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[I111] Modern educational techniques in medical physics
Abstracts / Physica Medica 52 (2018) 1–98 f Regina Elena National Cancer Institute, Nuclear Medicine Department, Rome, Italy g Tor Vergata University of Rome, Medical Physics Department, Rome, Italy h Regina Elena National Cancer Institute, Italy ⇑ Corresponding author.
Purpose. Radioembolization (RE) with 90Y-microspheres is a wellestablished treatment modality for treating liver malignancies. At a time of increasing evidence for dose–effect relationships in RE with 90 Y microspheres [1,2], the general consensus is that there is an urgent need for accurate dosimetry in patients undergoing RE treatment. This work aimed at estimating absorbed doses to lesions and normal liver in a novel anthropomorphic set-up. Methods. AbdoMan is a 3D-printed phantom provided with a fillable liver section and multiple inserts for lesion representation. A SPECT/CT Symbia Intevo provided with the proprietary xSPECT quantitative software was used to image the phantom according to the acquisition protocol currently used for RE patients. Specific regions of interest (ROIs) were drawn on MIM 6.1.7 system. A homemade tool was developed in MATLAB for image analysis and dose calculation based on two methods: I) convolution kernel and II) local deposition method. The accuracy of the two different dosimetric methods was evaluated by comparing dose-rate volume histograms (DrVHs). Moreover, c-index was used to compare the dose distributions obtained by the two activity-to-dose methods. Results. Differences calculated by the 3D c-index are within 2%-2 mm for all AbdoMan inserts. The dose-kernel results in a c < 1. The deposition method provided a poorest c as well as several image artefacts. In particular, an apparent over-dosage (about 25%) was observed in inserts with larger diameter, most likely due to spill-in and spill-out phenomena. The DrVHs for considered ROIs are within 2%-2 mm for both methods. Conclusions. In RE treatment planning the dose-kernel method proved to be more accurate with respect to deposition method based on full 3D dose distributions. References [1] Fowler K. PET/MRI of hepatic 90Y-microsphere deposition determines individual tumor response. Cardiovasc Intervent Radiol (2015); 39(6):855–64. [2] van den Hoven AF. Insights into the dose-response relationship of Radioembolization with resin 90Y-microspheres: a prospective cohort study in patients with colorectal cancer liver metastases. J Nucl Med. (2016); 57(7):1014–9. https://doi.org/10.1016/j.ejmp.2018.06.182
[I111] Modern educational techniques in medical physics Markus Buchgeister * Beuth University of Applied Sciences Berlin, Department of Mathematics, Physics & Chemistry, Berlin, Germany ⇑ Corresponding author. Medical Physics can be taught to a variety of audiences: medical physics students, physicians, technical assistants, nurses and maybe also to the interested public. Teaching in the past and maybe still today uses often a lecture style: one is speaking, using the black board or Powerpoint presentations, all others are listening, trying to follow.
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Modern educational methods employ audience activating methods to pick up the individuals at their starting knowledge level and get them practically involved with the subject. Therefore, it is important to evaluate the starting knowledge of the participants and to adjust the course for the persons present accordingly. This can be done by anonymous introductory written tests or online feedback tools. Besides providing basic theoretical input at the start, by experience the intended subjects are best taught in a problem based style. This means to give one or a set of problems to individuals and groups formed from audience present. This can be done e.g. with the help of an online questionnaire in learning management systems like moodle to optimize the mixture of group members for best peer interaction. It is now the discussion within the groups, that get them actively in touch with the subject on way to the solution. It is no longer having all eyes watching one person, but have this person watch and accompany all other persons present on their way of discovering steps to one or more solutions of the problem given. Naturally, for this purpose they use information from the internet as well as one would do in real live, too. This can even be done in a competitive manner to enhance the emotional level of involvement. It is now the task of the teacher to provide basic knowledge, guide to good sources of information and to come up with appropriate problems and tasks. To facilitate this, a network of interested teachers in Medical Physics could exchange their set of concepts as ‘‘open educational resources” (OER) as well as collections of slides, images, graphs, animations and videos produced under GPL licence under the coordination of the EFOMP Education and Training Committee. https://doi.org/10.1016/j.ejmp.2018.06.183
[I112] e-Learning in medical physics Slavik Tabakov * King’s College London, IOMP, Medical Engineering and Physics, London, United Kingdom ⇑ Corresponding author. Purpose. Medical Physics is one of the first professions to develop and introduce e-Learning, what resulted in the first EU Award for education ‘‘Leonardo Da Vinci”, 2004 [1]. For about 20 years the profession developed many e-learning projects. These were pivotal for the double growth of the profession in this period. The presentation aims to give an overview of the progress so far and possible ways ahead, focussing on the expected global tripling of medical physicists in the next 20 years. Methods. The paper presents briefly the e-learning methods used by some specific projects; the development process; the testing/ implementation of e-learning in the profession. It also includes user feedback and views for the future implementation of e-learning in medical physics. Results. The outcomes of the first main international e-learning projects include the first e-learning materials in the profession (which are also some of the first e-learning materials with ISBN in the world); the development of a system for assessment of such results (including the first e-learning conference in the profession); the development of the first e-Encyclopaedia of Medical Physics and associated with it Multilingual Dictionary of Terms (translated in 30 languages). Due to the excellent IT skills in the profession, many other e-learning activities have been and are being developed all over the world. These could be classified in three main categories:
