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Cynthia B Paschal

Publications and source records attributed to Cynthia B Paschal.

5 recordsLinked to original sources
PubMed2004

K-space in the clinic.

Magnetic resonance imaging (MRI) sequences are characterized by both radio frequency (RF) pulses and time-varying gradient magnetic fields. The RF pulses manipulate the alignment of the resonant nuclei and thereby generate a measurable signal. The gradient fields spatially encode the signals so that those arising from one location in an excited slice of tissue may be distinguished from those arising in another location. These signals are collected and mapped into an array called k-space that represents the spatial frequency content of the imaged object. Spatial frequencies indicate how rapidly an image feature changes over a given distance. It is the action of the gradient fields that determines where in the k-space array each data point is located, with the order in which k-space points are acquired being described by the k-space trajectory. How signals are mapped into k-space determines much of the spatial, temporal, and contrast resolution of the resulting images and scan duration. The objective of this article is to provide an understanding of k-space as is needed to better understand basic research in MRI and to make well-informed decisions about clinical protocols. Four major classes of trajectories-echo planar imaging (EPI), standard (non-EPI) rectilinear, radial, and spiral-are explained. Parallel imaging techniques SMASH (simultaneous acquisition of spatial harmonics) and SENSE (sensitivity encoding) are also described.

Artifacts↗
PubMed2004

MRI simulator with object-specific field map calculations.

A new MRI simulator has been developed that generates images of realistic objects for arbitrary pulse sequences executed in the presence of static field inhomogeneities, including those due to magnetic susceptibility, variations in the applied field, and chemical shift. In contrast to previous simulators, this system generates object-specific inhomogeneity patterns from first principles and propagates the consequent frequency offsets and intravoxel dephasing through the acquisition protocols to produce images with realistic artifacts. The simulator consists of two parts. The input to part 1 is a set of "susceptibility voxels" that describe the magnetic properties of the object being imaged. It calculates a frequency offset for each voxel by computing the size of the static field offset at each voxel in the image based on the magnetic susceptibility of each tissue type within all voxels. The method of calculation is a three-dimensional convolution of the susceptibility-voxels with a kernel derived from a previously published method and takes advantage of the superposition principle to include voxels with mixtures of substances of differing susceptibilities. Part 2 produces both a signal and a reconstructed image. Its inputs include a voxel-based description of the object, frequency offsets computed by part 1, applied static field errors, chemical shift values, and a description of the imaging protocol. Intravoxel variations in both static field and time-dependent phase are calculated for each voxel. Validations of part 1 are presented for a known analytic solution and for experimental data from two phantoms. Part 2 was validated with comparisons to an independent simulation provided by the Montreal Neurological Institute and experimental data from a phantom.

Algorithms↗
PubMed2002

Formative assessment in physiology teaching using a wireless classroom communication system.

Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.

Computer-Assisted Instruction↗