Biomedical Engineering Reference
In-Depth Information
important physical aspects of the fluid flow, similar to a real laboratory experi-
ment. More importantly, the simulations complement experimental data by provid-
ing qualitative comparison and also a means to interpret basic phenomenological
aspects of the experimental condition.
Numerical experiments may be performed on problems that are difficult to per-
form experimentally. This may involve flow through complex bodies or through
a porous media, non-Newtonian fluids (blood flow), and moving body problems
(heart chamber expansion/contraction). These problems highlight the capabilities
of the CHD as a non-invasive technique to study the human cardiovascular system.
1.3.2
CHD as a Training Tool
New users who take a hands-on approach to the medical imaging, CAD, CFD, and
FEM disciplines will progress rapidly in understanding CHD, especially through
the visualisation tools which work well in conjunction with experimental work.
In addition, the use of CHD modelling opens up new teaching methods (virtual
surgery, 3D animation), and classes of problems such as human anatomy studies
and cardiovascular flow. Research has shown that the use of computational simula-
tions increases learning efficiency and understanding (Wankat 2002) and provides
an effective method for novel hands-on learning in combined physical and compu-
tational laboratories (Regan and Sheppard 1996).
Traditional medical engineering courses had been limited in terms of strong
computer, code development and applications. As multi-purpose commercial codes
become more available in research and academic organisations, teaching and learn-
ing is evolving in the biomedical engineering field. Nowadays, CFD and FEM soft-
ware are cornerstones of engineering practice, and many engineers without any
post-graduate education are often expected to use it. This has led many engineer-
ing and science undergraduate courses to include these disciplines as part of their
curriculum.
Furthermore computational models can provide new training methods for medi-
cal students by virtual surgery, or virtual anatomy. Virtual anatomy can contribute
towards this learning by providing three-dimensional models of the anatomy that
can be manipulated visually to convey conceptual ideas. Surgical procedures can be
made virtually, and then its effect on fluid flow can be analysed. The surgeon can
then make an informed decision on the surgical procedure as well as devising more
effective post-surgery recovery plans. One final advantage of the virtual anatomy
and surgery, is that communication between medical practitioners and the patient
and their family will be improved through visually demonstrating the anatomy and
why cardiac surgery is or is not needed.
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