L'un des principaux défis de l'interprétation radiographique réside dans la compréhension de l’anatomie radiographique, laquelle est intrinsèquement liée à la disposition tridimensionnelle des structures anatomiques et à l’impact du positionnement du tube radiogène vis-à-vis de ces structures lors de l'acquisition de l'image. Traditionnellement, des radiographies obtenues selon des projections standard sont employées pour enseigner l'anatomie radiographique en médecine vétérinaire. La tomodensitométrie − ou communément appelée CT (Computed Tomography) − partage plusieurs des caractéristiques de la radiographie en ce qui a trait à la génération des images. À l’aide d'un plug-in spécialement développé (ORS Visual ©), la matrice contenant les images CT est déformée pour reproduire les effets géométriques propres au positionnement du tube et du détecteur vis-à-vis du patient radiographié, tout particulièrement les effets de magnification et de distorsion. Afin d'évaluer le rendu des images simulées, différentes régions corporelles ont été imagées au CT chez deux chiens, un chat et un cheval, avant d'être radiographiées suivant des protocoles d'examens standards. Pour valider le potentiel éducatif des simulations, dix radiologistes certifiés ont comparé à l'aveugle neuf séries d'images radiographiques simulées aux séries radiographiques standard. Plusieurs critères ont été évalués, soient le grade de visualisation des marqueurs anatomiques, le réalisme et la qualité radiographique des images, le positionnement du patient et le potentiel éducatif de celles-ci pour différents niveaux de formation vétérinaire. Les résultats généraux indiquent que les images radiographiques simulées à partir de ce modèle sont suffisamment représentatives de la réalité pour être employées dans l’enseignement de l’anatomie radiographique en médecine vétérinaire. / Understanding radiographic anatomy, which is intimately linked to the comprehension of tridimensional anatomy and the impact of patient, radiographic tube and x-ray detector positioning, represents a challenge for students. Traditionally, radiographs obtained under specific angles of projection have been used for teaching radiographic anatomy. Computed tomography (CT) shares several features with radiography with regard to image production. A plug-in was developed for a DICOM viewer (ORS visual ©) simulating radiographs using CT datasets. This plug-in distorts the CT image matrix to reproduce the magnification and distortion effects that take place in radiographs due to the variations in radiographic tube, patient and detector positioning and angulation. In order to test this model, specific body parts of two dogs, one cat and one horse were radiographed and CT-scanned. The CT datasets were used to generate a total of nine series of radiographic simulations that could be compared to corresponding standard radiographic projections. Ten board-certified veterinary radiologists blindly scored several parameters in these image series, including the visualization of specific anatomical landmarks, image realism and quality, patient positioning, and the educational potential for students and veterinarians of variable degree of veterinary training Overall results indicate that simulated radiographs are representative enough to be used to teach several concepts of image formation and radiographic anatomy in veterinary radiology.

L'un des principaux défis de l'interprétation radiographique réside dans la compréhension de l’anatomie radiographique, laquelle est intrinsèquement liée à la disposition tridimensionnelle des structures anatomiques et à l’impact du positionnement du tube radiogène vis-à-vis de ces structures lors de l'acquisition de l'image. Traditionnellement, des radiographies obtenues selon des projections standard sont employées pour enseigner l'anatomie radiographique en médecine vétérinaire. La tomodensitométrie − ou communément appelée CT (Computed Tomography) − partage plusieurs des caractéristiques de la radiographie en ce qui a trait à la génération des images. À l’aide d'un plug-in spécialement développé (ORS Visual ©), la matrice contenant les images CT est déformée pour reproduire les effets géométriques propres au positionnement du tube et du détecteur vis-à-vis du patient radiographié, tout particulièrement les effets de magnification et de distorsion. Afin d'évaluer le rendu des images simulées, différentes régions corporelles ont été imagées au CT chez deux chiens, un chat et un cheval, avant d'être radiographiées suivant des protocoles d'examens standards. Pour valider le potentiel éducatif des simulations, dix radiologistes certifiés ont comparé à l'aveugle neuf séries d'images radiographiques simulées aux séries radiographiques standard. Plusieurs critères ont été évalués, soient le grade de visualisation des marqueurs anatomiques, le réalisme et la qualité radiographique des images, le positionnement du patient et le potentiel éducatif de celles-ci pour différents niveaux de formation vétérinaire. Les résultats généraux indiquent que les images radiographiques simulées à partir de ce modèle sont suffisamment représentatives de la réalité pour être employées dans l’enseignement de l’anatomie radiographique en médecine vétérinaire. / Understanding radiographic anatomy, which is intimately linked to the comprehension of tridimensional anatomy and the impact of patient, radiographic tube and x-ray detector positioning, represents a challenge for students. Traditionally, radiographs obtained under specific angles of projection have been used for teaching radiographic anatomy. Computed tomography (CT) shares several features with radiography with regard to image production. A plug-in was developed for a DICOM viewer (ORS visual ©) simulating radiographs using CT datasets. This plug-in distorts the CT image matrix to reproduce the magnification and distortion effects that take place in radiographs due to the variations in radiographic tube, patient and detector positioning and angulation. In order to test this model, specific body parts of two dogs, one cat and one horse were radiographed and CT-scanned. The CT datasets were used to generate a total of nine series of radiographic simulations that could be compared to corresponding standard radiographic projections. Ten board-certified veterinary radiologists blindly scored several parameters in these image series, including the visualization of specific anatomical landmarks, image realism and quality, patient positioning, and the educational potential for students and veterinarians of variable degree of veterinary training Overall results indicate that simulated radiographs are representative enough to be used to teach several concepts of image formation and radiographic anatomy in veterinary radiology.

