Device, system and method for training patient scheduled to accept medical procedure

Abstract

The invention relates to a device (2), a system (1) and a method for training a patient scheduled to receive a medical procedure. The apparatus comprises: an input section (21) configured to acquire program information including information on a scheduled medical program; a processor (22) configured to construct and execute a personalized training program for training the patient; and an output section (23) configured to output the control signal to the supply unit (3).

Description

Technical Field

[0001] This invention relates to devices, systems, and methods for training patients scheduled to undergo medical procedures. Medical procedures can generally be any medical imaging procedure (such as a medical scan), a medical treatment procedure (such as a radiotherapy procedure), or any other diagnostic or interventional procedure. Background Technology

[0002] Magnetic resonance imaging (MRI) and computed tomography (CT) scans are widely used diagnostic tools in pediatric care, providing physicians with high-quality diagnostic images. However, undergoing scans (especially MRI scans) can be stressful, requiring children to lie completely still for periods ranging from 10 (CT) to 60 (MRI) minutes in the narrow tunnel of a large machine, while the equipment emits unusual noises. For healthcare professionals, scanning children can pose challenges to their workflow and the diagnostic quality of the scans. Therefore, many hospitals use anesthesia for pediatric scans. Thorough patient preparation can reduce the need for anesthesia, but it requires a significant time commitment from staff.

[0003] To this end, many hospitals have created child-friendly scanning rooms, for example, by using colored lighting, altering the appearance of the scanner (making it look like a castle or submarine), or allowing children to watch movies during scans. Another common approach is to prepare and practice with patients in the imaging facility, such as through educational videos or face-to-face training using a simulator or simulated scanning session. Some hospitals offer solutions for preparing children at home, such as preparation videos, brochures, and hospital-specific mobile applications. Other imaging facilities combine home and hospital preparation, sometimes requiring adjustments within the scanning room. Many of these methods can improve the scanning experience for pediatric patients while increasing the success rate of awake scans. Therefore, with proper preparation and guidance, the rate of sedation / anesthesia in pediatric medical imaging can be reduced.

[0004] The Scan Buddy app (released in 2022) was developed to do just that: allow pediatric patients (especially children aged 4-8) and their caregivers to have an MRI scan at home in the comfort of a few days or weeks before the scan. For example, Saini, P., Koehn, C., Heuvelink, A., Tasar, O., van Vorstenbosch-Lynn, E., Nauts, S., and Trout, AT.'s "Scan Buddy: A Gamified App to Prepare Children for an MRI Scan" (published June 2022, in Human-Computer Interaction. Theoretical Approaches and Design Methods: Thematic Area, HCI 2022, Held as Part of the 24th HCI International Conference, HCII 2022, Virtual Event, June 26–July 1, 2022, Proceedings, Part I (pp. 594–612). Cham: Springer International Publishing) describes the iterative design process and feasibility testing of the Scan Buddy application. The Scan Buddy application provides a learning framework for children to learn, become familiar with, and train for MRI based on notifications, and represents a gamified application with different learning objectives. Summary of the Invention

[0005] The present invention aims to further improve the preparation of patients scheduled to undergo medical procedures.

[0006] In a first aspect of the invention, a device for training a patient scheduled to undergo a medical procedure is provided, the device comprising: The input unit is configured to acquire program information, including information about the scheduled medical procedures; A processor configured to build and execute a personalized training program for training the patient, including: Construct an initial training program based on the acquired program information; Execute the initial training procedure; Obtain performance information indicating the patient's performance during the training; The training program is updated based on the acquired performance information; and Based on the execution of the training program, control signals are generated for controlling the providing unit to provide visual and / or auditory information. The acquired program information is used to construct the initial training program and / or to update the training program; and An output unit is configured to output the control signal to the providing unit.

[0007] In another aspect of the invention, a system for training a patient scheduled to undergo a medical procedure is provided, the system comprising: As disclosed herein, devices for training patients scheduled to undergo medical procedures; and A providing unit is configured to provide visual and / or auditory information based on control signals received from the device.

[0008] In other aspects of the invention, a corresponding method, a computer program, and a non-transitory computer-readable recording medium are provided, the computer program including program code modules that, when executed on a computer, cause the computer to perform the steps of the method disclosed herein; and the computer-readable recording medium storing a computer program product that, when executed by a processor, enables the method disclosed herein to be performed.

[0009] Preferred embodiments of the invention are defined in the dependent claims. It should be understood that the claimed methods, systems, computer programs, and media have similar and / or identical preferred embodiments to the claimed devices, particularly those defined in the dependent claims and disclosed herein.

[0010] This invention is based on the concept of tailoring equipment, systems, and methods to individual patients, rather than providing the same learning experience to all patients. The proposed solutions are flexible and adaptable to the individual patient's needs, allowing patients (e.g., at home) to be optimally prepared for medical procedures such as MRI or CT scans, or other diagnostic procedures (e.g., ultrasound, X-ray, fluoroscopy, PET-CT, etc.) or interventional procedures (e.g., radiotherapy, proton therapy, IGT procedures, dental treatment, vaccination, blood draws, etc.), or any other medical procedures that might frighten the patient. Generally, this invention is applicable to any medical procedure that improves outcomes through personalized guidance (or patient preparation). A preferred application area is preparation for children scheduled to undergo any medical procedure.

[0011] Training programs can be tailored to a particular patient's specific preparation needs for the scheduled medical procedure in one or more ways (e.g., including content, learning objectives, difficulty level, etc.). Therefore, a personalized, tailored experience is presented to the patient based on the specific medical procedure they are scheduled to receive.

[0012] In this context, the expressions "scheduled for" and "scheduled to receive" should be interpreted broadly. Typically, someone (e.g., a caregiver, nurse, physician, etc.) tells or plans a patient which medical procedure they will receive, thus scheduling the patient for that procedure, usually well in advance. However, even if a patient is not scheduled for a procedure well in advance, but instead goes to the emergency room and needs immediate treatment, it may still be desirable to prepare the patient for the procedure in an adaptive and personalized manner. For example, a child entering the emergency room can be prepared while waiting for medical equipment to become available, or a child can be switched from one diagnostic imaging modality to another procedure after completing an imaging scan (e.g., suspected tumor), while still being prepared for the next procedure. Therefore, the expression "scheduled" does not mean that the medical procedure is scheduled in advance for a specific minimum time, but rather refers to any situation in which a decision is made or a patient is asked to receive a medical procedure, regardless of how much time remains before the actual execution of the procedure; it should be understood as the patient being scheduled for that procedure.

[0013] According to one embodiment, the processor is configured to construct the initial training program by selecting and sorting one or more training modules and one or more content components based on acquired program information, specifically by selecting and / or adjusting and / or sorting one or more learning objectives, difficulty levels, priorities, and content of the one or more training modules and / or the one or more content components based on the acquired program information. Therefore, the initial training program is tailored to the patient and the planned medical procedure, rather than providing a uniform, generic initial training program. This helps improve patient preparation.

[0014] According to another embodiment, the processor is configured to update the training program by adjusting one or more of the difficulty level, priority, content, level of detail, presentation style, semantics, vocabulary, sound, and context of the one or more training modules and / or content components based on acquired performance information, particularly based on whether one or more learning objectives have been achieved and / or to what extent they have been achieved. Updating the training program further improves patient preparation because the patient's reactions / performance during the execution of the training program (including the initial and updated training programs) are taken into account, thereby further adapting the training program to the specific patient in one or more aspects.

