Virtual models for interactive e-learning in Medical Biochemistry

Monova, Tanya; Alexeev, A. N.; Kossekova, Ganka

doi:10.1016/j.sbspro.2010.03.224

Cited by 8 publications

(7 citation statements)

References 5 publications

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“…Monova T. et al (Monova et al, 2010) In this paper the authors show the design and the implementation of virtual medical instrumentations for cardiac diagnostic and monitoring purposes. They have been designed to train students, health professionals and non-medical personnel how to perform an Electrocardiogramm (ECG), an Automatic External defibrillator (AED) and a blood pressure device.…”

Section: Methodsmentioning

confidence: 99%

“…In addition the change in medical practice that limits education time and patient availability, and the increase in medical legal awareness, have contributed to the greater use of simulators in medical training and education. Monova et al (Monova, Alexeev, & Kossekova, 2010) have stated that the use of the simulation-based training is also important because the present students at the universities belong to a new generation, born after 1981, the so named net-generation (Prensky, 2001) or digital natives (Koch, Grøndal, & Schei, 2008). This generation is unique because they use computer and Internet technology since they were children and they were grown up with digital technologies.…”

Section: Virtual Reality Training For Medical Proceduresmentioning

confidence: 99%

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Design and implementation of 3D Web-based interactive medical devices for educational purposes

Violante

Vezzetti

2015

Int J Interact Des Manuf

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Medical devices play a crucial role in all diagnosis, care and treatment of patients and the number and variety of medical devices is huge and increasing annually. Healthcare professionals handle a wide range of devices every day. In this paper 3D Web-based interactive learning applications, which provide a helpful background, reminder and practical training to medical devices, have been developed. This article presents the production cycle of these interactive learning objects and the study conducted to measure the students' perception of the objects' effectiveness for learning. Three 3D Web-based interactive medical devices (sphygmomanometer, an electrocardiogram and a defibrillator) are described. Each of these applications introduces elements of interactivity with the learning content, and provides a practical training to the use of the medical devices. This e-learning package is aimed at all medical, nursing and allied healthcare professionals working in all healthcare settings and environments. It is also for all pharmacists in any environment and all community care workers in nursing and private healthcare settings. This training will also be useful to all staff working in a patient or patient supporting area, either someone new to the role or to a long standing professional as a reminder of best practice.

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Section: Methodsmentioning

confidence: 99%

Section: Virtual Reality Training For Medical Proceduresmentioning

confidence: 99%

Design and implementation of 3D Web-based interactive medical devices for educational purposes

Violante

Vezzetti

2015

Int J Interact Des Manuf

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“…Entender a estrutura biomolecular e as interações em detalhes requer uma perspectiva 3D e dinâmica [10]. Pesquisas mostraram que os exercícios de visualização são mais úteis, pois as animações permitem melhor compreensão dos processos ensinados passo a passo, em comparação com processos visuais estáticos ou animações 2D [2].…”

Section: Proposta Pedagógicaunclassified

Realidade virtual no ensino de vias metabólicas

Garzón¹,

Magrini²,

Galembeck³

2018

Rev. Ens. Bioq.

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Visual literacy is the ability to understand (read) and use (write) images and to think and learn regarding images (both static and moving). Visual literacy and visualization are key learning components in the biochemistry because that science uses models of molecules to explain how cells work. Many studies have shown that visualization technologies (VT) can be useful to develop essential visual literacy. The term "virtual reality" refers to immersive, interactive, multi-sensory, viewer-centered, three-dimensional computer generated environments and the combination of technologies required to build these environments. We design a Virtual Reality (VR) application named VRMET to help the development of visual literacy skills to understand and represent biochemical concepts. VRMET app was developed using Unity3D, Vuforia Augmented Reality SDK and Google VR SDK for Unity. 3D molecules were obtained from Protein Data Bank and ChemSpider and optimized using Blender. VRMET uses a 3D scaled animal cell model. VRMET requires a device with a camera. The user can get the App from the Google Play Store. VRMET has two different scenes: the Augmented reality (AR) scene and the Virtual Reality (VR) scene. AR allows visualizing, from various angles, a scale model of an animal cell. VR allows one to realize a biochemical pathway within the cellular model, visualizing each one of the organelles and observing each of the reactions of glycolysis and the Krebs cycle. VRMET allows students to visualize the molecular structure of substrates and products, thus perceiving changes in each molecule along the metabolic pathway. It also allows observing where in the cell each metabolic pathway occurs. Com o marcador impresso em mãos, o usuário pode, então, iniciar o VRMET. Na tela principal do aplicativo, a cena de realidade aumentada é carregada. Nesta cena, o usuário precisa apontar a câmera para o marcador impresso. Projeta-se, virtualmente, um modelo 3D de uma célula animal e dois botões. Cada um deles leva o usuário para seções específicas do aplicativo, tais como voltar para o menu principal () e para a cena de realidade virtual (VR) (Fig. 4). Figura 4. Cena de Realidade Aumentada do VRMET. Na cena de realidade aumentada, o usuário pode interagir com o modelo 3D da célula animal. Para tal, o usuário pode mover o marcador de papel suavemente, para conseguir observar a célula de diferentes ângulos. No centro do campo de visão do usuário aparece um pequeno ponto branco. Esse 45 Journal of Biochemistry Education

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“…Current advancements in biochemistry education using computer‐based learning have introduced widely available technologies for the 3‐dimensional study of biomolecules (as discussed by Monova et al . 2010 ) or broader understanding of metabolic processes in different tissues using a virtual tissue interactive model .…”

Section: Introductionmentioning

confidence: 99%

“…Compared to many other sciences (such as biology, chemistry, and physics), there is little published research on new learning tools to improve the understanding and alternative conceptions [2], therefore new educations tools and strategies are required for this interdisciplinary subject. Current advancements in biochemistry education using computer-based learning have introduced widely available technologies for the 3-dimensional study of biomolecules (as discussed by Monova et al 2010 [3]) or broader understanding of metabolic processes in different tissues using a virtual tissue interactive model [4].…”

Section: Introductionmentioning

confidence: 99%

Biochemist‐tree: Using modular origami to understand the integration of intermediary metabolism

Sharp

2013

Biochem Molecular Bio Educ

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Intermediary metabolism can be a complex area to study due to the inherent modularity of the catabolic biochemical processes. This article outlines a novel, cost-effective, and universally applicable teaching activity to enhance students understanding of the inter-relationship between the key processes of intermediary metabolism. A simple origami model, the "Biochemist-Tree" has been developed as a learning activity for intermediary metabolism, and its implementation was assessed. This modular origami model involves folding individual layers of the model, which must then be constructed into a "tree" with the metabolic process flowing correctly from macromolecules to ATP production from the electron transport chain/oxidative phosphorylation. Forty-eight students were provided with the activity as a revision tutorial exercise toward the end of a module on the introduction to biochemistry. The findings from this study show that the students found the activity to be interesting (>75%), scientifically useful (95%), and would recommend other students (85%) using this for their revision of catabolic metabolism. The novel nature of the exercise meant that it was engaging for the students and one that they also felt improved the understanding of the integration of the metabolic processes included. Further to being a one-off test of student understanding, the inclusion of key molecular structures and pathway steps helps to further embed these as a reference sources for revision.

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Virtual models for interactive e-learning in Medical Biochemistry

Cited by 8 publications

References 5 publications

Design and implementation of 3D Web-based interactive medical devices for educational purposes

Design and implementation of 3D Web-based interactive medical devices for educational purposes

Realidade virtual no ensino de vias metabólicas

Biochemist‐tree: Using modular origami to understand the integration of intermediary metabolism

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