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Debora Gil, Rosa Maria Ortiz, Carles Sanchez, & Antoni Rosell. (2018). Objective endoscopic measurements of central airway stenosis. A pilot study. RES - Respiration, 95, 63–69.
Abstract: Endoscopic estimation of the degree of stenosis in central airway obstruction is subjective and highly variable. Objective: To determine the benefits of using SENSA (System for Endoscopic Stenosis Assessment), an image-based computational software, for obtaining objective stenosis index (SI) measurements among a group of expert bronchoscopists and general pulmonologists. Methods: A total of 7 expert bronchoscopists and 7 general pulmonologists were enrolled to validate SENSA usage. The SI obtained by the physicians and by SENSA were compared with a reference SI to set their precision in SI computation. We used SENSA to efficiently obtain this reference SI in 11 selected cases of benign stenosis. A Web platform with three user-friendly microtasks was designed to gather the data. The users had to visually estimate the SI from videos with and without contours of the normal and the obstructed area provided by SENSA. The users were able to modify the SENSA contours to define the reference SI using morphometric bronchoscopy. Results: Visual SI estimation accuracy was associated with neither bronchoscopic experience (p = 0.71) nor the contours of the normal and the obstructed area provided by the system (p = 0.13). The precision of the SI by SENSA was 97.7% (95% CI: 92.4-103.7), which is significantly better than the precision of the SI by visual estimation (p < 0.001), with an improvement by at least 15%. Conclusion: SENSA provides objective SI measurements with a precision of up to 99.5%, which can be calculated from any bronchoscope using an affordable scalable interface. Providing normal and obstructed contours on bronchoscopic videos does not improve physicians' visual estimation of the SI.
Keywords: Bronchoscopy; Tracheal stenosis; Airway stenosis; Computer-assisted analysis
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Debora Gil, Ruth Aris, Agnes Borras, Esmitt Ramirez, Rafael Sebastian, & Mariano Vazquez. (2019). Influence of fiber connectivity in simulations of cardiac biomechanics. IJCAR - International Journal of Computer Assisted Radiology and Surgery, 14(1), 63–72.
Abstract: PURPOSE:
Personalized computational simulations of the heart could open up new improved approaches to diagnosis and surgery assistance systems. While it is fully recognized that myocardial fiber orientation is central for the construction of realistic computational models of cardiac electromechanics, the role of its overall architecture and connectivity remains unclear. Morphological studies show that the distribution of cardiac muscular fibers at the basal ring connects epicardium and endocardium. However, computational models simplify their distribution and disregard the basal loop. This work explores the influence in computational simulations of fiber distribution at different short-axis cuts.
METHODS:
We have used a highly parallelized computational solver to test different fiber models of ventricular muscular connectivity. We have considered two rule-based mathematical models and an own-designed method preserving basal connectivity as observed in experimental data. Simulated cardiac functional scores (rotation, torsion and longitudinal shortening) were compared to experimental healthy ranges using generalized models (rotation) and Mahalanobis distances (shortening, torsion).
RESULTS:
The probability of rotation was significantly lower for ruled-based models [95% CI (0.13, 0.20)] in comparison with experimental data [95% CI (0.23, 0.31)]. The Mahalanobis distance for experimental data was in the edge of the region enclosing 99% of the healthy population.
CONCLUSIONS:
Cardiac electromechanical simulations of the heart with fibers extracted from experimental data produce functional scores closer to healthy ranges than rule-based models disregarding architecture connectivity.
Keywords: Cardiac electromechanical simulations; Diffusion tensor imaging; Fiber connectivity
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Debora Gil, Sergio Vera, Agnes Borras, Albert Andaluz, & Miguel Angel Gonzalez Ballester. (2017). Anatomical Medial Surfaces with Efficient Resolution of Branches Singularities. MIA - Medical Image Analysis, 35, 390–402.
Abstract: Medial surfaces are powerful tools for shape description, but their use has been limited due to the sensibility existing methods to branching artifacts. Medial branching artifacts are associated to perturbations of the object boundary rather than to geometric features. Such instability is a main obstacle for a con dent application in shape recognition and description. Medial branches correspond to singularities of the medial surface and, thus, they are problematic for existing morphological and energy-based algorithms. In this paper, we use algebraic geometry concepts in an energy-based approach to compute a medial surface presenting a stable branching topology. We also present an ecient GPU-CPU implementation using standard image processing tools. We show the method computational eciency and quality on a custom made synthetic database. Finally, we present some results on a medical imaging application for localization of abdominal pathologies.
Keywords: Medial Representations; Shape Recognition; Medial Branching Stability ; Singular Points
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Debora Gil, Agnes Borras, Ruth Aris, Mariano Vazquez, Pierre Lafortune, & Guillame Houzeaux. (2012). What a difference in biomechanics cardiac fiber makes. In Statistical Atlases And Computational Models Of The Heart: Imaging and Modelling Challenges (Vol. 7746, pp. 253–260). Springer Berlin Heidelberg.
