Jodie Jenkinson

Interpreting three-dimensional structures from two-dimensional images: a web-based interactive 3D teaching model of surgical liver anatomy.

BACKGROUND Given the increasing number of indications for liver surgery and the growing complexity of operations, many trainees in surgical, imaging and related subspecialties require a good working knowledge of the complex intrahepatic anatomy. Computed tomography (CT), the most commonly used liver imaging modality, enhances our understanding of liver anatomy, but comprises a two-dimensional (2D) representation of a complex 3D organ. It is challenging for trainees to acquire the necessary skills for converting these 2D images into 3D mental reconstructions because learning opportunities are limited and internal hepatic anatomy is complicated, asymmetrical and variable. We have created a website that uses interactive 3D models of the liver to assist trainees in understanding the complex spatial anatomy of the liver and to help them create a 3D mental interpretation of this anatomy when viewing CT scans. METHODS Computed tomography scans were imported into DICOM imaging software (OsiriX) to obtain 3D surface renderings of the liver and its internal structures. Using these 3D renderings as a reference, 3D models of the liver surface and the intrahepatic structures, portal veins, hepatic veins, hepatic arteries and the biliary system were created using 3D modelling software (Cinema 4D). RESULTS Using current best practices for creating multimedia tools, a unique, freely available, online learning resource has been developed, entitled Visual Interactive Resource for Teaching, Understanding And Learning Liver Anatomy (VIRTUAL Liver) (http://pie.med.utoronto.ca/VLiver). This website uses interactive 3D models to provide trainees with a constructive resource for learning common liver anatomy and liver segmentation, and facilitates the development of the skills required to mentally reconstruct a 3D version of this anatomy from 2D CT scans. DISCUSSION Although the intended audience for VIRTUAL Liver consists of residents in various medical and surgical specialties, the website will also be useful for other health care professionals (i.e. radiologists, nurses, hepatologists, radiation oncologists, family doctors) and educators because it provides a comprehensive resource for teaching liver anatomy.

The Role of Craft-Based Knowledge in the Design of Dynamic Visualizations

The profession of scientific animation is relatively new, deriving many of its visualization strategies from the practice-based heuristics of medical and scientific illustration, and also from the mainstream film and animation industries. The design of dynamic visualizations involves an elaborate decision-making process with respect to the framing of the narrative, what details to include or exclude, where, when, and how to focus attention, and how to visually represent concepts where the evidence may be lacking or is more hypothetical in nature. Artistic license plays a significant role in this process. It may be used to fill in knowledge gaps when information is missing or unknown. It can also serve the purpose of engaging a difficult-to-reach audience. With recent advances in technology, including the availability of low-cost consumer-level animation software, our enthusiasm for this medium has reached an all-time high. Yet, while we perceive the potential educational value of animations to be great, this is not borne out by the research assessing the impact of animation upon learning. In order to bridge the gap between research (both scientific and educational) and practice we need to engage both communities in a dialogue aimed at wider dissemination of findings, generating additional research perspectives, and putting evidence into effective practice.

Transparency in film: increasing credibility of scientific animation using citation

Scientific animations have tremendous potential as instruments of insight and dissemination. However, audiences are often unable to determine the degree to which visualizations are informed by scientific evidence. By providing a more detailed account of source use, developers can increase the credibility of animations as scientific tools.

Biomedical Communications: Collaborative Research in Scientific Visualization, Online Learning, and Knowledge Translation

Collaborative research in biomedical communications investigates the role of visual media in scientific discovery and in patient and health professional education. The spectrum of work is broad and includes the visualization of scientific knowledge and simulation of hypothetical models of health and disease, as well as the design of audience‐centered interactive visual media. The work cited supports the notion that research‐based visual media can contribute to the core missions of science: discovery, communication, collaboration, and education.

Serious Game Leverages Productive Negativity to Facilitate Conceptual Change in Undergraduate Molecular Biology: A Mixed-Methods Randomized Controlled Trial

We designed a serious game, MolWorlds, to facilitate conceptual change about molecular emergence by using game mechanics (resource management, immersed 3rd person character, sequential level progression, and 3-star scoring system) to encourage cycles of productive negativity. We tested the value-added effect of game design by comparing and correlating preand post-test misconceptions, interaction statistics, and engagement in the game with an interactive simulation that used the same graphics and simulation system but lacked gaming elements. We tested first-, second-, and third-year biology students’ misconceptions at the beginning and end of the semester (n = 526), a subset of whom played either the game (n = 20) or control (n = 20) for 30 minutes prior to the post-test. A 3x3 mixed model ANOVA revealed that, while educational level (first-, second-, or third-year biology) did not influence misconceptions from pre-test to post-test, the intervention type (no intervention, simulation, or game) did (p<.001). Pairwise comparisons showed that participants exposed to the interactive simulation (p = .007), as well as those exposed to the game (p<.001), lost significantly more misconceptions in comparison to those who did not receive any intervention, while adjusting for educational level. A trending difference was found between the simulation group and the gaming group (p = .084), with the gaming group resolving more misconceptions. Quantitative analysis of click-stream data revealed the greater exploratory freedom of the control simulation, with greater accessibility to individuals who do not play games on a regular basis. However, qualitative analysis of gameplay data showed that MolWorlds-players experienced significantly more instances of productive negativity than control-users (p<.001) and that a trending relationship exists between the quality of productively negative events and lower post-test misconceptions (p = .066). KeywoRdS Conceptual Change, Interactive Simulation, Molecular Biology, Productive Negativity, Randomized Controlled Trial, Serious Game