Objetivos: Desenvolver um programa de computador sobre anatomia em radiografias panorâmicas; analisar a opinião de peritos a respeito do software como método de ensino-aprendizado; analisar a aceitação do método proposto, pelos alunos do 2 0 , 3 0 e 4 0 anos de graduação da Faculdade de Odontologia da Universidade Federal de Goiás. Métodos: O software elaborado resultou em um programa tutorial multimídia interativo, estruturado em módulos, compostos dos seguintes temas: formação da imagem na técnica panorâmica, seqüência para interpretação radiográfica, anatomia radiográfica em panorâmicas, jogos e avaliação. Após a conclusão do programa, aplicou-se um questionário a 56 entrevistados (10 professores Doutores em Radiologia, denominados peritos, e 46 alunos de graduação) com a finalidade de avaliar o software como método de ensino-aprendizado. Resultados: As respostas foram analisadas por meio de análise estatística descritiva e verificou-se que: 100% dos avaliadores não fariam qualquer modificação no layout, navegação e conteúdo do módulo de anatomia radiográfica, objetivo central do software; 98% dos alunos e 60% dos peritos aprovaram as imagens desse mesmo módulo. 100% dos entrevistados gostariam de ter mais acesso a softwares educacionais e afirmaram que o programa apresentou-se explicativo e de fácil entendimento. 100% dos peritos declararam que o programa atingiu todos os objetivos propostos e se constitui de um método de ensino-aprendizado válido. Conclusão: O programa foi amplamente aceito pela população 13 pesquisada, tornado sua aplicação factível e pertinente como método de ensino-aprendizado / Objectives: To develop a software about panoramic radiography; to analyze professors opinions about the software as a teacher and learning method; to analyze graduation students - 2 0 , 3 0 and 4 0 levels / Dentistry Scholl of Goiás / Brazil - acceptation of the method. Methods: The software was developed, resulting in a multimedia tutorial containing pages about panoramic technique, interpretation sequences, panoramic radiographic anatomy, games and tests. After the completing said program, a questionnaire was applied to ten professors PhDs in Radiology, denominated experts, and 46 dental graduating students, with the purpose to analyze their opinions about the program as a teaching and learning method. Results: The answers was analyzed descriptively, and it could be observed that, 100% of experts wouldn’t make any alteration on the layout, navigation and texts in the most important part of the program, that is panoramic radiography anatomy; 98% of the students and 60% of the experts approved the images of the refereed modulus. 100% of the interviewed would like to have more educational software, and declared that the program was clear and easily understanding. 100% of the experts affirmed that the program reached all objectives proposed and can be considered as a valid teaching and learning method Conclusion: The program interested and was great accepted by the interviewed population, becoming completely feasible and pertinent the application of the said instrument as a teaching and learning method

Objetivos: Desenvolver um programa de computador sobre anatomia em radiografias panorâmicas; analisar a opinião de peritos a respeito do software como método de ensino-aprendizado; analisar a aceitação do método proposto, pelos alunos do 2 0 , 3 0 e 4 0 anos de graduação da Faculdade de Odontologia da Universidade Federal de Goiás. Métodos: O software elaborado resultou em um programa tutorial multimídia interativo, estruturado em módulos, compostos dos seguintes temas: formação da imagem na técnica panorâmica, seqüência para interpretação radiográfica, anatomia radiográfica em panorâmicas, jogos e avaliação. Após a conclusão do programa, aplicou-se um questionário a 56 entrevistados (10 professores Doutores em Radiologia, denominados peritos, e 46 alunos de graduação) com a finalidade de avaliar o software como método de ensino-aprendizado. Resultados: As respostas foram analisadas por meio de análise estatística descritiva e verificou-se que: 100% dos avaliadores não fariam qualquer modificação no layout, navegação e conteúdo do módulo de anatomia radiográfica, objetivo central do software; 98% dos alunos e 60% dos peritos aprovaram as imagens desse mesmo módulo. 100% dos entrevistados gostariam de ter mais acesso a softwares educacionais e afirmaram que o programa apresentou-se explicativo e de fácil entendimento. 100% dos peritos declararam que o programa atingiu todos os objetivos propostos e se constitui de um método de ensino-aprendizado válido. Conclusão: O programa foi amplamente aceito pela população 13 pesquisada, tornado sua aplicação factível e pertinente como método de ensino-aprendizado / Objectives: To develop a software about panoramic radiography; to analyze professors opinions about the software as a teacher and learning method; to analyze graduation students - 2 0 , 3 0 and 4 0 levels / Dentistry Scholl of Goiás / Brazil - acceptation of the method. Methods: The software was developed, resulting in a multimedia tutorial containing pages about panoramic technique, interpretation sequences, panoramic radiographic anatomy, games and tests. After the completing said program, a questionnaire was applied to ten professors PhDs in Radiology, denominated experts, and 46 dental graduating students, with the purpose to analyze their opinions about the program as a teaching and learning method. Results: The answers was analyzed descriptively, and it could be observed that, 100% of experts wouldn’t make any alteration on the layout, navigation and texts in the most important part of the program, that is panoramic radiography anatomy; 98% of the students and 60% of the experts approved the images of the refereed modulus. 100% of the interviewed would like to have more educational software, and declared that the program was clear and easily understanding. 100% of the experts affirmed that the program reached all objectives proposed and can be considered as a valid teaching and learning method Conclusion: The program interested and was great accepted by the interviewed population, becoming completely feasible and pertinent the application of the said instrument as a teaching and learning method