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find Author "刘豪" 2 results
  • Cascaded multi-level medical image registration method based on transformer

    In deep learning-based image registration, the deformable region with complex anatomical structures is an important factor affecting the accuracy of network registration. However, it is difficult for existing methods to pay attention to complex anatomical regions of images. At the same time, the receptive field of the convolutional neural network is limited by the size of its convolution kernel, and it is difficult to learn the relationship between the voxels with far spatial location, making it difficult to deal with the large region deformation problem. Aiming at the above two problems, this paper proposes a cascaded multi-level registration network model based on transformer, and equipped it with a difficult deformable region perceptron based on mean square error. The difficult deformation perceptron uses sliding window and floating window techniques to retrieve the registered images, obtain the difficult deformation coefficient of each voxel, and identify the regions with the worst registration effect. In this study, the cascaded multi-level registration network model adopts the difficult deformation perceptron for hierarchical connection, and the self-attention mechanism is used to extract global features in the basic registration network to optimize the registration results of different scales. The experimental results show that the method proposed in this paper can perform progressive registration of complex deformation regions, thereby optimizing the registration results of brain medical images, which has a good auxiliary effect on the clinical diagnosis of doctors.

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  • EBM联合PBL教学模式在医学本科生临床见习中的应用

    提高医务人员的临床业务能力,培养更多具备扎实临床技能的医务人员,可以满足人民对高质量健康生活的不断追求。而如何立足临床医学本科教育,积极探索先进的教学模式,是培养优秀临床医生的基石。将循证医学(Evidence based medicine,EBM)引入到问题导向学习(Problem based learning,PBL)教学法中,可以更加高效地提高学生发现问题并寻找问题答案的积极性,为将来快速提升临床疾病处理能力奠定扎实基础。本研究将四川大学华西临床医学院的临床见习本科生作为研究对象,按照随机数字表将学生随机分为PBL组和EBM+PBL组,评估对比两种教学模式的教学效果和满意度。结果发现,与PBL组相比,EBM联合PBL教学模式可以充分激发学生的主动学习意识,提高临床相关知识的掌握情况,培养学生的临床思维能力与团队合作精神,为将来成为一名合格的临床医师奠定基础。

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