The efficacy of interactive analogical models in the instruction of bond energy curves in undergraduate chemistry

We explored analogies used for introducing students to the concept of potential energy wells. Two analogy systems were developed, a spring system and a novel system consisting of electrostatic spheres. These two, distinct analogies were housed within an interactive tool that allowed students to manipulate the analogous systems and witness changes to potential energy curves in real time. A pre-test/post-test evaluation provided insight into the impact the formulation of an analogy system can have on understanding. Students modified written descriptions to include new details in accordance to the structure-mapping theory of analogies. However, students failed to correct visual descriptions of energy wells. The failure of participants to apply key concepts after using the interactive and animated analogy systems highlights the importance of designing for education.

MyMeal: an interactive user-tailored meal visualization tool for teenagers battling eating disorders

and feel comfortable with what constitutes a so-called normalsize meal. One example of a visual aid available to registered dietitians and familiar to many Canadians is Canada’s Food Guide for Healthy Living (see Figure 1) [1], similar to the well-recognized American Food Pyramid (see Figure 2) [2]. This color-coded handout displays the major food groups, examples of foods found in each group, recommended daily servings, and examples of what constitutes a serving: For example, one slice of bread is equivalent to one serving from the grain-products food group. For foods with undefined shapes, imperial and metric measurements are provided: For example, one cup or 250 mL of milk is equivalent to one serving from the milk-products food group. Although both the Canadian and American food guides provide an overview of which foods should be included in a healthy diet, the relative sizes Chelsea is a 13-year-old adolescent who was diagnosed one year ago with anorexia nervosa, an eating disorder characterized by self-starvation and excessive weight loss. To meet her under any circumstance that did not involve food, you probably wouldn’t guess that she had an eating disorder (ED). But when you ask her about her feelings toward eating, food, and meal planning, her anxieties are evident. She finds planning a meal extremely difficult, particularly when incorporating healthy quantities of “stressful” foods like carbohydrates and fats into a meal. She relies on her parents to plan her meals and uses measuring cups to determine true portion sizes, because through her eyes, everything looks like too much food. Nutrition counseling can help adolescents like Chelsea, who are recovering from EDs, to improve their understanding of how to plan balanced meals. Food guides and sample menus are available for teaching teenagers about healthy portion sizes, but none provides a visual reference about what a healthy and balanced meal, as well as a proper portion, should look like. Since patients with EDs have demonstrably abnormal perceptions of the size of food, a meal-visualization tool could help patients with EDs feel more comfortable about portions by helping them understand what appropriate food portions look like in the context of a balanced meal.

Cancer Cells Are Like Weeds: Use of Visual Analogies to Explain Cancer Treatments

Estimates are that more than 50% of adults living in North America have low health literacy. Unfortunately, much of the available health education material is written at a grade level that most people don’t understand. To facilitate understanding, a 3D animation was created to explain cancer treatment options using analogies between cancer cells and weeds. The goal is to create educational material that people of all levels of health literacy can understand and learn from.

Molecular Illustration in Research and Education: Past, Present, and Future

Two-dimensional illustration is used extensively to study and disseminate the results of structural molecular biology. Molecular graphics methods have been and continue to be developed to address the growing needs of the structural biology community, and there are currently many effective, turn-key methods for displaying and exploring molecular structure. Building on decades of experience in design, best-practice resources are available to guide creation of illustrations that are effective for research and education communities.

Molecular Biology Meets the Learning Sciences: Visualizations in Education and Outreach

Scientific visualizations (illustrations, three-dimensional models, animations, simulations, etc.) play an essential role in biology education, particularly when it comes to communicating phenomena occurring at the submicroscopic levels, beyond the level of unaided observation and without comparable counterparts at the macroscopic level. Students struggle with understanding the sizes of cells, molecules, and atoms in relation to one another as well as differentiating between the various time scales within which each of these levels is functioning. Visualizations can be powerful tools of intuition, playing a critical role in transforming the way students think about the scientific realm. However, a greater understanding of how the design features and affordances of different visualization modalities support learning is required if we are to provide pedagogically impactful experiences.