Recurso Educacional Aberto para Treinamento Inicial e Contínuo em Mamografia Utilizando Questionário Virtual e Técnicas de Gamificação
Resumo
O treinamento de estudantes e técnicos em mamografia é fundamental para uma alta qualidade de imagens radiológicas, com impacto direto na capacidade de diagnóstico do câncer de mama. Observando a defasagem no treinamento inicial e contínuo dos profissionais desta área por motivos diversos, este trabalho apresenta um recurso educacional aberto para treinamento em mamografia. Este trabalho apresenta o sistema MEP (Mammography Education Platform), que utiliza técnicas de gamificação através de um ambiente virtual associado a um módulo de questionários e gerenciamento. O sistema criado possui um potencial de utilização em cursos iniciais e de treinamento contínuo, tal como em programas de controle de qualidade.
Palavras-chave:
Mamografia, treinamento, realidade virtual, questionário
Referências
Agius, E. C. and Naylor, S. (2018). Breast compression techniques in screening mammography–a maltese evaluation project. Radiography, 24(4):309–314.
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Coop, P., Cowling, C., and Lawson, C. (2016). Tomosynthesis as a screening tool for breast cancer: A systematic review. Radiography, 22(3):e190–e195.
Cyrino, G., Tannúus, J., Lamounier, E., Cardoso, A., and Soares, A. (2018). Serious game with virtual reality for upper limb rehabilitation after stroke. In 2018 20th Symposium on Virtual and Augmented Reality (SVR), pages 238–242. IEEE.
De Gloria, A., Bellotti, F., and Berta, R. (2014). Serious games for education and training. International Journal of Serious Games, 1(1).
Dörner, R., Göbel, S., Effelsberg, W., and Wiemeyer, J., editors (2016). Serious Games - Foundations, Concepts and Practice. Springer International Publishing.
INCA - Instituto Nacional de Câncer José Alencar Gomes da Silva (2020). Estimate/2020 – cancer incidence in Brazil.
Malhotra, V. M., Kabra, P. R., and Malhotra, R. (2017). Attitudes and practices of medical students regarding video-games: should community medicine educationists get serious about serious games. International Journal of Community Medicine and Public Health, 4(3):729.
O’Connor, M., Stowe, J., Potocnik, J., Giannotti, N., Murphy, S., and Rainford, L. (2021). 3D virtual reality simulation in radiography education: The students’ experience. Ra- diography, 27(1):208–214.
Sabino, S. M. P. D. S., Silva, T. B., Watanabe, A. H. U., Syrjänen, K., Carvalho, A. L., and Mauad, E. C. (2014). Implementation of a clinical quality control program in a mammography screening service of brazil. Anticancer research, 34(9):5057–5065.
Sapkaroski, D., Baird, M., McInerney, J., and Dimmock, M. R. (2018). The implementation of a haptic feedback virtual reality simulation clinic with dynamic patient interaction and communication for medical imaging students. Journal of Medical Radiation Sciences, 65(3):218–225.
Wang, R., DeMaria Jr, S., Goldberg, A., and Katz, D. (2016). A systematic review of serious games in training health care professionals. Simulation in Healthcare, 11(1):41– 51.
Bigdeli, S. and Kaufman, D. (2017). Digital games in medical education: Key terms, concepts, and definitions. Medical journal of the Islamic Republic of Iran, 31:52.
Bray, F., Ferlay, J., Soerjomataram, I., Siegel, R. L., Torre, L. A., and Jemal, A. (2018). Global cancer statistics 2018: Globocan estimates of incidence and mortality worldwide for 36 cancers in 185 countries. CA: a cancer journal for clinicians, 68(6):394–424.
Bridge, P., Gunn, T., Kastanis, L., Pack, D., Rowntree, P., Starkey, D., Mahoney, G., Berry, C., Braithwaite, V., and Wilson-Stewart, K. (2014). The development and evaluation of a medical imaging training immersive environment. Journal of medical radiation sciences, 61(3):159–165.
Coop, P., Cowling, C., and Lawson, C. (2016). Tomosynthesis as a screening tool for breast cancer: A systematic review. Radiography, 22(3):e190–e195.
Cyrino, G., Tannúus, J., Lamounier, E., Cardoso, A., and Soares, A. (2018). Serious game with virtual reality for upper limb rehabilitation after stroke. In 2018 20th Symposium on Virtual and Augmented Reality (SVR), pages 238–242. IEEE.
De Gloria, A., Bellotti, F., and Berta, R. (2014). Serious games for education and training. International Journal of Serious Games, 1(1).
Dörner, R., Göbel, S., Effelsberg, W., and Wiemeyer, J., editors (2016). Serious Games - Foundations, Concepts and Practice. Springer International Publishing.
INCA - Instituto Nacional de Câncer José Alencar Gomes da Silva (2020). Estimate/2020 – cancer incidence in Brazil.
Malhotra, V. M., Kabra, P. R., and Malhotra, R. (2017). Attitudes and practices of medical students regarding video-games: should community medicine educationists get serious about serious games. International Journal of Community Medicine and Public Health, 4(3):729.
O’Connor, M., Stowe, J., Potocnik, J., Giannotti, N., Murphy, S., and Rainford, L. (2021). 3D virtual reality simulation in radiography education: The students’ experience. Ra- diography, 27(1):208–214.
Sabino, S. M. P. D. S., Silva, T. B., Watanabe, A. H. U., Syrjänen, K., Carvalho, A. L., and Mauad, E. C. (2014). Implementation of a clinical quality control program in a mammography screening service of brazil. Anticancer research, 34(9):5057–5065.
Sapkaroski, D., Baird, M., McInerney, J., and Dimmock, M. R. (2018). The implementation of a haptic feedback virtual reality simulation clinic with dynamic patient interaction and communication for medical imaging students. Journal of Medical Radiation Sciences, 65(3):218–225.
Wang, R., DeMaria Jr, S., Goldberg, A., and Katz, D. (2016). A systematic review of serious games in training health care professionals. Simulation in Healthcare, 11(1):41– 51.
Publicado
22/11/2021
Como Citar
SILVA, Paulo C.; CYRINO, Gabriel F.; LAMOUNIER, Edgard; CARDOSO, Alexandre; PATROCINIO, Ana C..
Recurso Educacional Aberto para Treinamento Inicial e Contínuo em Mamografia Utilizando Questionário Virtual e Técnicas de Gamificação. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 32. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 381-391.
DOI: https://doi.org/10.5753/sbie.2021.218396.