Abstract: Computational simulations of the heart are a powerful tool for a comprehensive understanding of cardiac function and its intrinsic relationship with its muscular architecture. Cardiac biomechanical models require a vector field representing the orientation of cardiac fibers. A wrong orientation of the fibers can lead to a
non-realistic simulation of the heart functionality. In this paper we explore the impact of the fiber information on the simulated biomechanics of cardiac muscular anatomy. We have used the John Hopkins database to perform a biomechanical simulation using both a synthetic benchmark fiber distribution and the data obtained experimentally from DTI. Results illustrate how differences in fiber orientation affect heart deformation along cardiac cycle.
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Enric Marti, Antoni Gurgui, Debora Gil, Aura Hernandez-Sabate, Jaume Rocarias, & Ferran Poveda. (2014). ABP on line: Seguimiento, estregas y evaluación en aprendizaje basado en proyectos.
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Enric Marti, Carme Julia, & Debora Gil. (2007). PBL en la docencia de gráficos por computador (Vol. 1). Valladolid.
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Enric Marti, Carme Julia, & Debora Gil. (2007). A PBL Experience in the Teaching of Computer Graphics. In XVII Congreso Español de Informàtica Gráfica (Vol. 25, pp. 95–103).
Abstract: Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems.
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Enric Marti, Carme Julia, & Debora Gil. (2006). A PBL Experience in the Teaching of Computer Graphics. CGF - Computer Graphics Forum, 25(1), 95–103.
Abstract: Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems.
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Enric Marti, Carme Julia, & Debora Gil. (2006). Una experiencia de PBL en la docencia de la asignatura de Graficos por Computador en Ingenieria Informatica.
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Enric Marti, Debora Gil, & Carme Julia. (2008). Experiencia d aplicació de la metodología d aprenentatge per proyectes en assignatures d Enginyeria Informàtica per a una millor adaptació als crèdits ECTS i EEES (IDES-UAB, & E. A. M.Enric Martinez, Eds.) (Vol. 1). UAB.
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Enric Marti, Debora Gil, & Carme Julia. (2006). Una experiencia de PBL en la docencia de la asignatura de Graficos por Computador en Ingenieria Informatica (Vol. 1).
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Enric Marti, Debora Gil, & Carme Julia. (2005). A PBL experience in the teaching of Computer Graphics. In EUROGRAPHICS Proceedings (Vol. 5, pp. 95–103).
Abstract: Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems.
Keywords: project-based learning; computer graphics education; Open GL; rendering techniques; computer animation techniques; Graphics packages; Hierarchy and geometric transformations; Animation; Color; shading; shadowing and texture; fractals; hidden line/surface removal; Problem Based Learning
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Enric Marti, Debora Gil, & Carme Julia. (2005). Una experiència en PBL per a la docència de Gràfics per Computador.
Abstract: En aquest article es presenta una experiència en ABP feta el curs 2004-05 en Gràfics per Computador 2, assignatura optativa de 3er curs d’Enginyeria Informàtica impartida a l’ETSE. En l’article s’explica l’organització docent abans d’ABP, basada en classes magistrals. Després es mostra l’organització en ABP i es quantifica en ECTS l’esforç de l’alumne en ambdues organitzacions. Essent conscient del diferent interès de l’alumnat per l’assignatura, se’ls hi ofereix dos itineraris: el de classes magistrals i d’ABP. Es mostren alguns resultats dels alumnes d’ABP i també les primeres enquestes realitzades als alumnes. S’exposen les conclusions en el primer any de l’experiència, plantejant temes de discussió. S’ha procurat que la proposta no desbordi l’esforç del professorat. Per això s’ofereix el doble itinerari, per a canalitzar per ABP els alumnes més interessats i permetre a la resta que realitzin el curs amb l’organització clàsica de l’assignatura: classes magistrals de teoria, problemes i pràctiques.
Keywords: Aprenentatge Basat en Projectes; Aprenentatge Basat en Problemes; Problem Based Learning; ECTS; EEES; Computer Graphics; OpenGL.
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Enric Marti, Debora Gil, Marc Vivet, & Carme Julia. (2008). Balance de cuatro años de experiencia en la implantación de la metodología de Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en ingeniería Informática.
Abstract: En este trabajo se presentan los resultados de la aplicación de la metodología del aprendizaje cooperativo a la docencia de dos asignaturas de programación en ingeniería informática. ‘Algoritmos y programación’ y ‘Lenguajes de programación’ son dos asignaturas complementarias que se organizan entorno a un proyecto común que engloba los contenidos de ambas asignaturas. En la docencia de una parte muy importante de estas asignaturas, la metodología del aprendizaje cooperativo se ha adaptado a sus características específicas. Como muestra de esta adaptación presentamos dos ejemplos de las actividades desarrolladas dentro de la docencia de estas asignaturas. Después de tres años de aplicación, el análisis a nivel cualitativo y cuantitativo de los resultados muestra que éstos son muy satisfactorios y que la aplicación del método cooperativo ha mejorado de forma considerable el rendimiento de los alumnos en ambas asignaturas.
Keywords: Aprendizaje cooperativo; aprendizaje basado en proyectos; experiencias docentes.
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Enric Marti, Debora Gil, Marc Vivet, & Carme Julia. (2009). Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en Ingeniería Informática. Balance de cuatro años de experiencia. Barcelona, Spain.
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