ABSTRACT
Virtual reality (VR) medical education resources are widely used in theoretical teaching and clinical skill training, but they are still in the primary stage. VR medical education resources have higher requirements for the compatibility of resource management platforms, greater difficulties and costs in resource construction, and stronger demand for copyright protection, but there is still a lack of effective VR medical resource management platforms and operating mechanisms to mobilize the enthusiasm of all participants in resource construction and application. For the key problems in VR medical education resource management, this article proposes a cloud VR medical education resource management framework based on blockchain and cloud VR technology, specifically designs the function of each module, elaborates on its operation and management mechanisms, and analyzes the effect of such framework, so as to improve the efficiency of cloud VR medical education resource management and promote the construction and shared application of cloud VR medical education resources.
ABSTRACT
Based on stimulus-organism-response (SOR) paradigm, this study proposes a conceptual framework of immersive virtual reality (IVR) learning model. To investigate the effect of IVR on learning process, this study has designed and implemented an educational application of appendectomy using IVR. The results indicate that IVR-based cognitive response, emotional response and learning results are significantly better than traditional learning. IVR learning model has a high level of immersion and user acceptance, and is expected to be employed to influence the learning satisfaction by the mediating effect of IVR presence in the future.
ABSTRACT
Firstly, this paper introduces the classification of holographic projection by its concept and characteristics. Secondly, this paper investigates the present application status in medical fields like virtual surgery, medical diagnosis, telemedicine, doctor-patient communication, etc. It also analyzes the feasibility of applying this technology into medical education from three aspects of basic medicine, clinical medicine, and remote instruction.
ABSTRACT
21-hydroxylase deficiency [21-OHD] caused congenital adrenal hyperplasia [CAH] is a group of autosomal recessive genetic disorders resulting from mutations in genes involved with cortisol [CO] synthesis in the adrenal glands. Testicular adrenal rest tumors [TARTs] are rarely the presenting symptoms of CAH. Here, we describe a case of simple virilizing CAH with TARTs, in a 15-year-old boy. The patient showed physical signs of precocious puberty. The levels of blood adrenocorticotropic hormone [ACTH], urinary 17-ketone steroids [17-KS], dehydroepiandrosterone sulfate [DHEA-S], and serum progesterone [PRGE] were elevated, whereas those of follicle-stimulating hormone [FSH], luteinizing hormone [LH], and CO were reduced. Computed tomography [CT] of the adrenal glands and magnetic resonance imaging [MRI] of the testes showed a soft tissue density [more pronounced on the right side] and an irregularly swollen mass [more pronounced on the left side], respectively. Pathological examination of a specimen of the mass indicated polygonal/circular eosinophilic cytoplasm, cord-like arrangement of interstitial cells, and lipid pigment in the cytoplasm. Immunohistochemistry results precluded a diagnosis of Leydig cell tumors. DNA sequencing revealed a hackneyed homozygous mutation, I2g, on intron 2 of the CYP21A2 gene. The patient's symptoms improved after a three-month of dexamethasone therapy. Recent radiographic data showed reduced hyperplastic adrenal nodules and testicular tumors. A diagnosis of TART should be considered and prioritized in CAH patients with testicular tumors. Replacement therapy using a sufficient amount of dexamethasone in this case helps combat TART
ABSTRACT
Smart classroom as the basis support of classroom teaching, should set the function of smart teaching, real-time interaction, environmental control, video monitoring and remote control, teaching reform, evaluation feedback and other functions into an organic whole, and by using new technology integration and development, to achieve the optimization of the teaching effect. In view of the characteristics of practice and complexity of medical teaching, The spatial structure of smart class-room should provide long-distance education, remote operation, live classroom group discussion, group exhibition, HD recording, classroom attendance voting and other functions, and by choosing the appro-priate teaching mode in teaching to promote the innovation and development of medical teaching.