A Comparison of Spatiotemporal Visualizations for 3D Urban Analytics.

Recent technological innovations have led to an increase in the availability of 3D urban data, such as shadow, noise, solar potential, and earthquake simulations. These spatiotemporal datasets create opportunities for new visualizations to engage experts from different domains to study the dynamic behavior of urban spaces in this under explored dimension. However, designing 3D spatiotemporal urban visualizations is challenging, as it requires visual strategies to support analysis of time-varying data referent to the city geometry. Although different visual strategies have been used in 3D urban visual analytics, the question of how effective these visual designs are at supporting spatiotemporal analysis on building surfaces remains open. To investigate this, in this paper we first contribute a series of analytical tasks elicited after interviews with practitioners from three urban domains. We also contribute a quantitative user study comparing the effectiveness of four representative visual designs used to visualize 3D spatiotemporal urban data: spatial juxtaposition, temporal juxtaposition, linked view, and embedded view. Participants performed a series of tasks that required them to identify extreme values on building surfaces over time. Tasks varied in granularity for both space and time dimensions. Our results demonstrate that participants were more accurate using plot-based visualizations (linked view, embedded view) but faster using color-coded visualizations (spatial juxtaposition, temporal juxtaposition). Our results also show that, with increasing task complexity, plot-based visualizations perform better in preserving efficiency (time, accuracy) compared to color-coded visualizations. Based on our findings, we present a set of takeaways with design recommendations for 3D spatiotemporal urban visualizations for researchers and practitioners. Lastly, we report on a series of interviews with four practitioners, and their feedback and suggestions for further work on the visualizations to support 3D spatiotemporal urban data analysis.

Systematic Review of Patient-Specific Surgical Simulation: Toward Advancing Medical Education.

OBJECTIVE: Simulation-based education has been shown to be an effective tool to teach foundational technical skills in various surgical specialties. However, most of the current simulations are limited to generic scenarios and do not allow continuation of the learning curve beyond basic technical skills to prepare for more advanced expertise, such as patient-specific surgical planning. The objective of this study was to evaluate the current medical literature with respect to the utilization and educational value of patient-specific simulations for surgical training. METHODS: We performed a systematic review of the literature using Pubmed, Embase, and Scopus focusing on themes of simulation, patient-specific, surgical procedure, and education. The study included randomized controlled trials, cohort studies, and case-control studies published between 2005 and 2016. Two independent reviewers (W.H.R. and N.D) conducted the study appraisal, data abstraction, and quality assessment of the studies. RESULTS: The search identified 13 studies that met the inclusion criteria; 7 studies employed computer simulations and 6 studies used 3-dimensional (3D) synthetic models. A number of surgical specialties evaluated patient-specific simulation, including neurosurgery, vascular surgery, orthopedic surgery, and interventional radiology. However, most studies were small in size and primarily aimed at feasibility assessments and early validation. CONCLUSIONS: Early evidence has shown feasibility and utility of patient-specific simulation for surgical education. With further development of this technology, simulation-based education may be able to support training of higher-level competencies outside the clinical settingto aid learners in their development of surgical skills.

Design-Based Comparison of Spine Surgery Simulators: Optimizing Educational Features of Surgical Simulators.

BACKGROUND: Simulation-based education has made its entry into surgical residency training, particularly as an adjunct to hands-on clinical experience. However, one of the ongoing challenges to wide adoption is the capacity of simulators to incorporate educational features required for effective learning. The aim of this study was to identify strengths and limitations of spine simulators to characterize design elements that are essential in enhancing resident education. METHODS: We performed a mixed qualitative and quantitative cohort study with a focused survey and interviews of stakeholders in spine surgery pertaining to their experiences on 3 spine simulators. Ten participants were recruited spanning all levels of training and expertise until qualitative analysis reached saturation of themes. Participants were asked to perform lumbar pedicle screw insertion on 3 simulators. Afterward, a 10-item survey was administrated and a focused interview was conducted to explore topics pertaining to the design features of the simulators. RESULTS: Overall impressions of the simulators were positive with regards to their educational benefit, but our qualitative analysis revealed differing strengths and limitations. Main design strengths of the computer-based simulators were incorporation of procedural guidance and provision of performance feedback. The synthetic model excelled in achieving more realistic haptic feedback and incorporating use of actual surgical tools. DISCUSSION: Stakeholders from trainees to experts acknowledge the growing role of simulation-based education in spine surgery. However, different simulation modalities have varying design elements that augment learning in distinct ways. Characterization of these design characteristics will allow for standardization of simulation curricula in spinal surgery, optimizing educational benefit.