[0015] The steps of selecting, sorting, and / or adjusting various parameters of one or more training modules and one or more content components can be accomplished based on lookup tables. For example, style and / or level of detail can be obtained from a lookup table. Alternatively, training modules can be re-run as an iterative process, and it can be checked whether a better score exists. Alternatively, artificial intelligence algorithms can be used for this purpose.

[0016] The input unit can be configured to acquire information about one or more of the following as program information: Types of medical procedures The body part of the person receiving the medical procedure. The duration and / or time of day of the medical procedure, Details of the medical procedure, The requirements for the patient during the medical procedure, particularly regarding breath-holding, remaining still, and posture. The patient's travel time and / or waiting time prior to receiving the medical procedure, and Requirements for taking medication and / or administering contrast agents.

[0017] Details of a medical procedure may include, for example, information about a specific type of scan or treatment. Such details can be found, for example, on a test card (e.g., an MRI test card containing information about the MRI sequences to be performed).

[0018] The input unit can also be configured to further acquire patient information, including information about the patient, and / or environmental information, including information about the environment in which the patient will undergo the scheduled medical procedures. The processor can then be configured to additionally use the acquired patient information and / or the acquired environmental information to construct and / or update the initial training program. Additional use of patient information and / or environmental information further improves patient preparation because it makes training more personalized.

[0019] Patient information may include information about one or more of the following: age, body type, weight, sex, health status, medication use, medical history, preferences, circadian rhythm, sleep pattern, pain, sensitivity, problems during previous medical procedures, frequency and / or intensity of problems during previous medical procedures, user preferences (e.g., information about a child's favorite color), prior experience with medical procedures (e.g., whether this is the patient's first time undergoing this type of medical procedure or a general medical procedure), personality, coping style, mood, common emotional states, and / or communication preferences (e.g., whether the patient prefers a direct communication style).

[0020] Environmental information may include information about the room in which the patient will undergo the medical procedure. This information includes one or more other devices present in the room, the colors of the room, the people in the room, the layout of the room, the clothing worn by the people and / or the patient during the medical procedure, and other details of the room. This information is used to familiarize the patient with the environment, such as understanding the appearance of the devices in the room, what they are, where they are located, and what kind of noise and / or heat they generate.

[0021] In another embodiment, the input unit is configured to retrieve the program information and / or the patient information and / or the environmental information from one or more of a user interface configured to receive user input, a check card, medical records, and a database. Therefore, any information source can generally be used to obtain (i.e., retrieve or receive) the information required for the personalized training program.

[0022] The performance information acquired during the execution of the training procedure may include information about one or more of the following: Hold your breath, Remain still. In the predetermined or identical posture, Time required to complete the task The level of difficulty achieved Coping with one or more of the following emotions: stress, fear, and anxiety. The achievement of learning objectives Physiological measurements, including one or more of heart rate, respiratory rate, anxiety level, and skin conductance, Psychological measurement results, voice, sound, Image data and / or video data, and The number and / or type of errors in task execution (e.g., how many errors the patient made and what types of errors they made).

[0023] For example, emotional coping mechanisms can be validated through questionnaires or methods that measure these emotions, which can be used for monitoring during personalized training. Psychological measurement results can be estimated using the patient's vital signs, questionnaires, or direct input from the patient. Voice, sound, image, and / or video data can be collected from the patient and used to assess physical and psychological states.

[0024] There are several options for using patient performance during training. Preferably, the processor can be configured to perform one or more of the following operations: Determine a patient score that indicates the patient's level of readiness for the scheduled medical procedures; Determine whether the patient requires additional support, and if so, what type and level of support. Arrange for a visit by a doctor or nurse; Reschedule the scheduled medical procedures; One or more rewards are provided to the patient when one or more learning objectives are met; It is recommended that the patient or caregiver take one or more further actions; Generate and execute interactions with the patients and / or caregivers, particularly questions and / or suggestions; Select the content to present to the patient; Collect information to be provided to caregivers or other personnel; Codes, identifiers, or links that generate information about the patient’s performance and / or parameters that can be used during the scheduled medical procedures.

[0025] The decision to use, and which of the above options to use, can be based on available information (procedural information, patient information, environmental information, and / or performance information) to further personalize training.

[0026] In another embodiment, the processor may be configured to additionally use one or more of the following to build and / or update the initial training program: On that day, The time remaining until the scheduled medical procedure, The required quality of the imaging procedure as part of the scheduled medical procedure. The likelihood of nursing staff or other personnel accompanying the patient during the scheduled medical procedures, and Pre-booking agreement.

[0027] These factors can influence patient performance and the preferred methods of training. Considering these factors can help further improve the effectiveness of training.

[0028] In addition to the disclosed device, the proposed system also includes a providing unit configured to provide visual and / or auditory information based on control signals received from the device. The providing unit may include a display configured to show visual information to a patient and / or a speaker configured to output auditory information to a patient. The system can be implemented in a computer, game console, or handheld device, particularly a smartphone, laptop, or tablet. Generally, any programmable device can be used to implement or include the proposed system and device and to perform the proposed methods.

[0029] The system may include one or more of the following elements: A user interface configured to receive user input of the program information and / or patient information; A procedure information database containing procedure information, including information about medical procedures that include the scheduled medical procedures; A patient information database containing patient information, including information about the patient; A content component database containing multiple content components for building personalized training programs, specifically including one or more of the following: game components, video components, image, voice and / or written text components, sound components, film components for different medical procedures, game asset modules, and educational modules, wherein the different medical procedures include the scheduled medical procedures; A training module database, which contains multiple training modules for building training programs; and One or more measuring elements are configured to measure the patient’s performance during the training.

[0030] There are typically different options for the steps of building and updating the initial training program. According to the first option, the initial customization of the training program (building the initial training program) is based on program information, while the secondary customization (updating the training program) is based on individual characteristics (emotional intelligence, learning performance, personality, environment, etc.). According to the second option, the initial customization is based on individual characteristics (e.g., patient information), while the secondary customization is based on program information. According to the third option, one can start by giving equal weight to both program information and individual characteristics (a hybrid option), and then (during the update) give more weight to one aspect. Attached Figure Description

[0031] These and other aspects of the invention will become apparent and illustrated with reference to one or more embodiments described below. In the following figures... Figure 1 A schematic diagram of an embodiment of the system according to the present invention is shown; Figure 2 A schematic diagram of an embodiment of the device according to the present invention is shown; Figure 3 A schematic diagram of an embodiment of the method according to the present invention is shown; Figure 4 A schematic diagram of the system according to the invention implemented in the form of a mobile phone is shown; and Figure 5 A schematic diagram of another embodiment of the method according to the present invention is shown. Detailed Implementation

[0032] The following detailed description of the invention primarily uses the example of children aged 4 to 8 undergoing scans such as MRI examinations to illustrate the invention. Of course, the invention is also applicable to other medical procedures and patient groups, such as children of other age groups or adults. Some examples may mention alternatives, but if not mentioned, the example does not constitute a limitation on the scope of the claims, i.e., it does not exclude the applicability to other age groups or medical procedures.

[0033] In other words, any statement referring to children should be understood as referring to patients in general. Any statement referring to scans or examinations should be understood as referring to medical procedures in general. Any statement referring to applications should be understood as referring to training procedures in general.

[0034] MRI scans can cause anxiety in children, making it difficult for them to remain still during the procedure and resulting in generally low cooperation. This can affect the diagnostic quality of the images and potentially increase the need for expensive repeat scans. For this reason, many young children require sedation or general anesthesia (GA) for scans. However, sedation / GA is expensive: a scan using GA costs approximately nine times more than a conscious scan, primarily because it requires fewer resources (no need for a bed, anesthetic, or staff to provide GA, no extra preparation time before the scan, and shorter waiting lists). Studies have shown that sedation / GA may have potential adverse health effects. Therefore, allowing patients to complete scan preparation while awake can avoid unnecessary general anesthesia.

[0035] Digital tools such as smartphone applications (e.g., the Scan Buddy app) offer hospitals a scalable way to prepare patients. These tools can be used in conjunction with in-person preparation to complement it, or (when in-person training is not possible) to replace it. However, existing digital applications are generic and "one-size-fits-all," failing to be tailored to the specific imaging procedures and needs of individual patients. Therefore, not all children receive optimal preparation for their specific medical procedures.

[0036] A fundamental idea of ​​this invention is that by providing information in a more interactive and engaging manner, requiring patients to perform corresponding actions and experience immediate feedback, patients scheduled for medical procedures will be able to better and / or more efficiently understand what is about to happen and what cooperation is required. A further idea is that if the information received by the patient is directly related to the scheduled medical procedure, the patient can be better prepared and more familiar with the procedure (improving the so-called learning transfer effect). An even further idea is that a personalized, tailored experience is the most effective way to prepare patients for the scheduled procedure.

[0037] Compared to generic, one-size-fits-all applications, tailored and personalized applications (or more generally, training devices and methods) better prepare patients for their medical procedures. It prepares patients for what is relevant to them. It provides a personalized learning experience, allowing patients to learn / master precisely what they need to know, to the degree they require.

[0038] Figure 1 A schematic diagram of an embodiment of a system 1 for training a patient scheduled for a medical procedure, according to the present invention, is shown. The system includes a device 2 (which will be explained in more detail below) for training a patient scheduled for a medical procedure and a providing unit 3 configured to provide visual and / or auditory information based on control signals received from the device 2.

[0039] System 1 can be implemented on computers, game consoles, or handheld devices, especially smartphones, laptops, or tablets.

[0040] Device 2 can typically be implemented by corresponding units or circuits (e.g., processors, processing circuits, computers, dedicated hardware, etc.) that perform the functions of the device. Alternatively, a common unit or circuit (e.g., a common processor or computer) can implement various functions of the device, or multiple independent units or elements that collectively represent the circuit can be used. In an exemplary embodiment, a programmed processor can represent device 2, which can execute computer programs stored in memory accessible to the processor.

[0041] The providing unit 3 can typically be any device that outputs visual and / or auditory information, such as in the form of text, images or charts, sound or speech. For example, the providing unit 3 may include (or be implemented as) a display configured to display visual information to the patient and / or a speaker configured to output auditory information to the patient. Exemplary implementations may use a touchscreen, computer monitor, smartphone, or tablet screen as the providing unit 3.

[0042] System 1 may also include a user interface 4 configured to receive user input, such as user input of procedure information and / or patient information. User interface 4 may include, for example, a keyboard, a touchscreen, a microphone, or any other entity that allows the user to input information.

[0043] System 1 may also include a procedure information database (DB) 5 containing procedure information, including information about medical procedures (including scheduled medical procedures). The procedure information database 5 may be stored on a server, a central storage device of a hospital or healthcare facility, in the cloud, or another location accessible to device 2. The procedure information may include, for example, information about the scanning modality (such as MRI or CT), information about the body part to be scanned, the scan sequence (duration; whether breath-holding is required, etc.), information about the need for contrast agents, the patient's planned position, etc.

[0044] System 1 may also include a patient information database 6 containing patient information, including information about the patients. The patient information database 6 may be stored on a server, a central storage device of a hospital or healthcare institution, in the cloud, or another location accessible by device 2.

[0045] System 1 may also include a content component database 7 containing multiple content components for building personalized training programs, specifically including one or more of the following: game components, video components, image, voice and / or written text components, sound components, film components for different medical procedures, game asset modules, and educational modules, whereby the different medical procedures include the scheduled medical procedures. The content component database 7 may be stored on a server, a central storage device of a content provider, in the cloud, or another location accessible to device 2. The content component database is capable of generating further content or providing content to another entity to generate further content. For example, existing content can be used to generate new content, for example by applying predetermined content generation rules and / or methods, which may also be part of the content component database.

[0046] System 1 may also include a training module database 8, which contains multiple training modules for building training programs. The training module database 8 may be stored on a server, a central storage device of a training module provider, in the cloud, or other location accessible to device 2.

[0047] System 1 may also include one or more measuring elements 9 configured to measure the patient’s performance during training. These measuring elements 9 may include, for example, a processor for measuring the patient’s responses (e.g., response time, response type, etc.) during training, a camera for monitoring the patient during training, a score calculation device, etc.

[0048] Two or more databases from databases 5 to 8 can also be combined into a public database and / or stored in the same location, such as the cloud, an archive, or a hospital network.

[0049] Content component database 7 can be a database containing a variety of training modules (also known as application modules) of content components, which are preferably appropriately labeled with their content to enable the construction of personalized application experiences. Examples of content components that can be part of this database are: Various games, videos, images, and audio / written texts that match specific learning objectives (e.g., games to teach children about "familiarizing themselves with the sound of a scanner," "understanding the importance of staying still," and / or "understanding that metal objects are not allowed in the MRI examination room"); Various scan sounds to personalize digital interventions by utilizing the correct (e.g., MRI or CT) sounds and optional expected sound order; Movies or movie clips used for various scanning modalities, body parts, and procedural steps to provide movies that only embed the correct and relevant information of the arranged procedures; Digital game assets, such as models of MRI or CT scanners and scanning accessories, to enable the display and interaction of these elements in games targeting specific modalities and body parts being scanned; and Educational materials to meet scanning modalities and body parts (e.g., educational items shown to children during play, information for parents / caregivers; frequently asked questions, etc.).

[0050] Training module database 8 can be a database of general training modules (also known as "application modules") that are presented as interactive games containing gameplay elements. The difficulty level or success threshold of these gameplay elements can be adjusted (e.g., the time or accuracy at which an object or body part must remain still), and there is a method to customize the difficulty level based on the desired level and the patient's learning curve inferred from the gameplay data. For example, in a still-lying game that requires a child to keep their phone still, a lower or higher movement threshold can be set, and the length of time the patient needs to keep the phone still during the game can also vary, and so on.

[0051] Figure 2 A schematic diagram of a device 2 for training a patient scheduled to undergo a medical procedure is shown. The device 2 includes: an input unit 21 configured to acquire program information including information about the scheduled medical procedure; a processor 22 configured to construct and execute a personalized training program for training the patient; and an output unit 23 configured to output control signals to a providing unit 3.

[0052] The input unit 21 can be directly coupled or connected to one or more, or one or more, measuring elements 9 required in the user interface 4 or databases 5 to 8, in order to acquire (i.e., retrieve or receive) the required information. The information can also be stored in a storage device, buffer, network, or bus, etc. Therefore, the input unit can be, for example, a (wired or wireless) communication interface or data interface, such as a Bluetooth interface, Wi-Fi interface, LAN interface, HDMI interface, direct cable connection, or any other suitable interface that allows information to be transmitted to device 2.

[0053] The processor 22 can be any type of device configured to process information and determine control signals therefrom. It can be implemented in software and / or hardware, for example as a programmable processor or computer or application on a user device (such as a smartphone, smartwatch, tablet, laptop, PC, workstation, etc.).

[0054] Output unit 23 can typically be any interface that provides the defined control signals, such as transmitting them to another device or providing them to another device (e.g., a smartphone, computer, tablet, etc.) for retrieval. Therefore, it can typically be any (wired or wireless) communication or data interface.

[0055] Figure 3 A schematic diagram of an embodiment of a method 100 for training a patient scheduled to undergo medical procedures according to the present invention is shown. The steps of method 100 can be performed by device 2, wherein the main steps of method 100 are performed by processor 22. Method 100 can be implemented, for example, as a computer program running on a computer or processor.

[0056] In the first step 101, an initial training program (e.g., in the form of an "app" or "application") is constructed, for example, based on program information acquired by input unit 21, or additionally or alternatively, based on patient information about the patient. In the second step 102, the initial training program is executed. In the third step 103, performance information indicating the patient's performance during training is acquired. In the fourth step 104, the training program is updated based on the acquired performance information and optionally based on program information. The updated training program is then executed. In the fifth step 105, control signals are generated to control the providing unit 3 to provide visual and / or auditory information based on the execution of the training program. Steps 103 to 105 may be executed continuously / iteratively until a termination criterion is met, which can be checked in step 106. The termination criterion may be, for example, that the user stops executing the training program, or that the expected goal of the training program has been achieved, or that a timeout has occurred.

[0057] Typically, procedural information can be generated manually (e.g., from staff) or automatically retrieved from medical records (e.g., EMR systems), information systems, or other information sources. These sources can be combined. Procedural information can be automatically pushed to the device or encoded in a link to an application running on device 2 (e.g., it can be part of information provided to the patient / their caregiver). For example, a patient might receive a (digital) invitation to a scan that includes a QR code containing information about the scheduled procedure.

[0058] Figure 4 An exemplary implementation of system 1 according to the present invention is shown, which is a mobile phone (especially a smartphone) 200 having a display screen 201, an integrated processor 202, a motion sensor 203 and a speaker 204.

[0059] The mobile phone 200 can be of any size, shape, model, etc., as long as it is suitable for processing the requirements of a training system as disclosed herein.

[0060] The display screen 201 can be of any size or type (e.g., LCD, LED, etc.). Preferably, it is a screen with a large surface area capable of displaying vibrant colors or minute details. Preferably, the display screen 201 is integrated into the mobile device 200, but visual content can also be copied or transmitted to an external display screen connected via wired or wireless means to the rest of the handheld device, such as a remote display screen, goggles or glasses, or any virtual reality device (e.g., virtual reality glasses). While an integrated screen 201 is the most practical and compact solution, in the context of this invention, an external screen (even if it is not designed to be handheld or portable) should still be considered part of the handheld device. Such an external screen may be more convenient to use when the patient cannot view the integrated screen, for example, due to the patient's position or other reasons, preventing the patient from simultaneously holding the handheld device and viewing the integrated screen.

[0061] The processor 202 should be able to receive, process, and analyze incoming information in real time and output visual and / or auditory information. The processor may also communicate with a remote processor, for example, via the Internet or via wired or wireless (such as Bluetooth or Wi-Fi) connection to a local external processor, such as a workstation, which may support the processor's processing power and / or provide additional information (such as patient data) and / or store data from training sessions to be automatically processed and / or reviewed by a physician for future sessions or to assess whether the patient has been adequately trained for medical procedures.

[0062] The motion sensor 203 should be sensitive enough to detect both relatively small and large movements caused by the user holding the handheld device 200. Most handheld devices are equipped with motion sensors. These are typically relatively simple accelerometers, but may also be more advanced accelerometers or other suitable integrated motion sensors.

[0063] Preferably, the handheld device 200 is capable of providing auditory information, such as sound effects, music, instructions, or other informative voice information, to enhance the immersion and effectiveness of the experience. For this purpose, the mobile phone 201 is equipped with an integrated speaker 204. Alternatively or supplementarily, a headset connection can be used to allow connection of headphones worn by the patient. Visual information (optionally enhanced with auditory information) is preferably in the form of (interactive) movies, games, or manipulated images. The visual information may be relatively simple, but may also be complex and rich in content.

[0064] The term "handheld device" should be broadly understood to encompass any device suitable for a user to hold while in use, regardless of whether the patient actually holds the device. A mobile phone is preferred because it is a device owned or readily available to most people. In other embodiments, the handheld device may also be a tablet or gaming device (e.g., a controller for a gaming computer or a mobile gaming computer).

[0065] Handheld devices should be able to detect information related to the user's performance during training, such as motion detection, reaction time, and user actions. Furthermore, they should be able to provide the user with visual and / or auditory information. Mobile phones (especially smartphones) equipped with displays and motion sensors are as readily available as various tablets and gaming devices (although in these cases, the display may be external).

[0066] Since most people own or are able to use a suitable handheld device, they only need to install the training software on their handheld device. If this is not possible, a mobile device can be temporarily provided for training. One advantage is that patients can choose a convenient time and place (such as at home) to use the training device for training.

[0067] In the context of this invention, the term "grip" should not be interpreted as a patient holding the handheld device solely by using one or both hands, but also includes any other means by which the patient can control the balance of the handheld device. For example, some patients may not be able to hold the device stably with one or both hands, or may not be able to hold the handheld device at all, but they may be able to lie down with their head, torso, or (one or more) other body parts remaining in the desired still position during operation. In these cases, for example, the patient may "grip" the handheld device by balancing it on other body parts, preferably the body parts most relevant to the procedure to be performed, such as the torso (i.e., the abdomen or back when lying down), knees, legs, arms, feet, head, etc., as long as the patient can influence the mobility of the handheld device and receive its feedback.

[0068] Figure 5 A flowchart of another embodiment of the method 300 according to the invention is shown, particularly for creating a personalized application (or computer program) for training patients. It includes several components that personalize digital interventions via the application to optimally prepare the patient for upcoming medical procedures (e.g., upcoming scans). Therefore, customization and personalization can be accomplished in two steps.

[0069] In the first step 301, an initial application is created specifically for the patient and their procedure. This can be achieved through customized application modules (such as videos and games) that include only those learning objectives relevant to the patient's specific procedure. The application modules can be customized based on the difficulty level and priority (e.g., sequence) of the content to help the patient reach the required level / threshold of learning objectives for the specific procedure, and based on the content (e.g., specific MRI / CT sounds, equipment components used in the procedure (such as the coils of an MRI scanner, the X-ray source of a CT scanner, etc.), which are included as part of the video / game) to represent the procedure the patient is about to receive.

[0070] In the second step 302, the application is dynamically personalized based on information acquired when the patient performs the application (also known as performance information (or play data)). This includes measuring performance in sub-step 303 and updating the application in sub-step 304. Personalization can be made for one or more aspects: personalized settings for the difficulty level of the (sub)games, the order of these (sub)games, incentives for playing specific (sub)games, and / or the specific educational content provided in each (sub)game. For example, in an augmented reality (AR) module, educational content is displayed only for those learning objectives for which a specific performance threshold has not yet been reached.

[0071] In another embodiment, the personalized application can be created in two phases. First, an initial application is customized based on the program's specific requirements. Next, the application is continuously and potentially automatically updated and adjusted based on the patient's performance during use of the application (relative to a personalized performance threshold across all learning objectives for that particular patient). In other words, the feedback loop automatically considers the results of success metrics and adjusts the presented content.

[0072] In another embodiment, a custom instance of a generic application module can be generated by matching the tags of the content in the content component database 7 with the information about the arranged program from the tagged content of various application components.

[0073] According to the present invention, training procedures are personalized, which may include customization of content and / or design. It can be distinguished from two similar but distinct concepts: customization and personalization. Customization refers to segmenting a user group (e.g., age, gender, scan type). Personalization refers to segmentation at the individual level. This typically involves some kind of continuous input data or feedback loop. Generally, user characteristics can be fixed, indeterminate, or variable, thus allowing for fixed or adaptive approaches.

[0074] Embodiments of the present invention comprise two fundamental aspects: fixed customization based on program-specific information (such as scan type or examination card); and a potentially automated feedback loop that takes into account variable parameters and allows for adaptive content based on the patient's learning curve in the training program. Customization is used to create an initial version of the training program that will be presented to the patient. This training program can then be continuously adjusted based on play data derived from it. These two aspects (fixed customization and dynamic personalization) will be described in more detail below.

[0075] According to the first aspect, the application utilizes fixed customization based on procedure-specific parameters (“procedure information”), which will be discussed below. Different medical procedures (e.g., medical examinations) have different characteristics: some examinations are very short, while others take a long time; the sounds emitted by the scanner differ between different examinations; some examinations (such as MRI) require the removal of all metal objects before entering the examination room, while others do not; and so on. The application would be even more effective if it could be customized for the specific examination of the patient. For example, the injection of contrast agents is a stressful but often necessary step in the scanning process. For children who do require contrast agents, not receiving information about the contrast agent can prevent them from being adequately prepared for the scan. On the other hand, for children who do not require contrast agents, understanding the injection procedure may cause unnecessary anxiety about the scan.

[0076] Another example is that some skills are applicable to multiple procedures / examinations, but the importance of these specific skills and the degree to which children need to master them may differ. This can be understood through the following case: Jack needs a 10-minute knee MRI (without contrast agent) after falling off a skateboard. Mia needs a 25-minute head MRI (with contrast agent) due to a suspected brain tumor. Both Jack and Mia need to learn how to lie still. However, Jack only needs to remain still for a shorter period. If Jack does move during the scan, it can be rescanned. Mia must remain still for a longer period than Jack, and if she moves after the contrast agent injection, a rescan is not possible, but she will likely have to return to the hospital another day for the entire MRI, which could delay her diagnosis. Therefore, both Jack and Mia need to be able to lie still during scans, but this is more important for Mia, who needs to be able to lie still for a longer period.

[0077] Learning objectives describe a way for patients to prepare or familiarize themselves with content in order to successfully complete a scan. Examples of learning objectives are "familiarizing oneself with the scanner's sound," "understanding the importance of lying still," and "understanding that metal objects are prohibited in the MRI examination room." Preparation applications include various games, videos, information modules, AR modules, and other modules that can help patients achieve their desired learning objectives. In an example AR module, children search for stickers on the MRI scanner within the AR environment. When they find a sticker, it flips over and displays educational content related to a specific learning objective. For example, an image of a head coil might appear on the screen, informing the child that "during the scan, you will wear a helmet-like coil" (learning objective: "Understanding the accessory").

[0078] Customizing different aspects helps create the best patient preparation training program, for example: i) Which learning objectives are relevant, and how important each is. This describes what the patient needs to know / master for a specific scan. For example, "understanding that metal objects cannot be brought into the MRI room" is a relevant learning objective for a child who needs an MRI scan, but not for a child who needs a CT scan. In the example of Jack and Mia given above, some learning objectives will differ between Mia and Jack (e.g., understanding contrast agents will be a learning objective for Mia, not Jack), while other learning objectives will be the same (e.g., both Jack and Mia need to learn how to lie still).

[0079] ii) The threshold required to achieve the learning objective. This describes the extent to which a child needs to master the learning objective for a particular scan. For example, remaining still is crucial for almost all scan types, but the degree to which a child needs to remain still depends on: the scan duration; whether rescanning is permitted (e.g., rescanning is permitted for routine MRI sequences, but not for MRI sequences after contrast injection); whether rescanning involves additional health risks (e.g., radiation risks in CT scans), etc. In the example of Jack and Mia, both need to learn to remain still, but Mia needs to reach a higher threshold than Jack.

[0080] iii) The exact content the patient encounters (visual, auditory, etc.). The exact content a child sees / encounters during the training program can also be tailored to a specific scan. For example, the goals of “familiarizing themselves with MRI accessories” and “familiarizing themselves with the sounds of the scanner” are important learning objectives for Jack and Mia. However, MRI scan cards include different sequences that are associated with distinctly different sounds, meaning Jack will hear different sounds than Mia. For Mia, the training program could include the exact sounds associated with her knee scan, while for Jack, it could include the exact sounds associated with his head scan. Similarly, both Mia and Jack need to become familiar with MRI accessories, such as coils, but Jack should see the head coil in the training program, while Mia should see the knee coil.

[0081] Table 1 provides an example of a list of learning objectives with relevant thresholds and content.

[0082] Table 1: Examples of learning objectives and their associated thresholds and content for two example patients (Jack and Mia).

[0083] The first goal of initial personalization of an application occurs before the child even plays it. It predefines the content of the application modules (e.g., MRI or CT workflows, and appropriate learning elements—explaining whether metal objects (MRI) are included, modal and examination card-specific sequences and sounds, whether breath-holding and contrast agent elements are required; CT or MRI scanners shown in the game, etc.). In other words, information about the arranged procedures determines which learning objectives are relevant to the patient. It can also be used to determine the relative importance of these learning objectives and the thresholds required to achieve them. Furthermore, it can be used to specify the exact nature of the content shown to the child to help that child achieve the intended learning objectives.

[0084] An example of how this might be done is as follows. Initially, high-level information about the patient (e.g., 7-year-old Mia needs a brain MRI due to a suspected brain tumor) and the type of scan required (e.g., obtained from an electronic medical record (EMR)) are combined with information about typical examination cards to infer the characteristics of the examination (e.g., Mia needs a 25-minute head scan with contrast agent).

[0085] Next, for each learning objective available in the content (videos, games, etc.), determine whether the learning objective is relevant, what the relative importance of each learning objective is, and what the expected threshold for each learning objective is. This can be determined automatically based on predefined rules or algorithms (e.g., if the scan duration is <10 minutes and no contrast agent is used, the threshold for lying still is set lower). Table 2 shows examples of inferred learning objectives, thresholds, and importance.

[0086] Table 2: Inference Learning Objectives, Thresholds, and Importance The exact content of the application is then populated by selecting application modules and specific application content. For example, relevant sounds can be selected from a database of all sounds. Table 3 shows the selected application modules, and Table 4 shows the selected application content.

[0087] Table 3: Selected Application Modules

[0088] Table 4: Selected Application Content Another embodiment of the training program is configured as a game in which the patient scans a cartoon elephant. Specific content and thresholds for the game are set based on specific scan parameters. In this example, the learning objective "understanding the accessories (coils)" has been selected as the relevant learning objective for the program. A threshold for this learning objective is set, and the exact content (head coil) is retrieved from a database containing multiple coil types (head, body, and knee in this example).

[0089] According to the second aspect, the application is personalized based on the mastery of learning objectives, which will be discussed below. In the first step, an initial version of the application is created based on program-specific information (such as scan type and checklist). Once the child begins interacting with the application, the application content can be personalized during gameplay. The game difficulty can be adjusted based on the degree to which learning objectives are achieved (e.g., lying still, holding one's breath, selecting the correct accessory), and / or different content can be added or recommended to the child. For example, the application can be adjusted to have less educational content for learning objectives the child has already mastered and more content for learning objectives the child has not yet mastered. Children can also be incentivized to play (sub)games until a desired threshold is reached. This can be achieved, for example, by providing children with in-app rewards (points, stars, coins, etc.).

[0090] The threshold a child needs to reach for each learning objective varies from person to person: for example, Mia needs to reach a higher threshold than Jack when lying still. The game content and difficulty level will be adjusted until the patient reaches the required threshold.

[0091] There are different ways to determine thresholds and game progress. One way to determine this is to calculate whether the child has reached a performance plateau. The threshold set may be beyond the child's ability. It can be detected that each child has an S-shaped learning curve ending with a performance plateau. The height of the plateau varies from person to person. To determine where someone is on this curve and their performance plateau, it is preferable to use at least four data points. The general learning process can be described by the following formula: SSasymp(t) = Asym + (Perf0 - Asym) * exp(-t / tau).

[0092] Where t represents the time to complete the training, and the numerical vectors of the trial numbers 1, 2, ... represent the time to complete the training. Asym = a numerical parameter representing the upper bound asymptotic value of the model, Perf0 = a numerical parameter representing the performance at t=0 (i.e., before training), and tau = a numerical parameter representing the learning constant. The relative error between subsequent training trials can be defined by the following formula: rel.error[i]=2*Perf[i]-Perf[i-1]Perf[i]+Perf[i-1] If the relative error is less than, for example, 5% or 10%, then it can be considered that a person has reached their performance plateau.

[0093] When progress is slow or stalled, additional measures can be taken outside of the game. Two example scenarios are provided below: a) If the child's performance falls below the required threshold and stagnates, the game remains at the first easy level until their performance improves. Once the highest level of the game is reached, the game will remain at that high difficulty level, providing an excellent prognostic assessment for waking scans.

[0094] b) If, after a predefined timeframe, the game results stagnate and fall below a threshold, the child's progress is communicated to, for example, parents or other relatives or friends, with suggestions on how to help the child achieve the learning goals through app play or real-life play with parents / relatives / friends. If the results do not improve after a period of time, the child's progress and (flattened) learning curve are communicated to radiology staff or caregivers to plan an appropriate scanning protocol. For example, scheduling a scan under general anesthesia or scheduling additional face-to-face training with a specialist.

[0095] An adaptive and individually personalized learning experience was created based on game data and a learning curve (learning cycle) derived from adjusting several parameters to improve game difficulty, in order to optimize the achievement of learning goals.

[0096] Several implementations can use awake scan preparation (ASR) scores.

[0097] In this embodiment, a patient's readiness level is calculated based on their progress within the application, compared to a threshold required for a learning objective related to their specific scan type. This readiness level is converted into an ASR score. This easily interpretable score (e.g., a traffic light) can be used to signal to parents and staff whether the patient is fit for an awake scan or requires further preparation. The ASR may also include sub-scores for each learning objective, which help inform staff / parents of the exact type of additional preparation / training the child may require. Furthermore, in serious cases of failure to meet learning objectives, a decision can be made to reschedule an upcoming scan. Children can also be prioritized based on this support need. Child care specialists typically have limited time, so they can allocate time to children who require the most extra attention. Additionally, this screening tool can be used to schedule children for specific locations / slots (e.g., if a child may need training tools, they should be scheduled where those tools are available). The thresholds for learning objectives can be fixed and set by the hospital or application environment.

[0098] Another approach to calculating the good threshold is to construct a demographic database that includes scan type, learning objectives, mastery of those learning objectives (is this one thing?), and image quality. From this database, the level of mastery required to achieve sufficient image quality can be derived. The mastery of the learning objectives can then be compared to this overall score.

[0099] Based on meeting the threshold, several decisions can be made: a) Is support needed: Does the child need additional support / training? If they fail to meet learning goals, they will be marked as needing additional support. If all goals have been achieved, no additional support is needed. It is also possible to schedule an appointment with a child life specialist for the child.

[0100] b) Type of Support: Depending on which goals have not yet been achieved, you can choose which type of support is needed. A child care specialist with relevant expertise may be required.

[0101] c) Support level: Based on the extent to which the target has been achieved relative to the threshold, this shows how much support is needed.

[0102] In another embodiment, the breakdown of the patient readiness score can be used to suggest alternative activities outside the application to further prepare the patient. For example, for parents, fun activities can be undertaken with their children to prepare them in various aspects, or specific on-site training suggestions can be provided to staff prior to the scan (such as scheduling dedicated practice time using a miniature scanner (such as a Kitten scanner), or training by relevant personnel such as child life specialists targeting key learning objectives).

[0103] In another embodiment, the patient's level of readiness is communicated in a very intuitive and indirect way to all staff interacting with the child, providing a simple means of optimally approaching the patient. Specifically, for example, using a badge system or personalized partner roles, it can be immediately apparent whether the child is fully ready for examination, needs guidance in a specific area, or requires attentive guidance throughout. Different elements can represent different levels of readiness, such as knowledge and skills versus emotional readiness.

[0104] In another embodiment, the application interacts with the patient to find the root cause of the stagnation and take action against it. For example, if a child fails to pass the lying-still module or shows little sign of progress, the application can engage the child in a fun question-and-answer session to determine whether there is a lack of understanding or skill achievement, or whether there is a more benign cause of the stagnation. For example, the child may not be lying down to play correctly at all, or the child may be amused by the feedback generated by the application when it detects movement.

[0105] In another embodiment, the interaction can be extended to parents / caregivers to determine the child's compliance with playing the game correctly, and if instructions are given, to request adult assistance to guide the child in playing the game correctly, thereby promoting progress toward learning objectives.

[0106] In another embodiment, a separate module is added to the game to determine whether the child has achieved the learning objectives. For example, this could be a quiz consisting of questions about the learning objectives. The results of this quiz are then used as input for customizing the game and / or calculating the ASR (Advanced Learning Strategies). The quiz can be added to the application as a game module and may contain only questions that have been pre-selected to match the learning objectives relevant to the scan. The quiz results can be used to adjust the ASR and / or change the difficulty level of the game and / or provide additional content to the child to help them achieve the desired learning objectives. Alternatively, the child can be explicitly asked whether the instructions or the game environment are clear.

[0107] Here's an example of a separate module used to test a child's mastery of a learning objective. One question asks the child to "choose what is prohibited from being brought into the MRI scanner," testing their understanding of the learning objective "metal objects are not allowed in the MRI scanner." If a child answers the question incorrectly regarding this learning objective, the application can be expanded with additional game modules associated with that objective. Furthermore, the difficulty level of these learning objectives can be decreased until the child has mastered them.

[0108] Several embodiments provide for further customization and / or personalization of the training procedure.

[0109] In this embodiment, demographic information and / or user preferences are used to further personalize the application. This information can be obtained from medical records, manual input, etc. An example is the patient's age and gender. This information can be used as a parameter to adjust game content or calculate ASR (Average Score Requirement), or as a parameter to directly select specific content to personalize the application. For example, if the child scheduled for a scan is a 5-year-old girl, the videos, games, and other types of content shown to the child could display a girl of a similar age. This can help the child identify children, cartoon characters, or avatars displayed in the application.

[0110] Similarly, demographic information and / or the child's personal preferences can be considered to personalize the application. For example, if a child has selected pink as the environmental experience in a previous scan, that information can be used to preset the colors of games (colored lighting in the digital MR examination room; the color of the avatar clothing, etc.) to pink.

[0111] In another embodiment, the application is customized for hospital-specific parameters or procedures. For example, some hospitals allow children to wear their own clothes, while others require children to wear medical gowns. The application can be further customized with this specific information about the hospital in question. For instance, patients could be shown the exact type of scanner or accessory, but the exact setup they would encounter during their examination. They wouldn't see a generic waiting room, but rather the actual waiting room of their hospital, photos of actual hospital staff, the exact layout of the MRI examination room, and so on.

[0112] In another embodiment, not only is the content of various application modules customized, but the application modules themselves are also selected or ordered to best meet the needs of children. For example, for first-time users, the application is designed so that they must first watch a customized informational movie. When using the application a second time, the movie may still be accessible, but it will not be prioritized for playback. Similarly, based on their knowledge and experience, some games may be included, or they may not be included at all, but only adjusted in terms of difficulty level.

[0113] In another embodiment, when determining whether a child has reached a threshold for a learning objective and / or calculating ASR, physiological measurements (e.g., heart rate, respiratory rate, skin conductance response, etc.), anxiety measures, and other measurements are considered.

[0114] In another embodiment, the time of day of the examination is considered. For example, a child's response to the examination depends on their circadian rhythm. Whether the examination is scheduled in the early morning or afternoon is crucial, as the child may be an "early riser" or a "night owl." For "early risers," a morning examination may be more advantageous. Furthermore, activities that occur before the examination (such as lunch, going to school, or outdoor play) can also affect physical and cognitive states.

[0115] In another embodiment, the intensity or style of content presentation can be personalized. There are multiple ways to convey the same information or provide the required (minimum) education. For example, in one case, information may be provided directly, while in another, it may be presented and taught indirectly. Direct education can take the form of task-specific instructions, explicitly listed in the application or embedded as practice exercises. Indirect education can be achieved through a narrative approach, where engaging stories are incorporated into the child's interaction with the application, subtly integrating relevant teaching points into different nuanced story elements (e.g., the character must remain still so as not to wake the baby).

[0116] Another dimension involves the intensity (level of detail) of the information. In one context, education may include detailed explanations and exercises, while in another, the information may be presented in a higher-level generalization, covering only the main elements and avoiding overwhelming children with details.

[0117] The third dimension involves the semantics and choices of words, sounds, and context used to carry and present information. In one case, content can remain emotionally neutral, focusing more on factual information and avoiding the use of unnecessary descriptive or adjective words; while in another case, elements with emotional connotations (words, sounds, colors, images) can be used.

[0118] By understanding the three dimensions (directness, intensity, and impact), appropriate content, difficulty, and thresholds can be determined. In an implementation, available sub-information can be used first to determine the value of each of the three dimensions, and then based on these values, the application content, difficulty, threshold, and timing can be determined. For example, for a child who is good at lying still, information about the importance of remaining still can be less detailed, neutral, and more direct. For another child who has difficulty staying still, more indirect and emotionally charged content can be chosen while educating them about the importance of remaining still.

[0119] Proposed dimensional classifications can be performed individually for all elements related to the scan. These elements can be static, relaxed, following instructions, etc. The 3D classification of different elements can be used for quantitative comparison and ranking of different elements (e.g., by the size of the 3D vectors), thereby adjusting the application content accordingly.

[0120] In another embodiment, the user's physical characteristics, diagnosis, or health information are considered. Scan-related information can be used to determine which physical aspects are relevant and to what extent. For example, when determining how to personalize application functionality, physical characteristics such as weight, pain in certain parts of the body, one leg being shorter than the other, sensitivity to sounds at specific frequencies, and sensitivity to specific light intensities and frequencies can be considered. In one embodiment, scan features and accompanying environmental system characteristics can be used to determine and weight their relationship with specific user characteristics. Based on the determined weights, application content can be adjusted. For example, for an overweight child, exercise-related activities may be ineffective because the root cause of movement may be excessive weight (causing discomfort on the examination table). A better approach for this patient might be to train them to distract or maintain focus during the scan. By distracting the patient, movement can be prevented. In this case, the application could focus on accustoming the child to various games that can later be used as distraction tools during scans.

[0121] Another way to adjust the learning threshold is as follows. It can be assumed that the threshold is not constant from the time a child begins using the app. Initially, a person's threshold might be moderate, then lower, then moderate again, and so on. In other words, the initial threshold is defined based on its relevance to the type of examination, but over time, the app may also consider adjusting the threshold to another set of thresholds that are more relevant to the child's current state.

[0122] Alternatively, two sets of thresholds can be defined. One set relates to the boundary conditions of the scan type and the environmental experience (existing in the examination room), and the other set relates to the child's current psychological and physiological state. Both sets of thresholds can then be used when determining the application content. In a simple embodiment, the time remaining before the scheduled scan can be used to determine which set of thresholds to consider in application adjustments. For example, when the application is first used, scan-related thresholds can be used, then personal thresholds can be used, then both thresholds can be weighted equally (used simultaneously), and when there are still several days until the scan, the scan threshold can again become dominant.

[0123] In another embodiment, the functionality is adjusted based on the minimum scan quality required, rather than the best possible behavior during the scan. This is particularly relevant for situations with prior scan data or reliable expectations, allowing the application to learn and adjust accordingly. Typically, the application is adjusted to achieve the highest possible scan quality, aiming for 100% user cooperation. However, if, based on some prior information (previous scans), there is some flexibility in image quality (e.g., diseases / conditions can still be reliably detected despite motion artifacts, especially when scan results are analyzed in conjunction with prior data), the application can be adjusted to achieve only 50% user cooperation (e.g., lying still). The advantage of this approach is a higher level of adherence to application usage / learning (due to reduced challenge and increased enjoyment), resulting in a degree of learning (but not complete), which is still sufficient considering the expected minimum scan quality and prior user data.

[0124] This concept can be further summarized as follows: A function takes user learning as input and calculates the expected (achievable) scan quality (image quality). Furthermore, the difference between the desired and achievable scan quality is calculated. This difference signal is then used to determine how to adjust the functionality. For example, based on the calculated difference, the way game levels change can be more or less frequent, and the available tools / points / rewards will also differ. This difference can be positive or negative. If the achievable quality is lower than the desired quality, user training can continue. If the achievable quality is higher than the desired quality, "fun" factors can be added to the application.

[0125] Several embodiments address management uncertainty. In another embodiment, the training procedure is adjusted based on an estimate of the likelihood that a parent / caregiver can accompany the child into the medical procedure room and stay with the child during the procedure. This information can be used as a parameter for calculating the ASR and / or to influence the information content presented to the parent / caregiver and the child in the application. This "likelihood score of parental accompaniment in the room" may depend on hospital regulations, parental characteristics, including physical characteristics (pregnancy, implants) and psychological characteristics (parental anxiety, etc.).

[0126] In another embodiment, personalization is tailored to situations where specific hospital information is missing or uncertain. For example, in some cases, there may be questions about the exact procedure / sequence / scanning protocol, or there may be multiple options. For instance, if a scan can be performed feet-first or head-first, the child should be informed of multiple scenarios. If data is missing / unavailable or uncertain, the relative importance and thresholds of learning objectives can be set accordingly, or the content can include multiple options to prepare the child for various scenarios.

[0127] In yet another embodiment, automatic and dynamic rescheduling will be based on predefined protocols. Furthermore, in this embodiment, it can be suggested that general anesthesia / sedation is the preferred method for the upcoming scanning procedure.

[0128] Some embodiments offer further journey personalization, where "journey" refers to the complete route a patient takes from hearing about a (potentially frightening) medical procedure to preparing for, traveling to, and finally receiving the actual procedure (e.g., at a hospital). While current miniature scanner stories are static (e.g., three stories), an embodiment can be envisioned where a large number of stories are provided to meet specific learning objectives. ASR scores, along with details of learning objectives proven challenging for the patient during app play, can be used to guide the selection of appropriate stories to present to the child. One way the miniature scanner identifies the child and "reads" the ASR and app results could be simply through an app-generated code that can be scanned at the miniature scanner. Similarly, a child life specialist would be informed which hidden stories to use to provide one-on-one support to the patient upon arrival at the scan. It is potential to scan the same code in the examination room to select helpful environmental experience topics and provide personalized guidance to the patient at the scanner during the scan.

[0129] In summary, preparing patients through training programs (e.g., mobile applications) can help them (especially children) understand what they will encounter during medical procedures (such as imaging scans). This invention provides a system, apparatus, and method for customizing training programs based on specific information about the upcoming medical procedure, and for continuously adjusting and personalizing the training programs, such as their content and difficulty level, based on patient performance using personalized thresholds, for example, set for specific learning objectives.

[0130] While the invention has been shown and described in detail in the accompanying drawings and the foregoing description, such illustrations and descriptions are intended to be illustrative or exemplary, and not restrictive; the invention is not limited to the disclosed embodiments. Other variations of the disclosed embodiments will be understood and implemented by those skilled in the art in practicing the claimed invention upon study of the drawings, the disclosure, and the claims.

[0131] In the claims, the word "comprising" does not exclude other elements or steps, and the quantifiers "a" or "an" do not exclude multiple. A single element or other unit can perform the function of several items recited in the claims. The fact that certain measures are referenced in mutually different dependent claims does not mean that a combination of these measures cannot be advantageous.

[0132] Computer programs can be stored / distributed on suitable non-transitory media, such as optical or solid-state media provided with or as part of other hardware, but can also be distributed in other forms, such as via the Internet or other wired or wireless telecommunications systems.

[0133] Any reference numerals in the claims should not be construed as limiting the scope.

Claims

1. A device (2) for training a patient scheduled to undergo a medical procedure, said device comprising: The input unit (21) is configured to acquire program information, including information about the scheduled medical procedure; A processor (22) configured to build and execute a personalized training program for training the patient, comprising: Construct an initial training program based on the acquired program information; Execute the initial training procedure; Obtain performance information indicating the patient's performance during the training; The training program is updated based on the acquired performance information; and Based on the execution of the training program, control signals are generated for controlling the providing unit (3) to provide visual and / or auditory information. The acquired program information is used to construct the initial training program and / or to update the training program; and The output unit (23) is configured to output the control signal to the providing unit.

2. The device according to claim 1, in, The processor (22) is configured to construct the initial training program by selecting and sorting one or more training modules and one or more content components based on the acquired program information, and in particular by selecting and / or adjusting and / or sorting one or more of the learning objectives, difficulty levels, priorities and contents of the one or more training modules and / or the one or more content components based on the acquired program information.

3. The device according to claim 1 or 2, in, The processor (22) is configured to update the training program by adjusting one or more of the difficulty level, priority, content, level of detail, presentation style, semantics, words, sounds, and environment of the one or more training modules and / or the one or more content components based on the acquired performance information, particularly based on whether one or more learning objectives have been achieved and / or to what extent one or more learning objectives have been achieved.

4. The device according to any one of the preceding claims, in, The input unit (21) is configured to acquire information about one or more of the following as program information: Types of medical procedures The body part of the person receiving the medical procedure. The duration and / or time of day of the medical procedure, Details of the medical procedure, The requirements for the patient during the medical procedure, particularly regarding breath-holding, remaining still, and posture. The patient's travel time and / or waiting time prior to receiving the medical procedure, and Requirements for taking medication and / or administering contrast agents.

5. The device according to any one of the preceding claims, in, The input unit (21) is configured to further acquire patient information, including information about the patient, and / or environmental information, including information about the environment in which the patient will undergo the scheduled medical procedures. The processor (22) is configured to further use the acquired patient information and / or acquired environmental information to construct and / or update the initial training program.

6. The device according to claim 5, in, The input unit (21) is configured as follows: Obtain information about one or more of the following as patient information: age, body type, weight, sex, health status, medication use, medical history, preferences, circadian rhythm, sleep pattern, pain, sensitivity, problems encountered during previous medical procedures, frequency and / or intensity of problems encountered during previous medical procedures, user preferences, prior experience with medical procedures, personality, coping style, mood, common emotional states and / or communication preferences, and / or Information about the room in which the patient will undergo the medical procedure is obtained as environmental information, including one or more other devices present in the room, the colors in the room, the people in the room, the layout of the room, the clothing worn by the people and / or the patient during the medical procedure, and other details of the room.

7. The device according to any one of the preceding claims, in, The input unit (21) is configured to obtain program information and / or patient information and / or environmental information from one or more of a user interface, examination card, medical record and database configured to receive user input.

8. The device according to any one of the preceding claims, in, The processor (22) is configured to acquire information about one or more of the following as performance information: Hold your breath, Remain still. In the predetermined or identical posture, Time required to complete the task The level of difficulty achieved Coping with one or more of the following emotions: stress, fear, and anxiety. The achievement of learning objectives Physiological measurements, including one or more of heart rate, respiratory rate, anxiety level, and skin conductance, Psychological measurement results, voice, sound, Image data and / or video data, and The number and / or type of errors during task execution.

9. The device according to any one of the preceding claims, in, The processor (22) is configured to use the patient's performance during the training to perform one or more of the following operations: Determine a patient score that indicates the patient's level of readiness for the scheduled medical procedures; Determine whether the patient requires additional support, and if so, what type and level of support. Arrange for a visit by a doctor or nurse; Reschedule the scheduled medical procedures; One or more rewards are provided to the patient when one or more learning objectives are met; It is recommended that the patient or caregiver take one or more further actions; Generate and execute interactions with the patients and / or caregivers, particularly questions and / or suggestions; Select the content to present to the patient; Collect information to be provided to caregivers or other personnel; Codes, identifiers, or links that generate information about the patient’s performance and / or parameters that can be used during the scheduled medical procedures.

10. The device according to any one of the preceding claims, in, The processor (22) is configured to additionally use one or more of the following to construct and / or update the initial training program: On that day, The time remaining until the scheduled medical procedure, The required quality of the imaging procedure as part of the scheduled medical procedure. The likelihood of nursing staff or other personnel accompanying the patient during the scheduled medical procedures, and Pre-booking agreement.

11. The device according to any of the preceding claims further includes a providing unit (3) configured to provide visual and / or auditory information based on a control signal received from the device.

12. The device according to claim 11, further comprising one or more of the following: User interface (3), which is configured to receive user input of the program information and / or patient information; A procedure information database (5) contains procedure information, including information about medical procedures that include the medical procedures that have been arranged. A patient information database (6) contains patient information, including information about the patient; The content component database (7) contains multiple content components for building personalized training programs, including, in particular, one or more of the following: game components, video components, image, voice and / or written text components, sound components, movie components for different medical procedures, game asset modules and educational modules, the different medical procedures including the scheduled medical procedures; Training module database (8), which contains multiple training modules for building training programs; as well as One or more measuring elements (9) are configured to measure the patient’s performance during the training.

13. The device according to claim 11 or 12, in, The system (1) is implemented in a computer or game console or handheld device, particularly a smartphone, laptop or tablet, and / or The providing unit (3) includes a display configured to show visual information to the patient and / or a speaker configured to output auditory information to the patient.

14. A method for training a patient scheduled to undergo a medical procedure, the method comprising: Obtain procedural information, including information about the scheduled medical procedures; Constructing and executing a personalized training program for training the patient, including: Construct an initial training program based on the acquired program information; Execute the initial training procedure; Obtain performance information indicating the patient's performance during the training; The training program is updated based on the acquired performance information; and Based on the execution of the training program, control signals are generated for controlling the providing unit to provide visual and / or auditory information. The acquired program information is used to construct the initial training program and / or to update the training program; and The control signal is output to the providing unit.

15. A computer program including a program code module, wherein when the computer program is executed on a computer, the program code module is configured to cause the computer to perform the steps of the method according to claim 14.

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