Devices for Real-Time Video Line Detection

Suder,

Podbucki,

Marciniak

2023

Energies

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“…14,33,34 Importantly, S3D imaging can be helpful not only in a purely visual sense, but also for learning visuospatial tasks that involve sensing or grasping objects. 9 However, since even the improved instructional videos with head-mounted cameras using stereoscopic visualization do not allow full visualization of the surgical procedure, 10,11 stereoscopic 360° 3D VR videos could be a perfect addition to the training material in this regard. Such videos represent a holistic approach with additional external observation of every step.…”

Section: Surgical Trainingmentioning

confidence: 99%

“…Attempts to provide a true 3D perspective of the surgeon's view with head-mounted cameras to visualize the complex interactions in the OR have proved impractical. 10,11 Currently, with rapidly evolving technologies, more tools like virtual reality (VR) are…”

mentioning

confidence: 99%

“…However, to our knowledge, for complex neurosurgical or neurointerventional procedures so far, only S3D GoPro or 180° videos, but not augmented 360° 3D VR videos, exist. 10,11,27,28 In this study, we wanted to demonstrate that augmented 360° 3D VR videos are feasible as training elements for complex neurosurgical approaches and to further evaluate whether they are regarded as useful by neurosurgical residents.…”

mentioning

confidence: 99%

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360° 3D virtual reality operative video for the training of residents in neurosurgery

Bruening

Truckenmueller

Stein

et al. 2022

Neurosurgical Focus

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OBJECTIVE Training of residents is an essential but time-consuming and costly task in the surgical disciplines. During the coronavirus disease 2019 pandemic, surgical education became even more challenging because of the reduced caseload due to the increased shift to corona care. In this context, augmented 360° 3D virtual reality (VR) videos of surgical procedures enable effective off-site training through virtual participation in the surgery. The goal of this study was to establish and evaluate 360° 3D VR operative videos for neurosurgical training. METHODS Using a 360° camera, the authors recorded three standard neurosurgical procedures: a lumbar discectomy, brain metastasis resection, and clipping of an aneurysm. Combined with the stereoscopic view of the surgical microscope, 7- to 10-minute 360° 3D VR videos augmented with annotations, overlays, and commentary were created. These videos were then presented to the neurosurgical residents at the authors’ institution using a head-mounted display. Before viewing the videos, the residents were asked to fill out a questionnaire indicating their VR experience and self-assessment of surgical skills regarding the specific procedure. After watching the videos, the residents completed another questionnaire to evaluate their quality and usefulness. The parameters were scaled with a 5-point Likert scale. RESULTS Twenty-two residents participated in this study. The mean years of experience of the participants in neurosurgery was 3.2 years, ranging from the 1st through the 7th year of training. Most participants (86.4%) had no or less than 15 minutes of VR experience. The overall quality of the videos was rated good to very good. Immersion, the feeling of being in the operating room, was high, and almost all participants (91%) stated that 360° VR videos provide a useful addition to the neurosurgical training. VR sickness was negligible in the cohort. CONCLUSIONS In this study, the authors demonstrated the feasibility and high acceptance of augmented 360° 3D VR videos in neurosurgical training. Augmentation of 360° videos with complementary and interactive content has the potential to effectively support trainees in acquiring conceptual knowledge. Further studies are necessary to investigate the effectiveness of their use in improving surgical skills.

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The Use of Virtual Reality in Teaching Three-Dimensional Anatomy and Pathology on CT

et al. 2023

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While radiological imaging is presented as two-dimensional images either on radiography or cross-sectional imaging, it is important for interpreters to understand three-dimensional anatomy and pathology. We hypothesized that virtual reality (VR) may serve as an engaging and effective way for trainees to learn to extrapolate from two-dimensional images to an understanding of these three-dimensional structures. We created a Google Cardboard Virtual Reality application that depicts intracranial vasculature and aneurysms. We then recruited 12 medical students to voluntarily participate in our study. The performance of the students in identifying intracranial aneurysms before and after the virtual reality training was evaluated and compared to a control group. While the experimental group’s performance in correctly identifying aneurysms after virtual reality educational intervention was better than the control’s (experimental increased by 5.3%, control decreased by 2.1%), the difference was not statistically significant ( p -value of 0.06). Significantly, survey data from the medical students was very positive with students noting they preferred the immersive virtual reality training over conventional education and believed that VR would be a helpful educational tool for them in the future. We believe virtual reality can serve as an important tool to help radiology trainees better understand three-dimensional anatomy and pathology.

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GoPro Hero Cameras for Creation of a Three-Dimensional, Educational, Neurointerventional Video

Cited by 8 publications

References 12 publications

Power Requirements Evaluation of Embedded Devices for Real-Time Video Line Detection

Power Requirements Evaluation of Embedded Devices for Real-Time Video Line Detection

360° 3D virtual reality operative video for the training of residents in neurosurgery

The Use of Virtual Reality in Teaching Three-Dimensional Anatomy and Pathology on CT

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