Purpose. Radioembolization (RE) with 90Y-microspheres is a wellestablished treatment modality for treating liver malignancies. At a time of increasing evidence for dose–effect relationships in RE with 90 Y microspheres [1,2], the general consensus is that there is an urgent need for accurate dosimetry in patients undergoing RE treatment. This work aimed at estimating absorbed doses to lesions and normal liver in a novel anthropomorphic set-up. Methods. AbdoMan is a 3D-printed phantom provided with a fillable liver section and multiple inserts for lesion representation. A SPECT/CT Symbia Intevo provided with the proprietary xSPECT quantitative software was used to image the phantom according to the acquisition protocol currently used for RE patients. Specific regions of interest (ROIs) were drawn on MIM 6.1.7 system. A homemade tool was developed in MATLAB for image analysis and dose calculation based on two methods: I) convolution kernel and II) local deposition method. The accuracy of the two different dosimetric methods was evaluated by comparing dose-rate volume histograms (DrVHs). Moreover, c-index was used to compare the dose distributions obtained by the two activity-to-dose methods. Results. Differences calculated by the 3D c-index are within 2%-2 mm for all AbdoMan inserts. The dose-kernel results in a c < 1. The deposition method provided a poorest c as well as several image artefacts. In particular, an apparent over-dosage (about 25%) was observed in inserts with larger diameter, most likely due to spill-in and spill-out phenomena. The DrVHs for considered ROIs are within 2%-2 mm for both methods. Conclusions. In RE treatment planning the dose-kernel method proved to be more accurate with respect to deposition method based on full 3D dose distributions. References [1] Fowler K. PET/MRI of hepatic 90Y-microsphere deposition determines individual tumor response. Cardiovasc Intervent Radiol (2015); 39(6):855–64. [2] van den Hoven AF. Insights into the dose-response relationship of Radioembolization with resin 90Y-microspheres: a prospective cohort study in patients with colorectal cancer liver metastases. J Nucl Med. (2016); 57(7):1014–9. https://doi.org/10.1016/j.ejmp.2018.06.182
[I111] Modern educational techniques in medical physics Markus Buchgeister * Beuth University of Applied Sciences Berlin, Department of Mathematics, Physics & Chemistry, Berlin, Germany ⇑ Corresponding author. Medical Physics can be taught to a variety of audiences: medical physics students, physicians, technical assistants, nurses and maybe also to the interested public. Teaching in the past and maybe still today uses often a lecture style: one is speaking, using the black board or Powerpoint presentations, all others are listening, trying to follow.
43
Modern educational methods employ audience activating methods to pick up the individuals at their starting knowledge level and get them practically involved with the subject. Therefore, it is important to evaluate the starting knowledge of the participants and to adjust the course for the persons present accordingly. This can be done by anonymous introductory written tests or online feedback tools. Besides providing basic theoretical input at the start, by experience the intended subjects are best taught in a problem based style. This means to give one or a set of problems to individuals and groups formed from audience present. This can be done e.g. with the help of an online questionnaire in learning management systems like moodle to optimize the mixture of group members for best peer interaction. It is now the discussion within the groups, that get them actively in touch with the subject on way to the solution. It is no longer having all eyes watching one person, but have this person watch and accompany all other persons present on their way of discovering steps to one or more solutions of the problem given. Naturally, for this purpose they use information from the internet as well as one would do in real live, too. This can even be done in a competitive manner to enhance the emotional level of involvement. It is now the task of the teacher to provide basic knowledge, guide to good sources of information and to come up with appropriate problems and tasks. To facilitate this, a network of interested teachers in Medical Physics could exchange their set of concepts as ‘‘open educational resources” (OER) as well as collections of slides, images, graphs, animations and videos produced under GPL licence under the coordination of the EFOMP Education and Training Committee. https://doi.org/10.1016/j.ejmp.2018.06.183
[I112] e-Learning in medical physics Slavik Tabakov * King’s College London, IOMP, Medical Engineering and Physics, London, United Kingdom ⇑ Corresponding author. Purpose. Medical Physics is one of the first professions to develop and introduce e-Learning, what resulted in the first EU Award for education ‘‘Leonardo Da Vinci”, 2004 [1]. For about 20 years the profession developed many e-learning projects. These were pivotal for the double growth of the profession in this period. The presentation aims to give an overview of the progress so far and possible ways ahead, focussing on the expected global tripling of medical physicists in the next 20 years. Methods. The paper presents briefly the e-learning methods used by some specific projects; the development process; the testing/ implementation of e-learning in the profession. It also includes user feedback and views for the future implementation of e-learning in medical physics. Results. The outcomes of the first main international e-learning projects include the first e-learning materials in the profession (which are also some of the first e-learning materials with ISBN in the world); the development of a system for assessment of such results (including the first e-learning conference in the profession); the development of the first e-Encyclopaedia of Medical Physics and associated with it Multilingual Dictionary of Terms (translated in 30 languages). Due to the excellent IT skills in the profession, many other e-learning activities have been and are being developed all over the world. These could be classified in three main categories: