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- 저자 : 정한별(Han Byul Jeong) (검색결과 2 건)
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Cardiac Functional Analysis를 위한 ECG-gated MDCT의 유용성과 MRI, SPECT, Echocardiography와의 비교분석
정한별(Han Byul Jeong),김영옥(Young Ok Kim),구본승(Bon Seung Goo),대창민(Chang Min Dae),민관홍(Gwan Hong Min),김성룡(Seong Ryong Kim) 대한전산화단층기술학회 2006 대한CT영상기술학회지 Vol.8 No.1
Purpose In the evaluation of ischemic heart disease, accurate measurement of cardiac function is very important as well as the evaluation of vessel status of coronary artery. therefore we evaluate the accuracy of cardiac functional analysis using ECG-gated MDCT compare with other imaging modality such as MRI, single photon emission computed tomography and echocardiography. Materials and Methods We recruited 21 patients(age range:51~78, mean age:62.8±10.69, sex: male-13 female-8) with ischemic heart disease that underwent 4 exam(CT, MRI, single photon emission computed tomography and Echo) all within 1 month. We used 16 slice MDCT(Mx8000 IDT, Philips Medical Systems, Netherland) and dual injector(Medrad, USA). We measured 4 cardiac functional data(ejection- fraction %, end-diastolic volume, end-systolic volume and mass) of left ventricle. To measure data, we used end-systolic & end-diastolic reconstruction phase during cardiac cycle in ECG-gated cardiac CT. 4 cardiac functional data(EF, EDV, ESV and mass) were measured at short axis view using semiautomated contour technique in Extended Brilliance workstation(Brilliance version 2.0, Philips Medical Systems). This cardiac functional data obtained from CT was compared with MRI, ECG-gated single photon emission computed tomography, echocadiography. MRI is known to reference standard of cardiac function. therefore we analyzed the accuracy of cardiac functional data each modality(CT, single photon emission computed tomography, echocadiography) compared with MRIcardiac functional data as reference of standard. Results We analyze difference MRI with other modality(CT, single photon emission computed tomography, echocardiography). First, mean difference for the measurement of EF(%) is CT ±2.7, SPECT ±6.7, echocardiography: ±7.01. Second, end-diastolic volume(EDV) value(ml), mean of difference is CT: ±18.3, SPECT ±44.1 except echocardiography(because echocardiography is not volume but two dimentional diameter). Third, end-systolic volume(ESV) value(ml), mean of difference is CT: ±8.57, SPECT ±15.9 also except echocardiography. At last, left ventricle mass score is only compare MRI with CT and not include papillary muscle. Mean of difference is CT: ±8.09. Conclusion From thisstudy, we concluded that ECG-gated MDCT is more accurate than SPECT or echocardiography for the assessment of cardiac function. According to MDCT is rapidly developed like as 64 MDCT, improvement of temporal resolution bring to reduce artifact that is influenced heart rate. Therefore MDCT will play an important role in the near future for the evaluation of cardiac functional analysis.
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정한별(Han-byul JEONG) 한국과학기술학회 2019 과학기술학연구 Vol.19 No.3
정보통신기술은 교육을 큰 위기에 빠트리는 위험물질 취급을 받기도 하고, 위기에서 구원하는 구원자로 비추어지기도 한다. 한국 정부는 2011년 스마트교육 정책을 통해 정보통신기술을 적극 공교육의 학교들로 끌어들여 교육을 혁신하고 인재대국을 건설하겠다고 발표했다. 스마트교육은 타블렛 PC나 노트북과 같은 기기를 활용하여 수업을 진행할 수 있는 표준 교실 모델을 정립해 각 학교에 확산, 정착시키고자 했다. 이 논문은 스마트교육정책이 꿈꾸었던 스마트교실이 실제 교육 현장에서는 어떤 마찰을 일으켰는지 분석한다. 이를 위해 스마트교육 정책의 방향과 이상을 분석하고, 실제로 스마트한 교실 환경을 구축하고 있는 학교 세 곳에 방문해 시설 견학 및 심층 인터뷰를 수행했다. 스마트교육 정책이 제안한 이상적 교실은 모델하우스처럼 깔끔한 공간에 스마트폰처럼 다양한 기능을 한 번에 갖춘 패키지였지만 일상적으로 보통 교실처럼 활용되기 어려웠다. 각 학교는 모델을 수용하는 대신 규모, 지역 특성, 학생들과 교사의 사회경제적 상황, 교사의 경험, 기존 인프라의 유무 등의 요인들이 조합되는 방식에 따라 각자의 방식으로 “스마트”해졌다. A 초등학교에서는 기계가 학교의 공간을 길들여 자신만의 공간을 만들어내는 한편 이동을 위해서는 학교의 규칙에 따르게 되었다. B 초등학교에서는 학교 전반을 아우르는 인프라가 만들어지지는 못했지만 선생님의 경험에 힘입어 조직화했으며, C 초등학교에서는 특정 교실에 밀집되어 선생님의 전문성을 증진시켰다. 스마트교실을 구성하고 있던 기기들은 분해되고, 맥락에 맞게 재조합되어 각 학교의 교실들을 “스마트”하게 만들었다. Information technology is sometimes considered as a cause that puts education in a big crisis, or it can be seen as a savior. In 2011, the Korean government announced that it would innovate education and build a talented nation by bringing IT into schools of public education system through the SMART education policy. The policy initiative aimed to establish a standard classroom models that can be diffused all over the country’s schools so that teachers and students may become familiar of using devices such as tablet PCs and laptops. This paper analyzes how the smart classrooms caused friction in the actual education practices. To this end, I analyzed the direction and ideals of the SMART education policy by reading government policy document and design guidelines officially published, and visited three elementary schools that are actually building and operating a smart classroom environment to visit the facilities and have in-depth interviews with teachers and technicians. The ideal type of classroom proposed by the smart education policy was a package equipped with various functions at once in a neatly designed space like a “model house”, but it was difficult to be used as a normal classroom in everyday life of school. Instead of copying and installing the model, each school decided to get “smart” in its own way, depending on how factors such as size, local characteristics, socioeconomic conditions of students and teachers, teacher experiences, and the level of existing infrastructure were combined. In Elementary School A, the machines tamed specific space of the school to create their own space, while following the rules of the school for being mobile. Although Elementary School B could not construct fully supported environment that encompassed the entire school, the system was organized with the help of well trained teacher"s experiences in other schools. In Elementary School C, the machines are concentrated on specific classrooms and they promote teacher’s professionalism. The components of the smart classroom were disassembled and recombined in context to make each school"s classroom "smart".
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