Simulation teaching system, method and terminal for emergency disposal of nuclear medicine emergencies

Abstract

The invention provides a nuclear medicine emergency disposal simulation teaching system, method and terminal, and the method comprises the steps: obtaining user operation data of a current user through an operation data obtaining module; the method comprises the following steps: constructing a nuclear medicine emergency disposal simulation scene in response to a learning demand or an assessment demand of a current user through a scene construction module, driving a specified virtual role to execute simulation emergency disposal operation through an interactive response module, and updating the simulation scene to perform interactive response; meanwhile, multi-modal emergency disposal operation guidance is generated through a teaching guidance module, and multi-dimensional scoring is carried out on the current simulation emergency disposal operation through an assessment scoring module to generate an emergency disposal simulation test assessment report; therefore, the whole teaching process of learning, practice, examination and evaluation is achieved, and the technical problems that theory and practical operation are disjointed, the teaching cost is high, targeted guidance is lacked and assessment and evaluation are not accurate enough in traditional teaching are solved.

Description

Technical Field

[0001] This application relates to the field of simulation teaching technology, and in particular to a simulation teaching system, method and terminal for emergency response to nuclear medicine emergencies. Background Technology

[0002] In nuclear medicine diagnosis and treatment, sudden nuclear events such as abnormal release of radiopharmaceuticals, accidental exposure of personnel, or environmental contamination may occur due to equipment malfunction, operational errors, management oversights, or other unforeseen circumstances, requiring immediate emergency response. During these emergency responses, the principles of "immediate reporting, situation control, personnel protection, and contamination elimination" must be followed according to the emergency plan, including isolation and protection, contamination assessment, decontamination treatment, and environmental monitoring. Currently, training for new medical personnel on nuclear medicine emergency response primarily relies on theoretical lectures, case analysis, and offline simulations. However, this teaching method has significant limitations:

[0003] ① Theory and practice are disconnected: Traditional teaching focuses on imparting theoretical knowledge, making it difficult for learners to intuitively experience the real-life scenarios of emergencies in nuclear medicine. Emergency response operations lack immersive experience, resulting in a lack of solid practical skills and difficulty in responding quickly to actual accidents; offline simulation exercises have an impact on personnel health and environmental pollution; and they are designed for hazardous scenarios.

[0004] ② High cost and incomplete coverage of scenario simulations: Offline simulations are limited by venue, equipment, and cost, making it impossible to recreate complex scenarios of various nuclear medicine emergencies (such as radiopharmaceutical spills, loss of large doses of radionuclides, and accidental ingestion by patients), and it is difficult to conduct repeated simulation training for different types of accidents. Nuclear medicine emergencies usually cause radioactive contamination, which is harmful to the environment and human health, and offline simulations are prone to adverse effects.

[0005] ③ Lack of targeted guidance: If learners encounter operational questions during offline simulation exercises, they may not receive real-time operational guidance and assistance, resulting in poor exercise effectiveness and an inability to address skill deficiencies in a targeted manner.

[0006] ④ The assessment is not precise enough: the existing assessment methods are mainly based on written examinations and manual observation of offline simulation exercises. They cannot fully record the learner's emergency response operation trajectory, make it difficult to conduct objective evaluation from multiple dimensions, and cannot guide the learner's subsequent improvement direction. Summary of the Invention

[0007] In view of the shortcomings of the prior art described above, the purpose of this application is to provide a nuclear medicine emergency response simulation teaching system, method and terminal to solve the technical problems of existing traditional nuclear medicine emergency response training and teaching, such as the disconnect between theory and practice, high cost and incomplete coverage of offline drill scenario simulation, lack of targeted guidance and inaccurate assessment.

[0008] To achieve the above and other related objectives, a first aspect of this application provides a nuclear medicine emergency response simulation teaching system. The system includes: an operation data acquisition module for acquiring user operation data of the current user and generating learning or assessment requirements for the current user; a scenario construction module connected to the operation data acquisition module for constructing a nuclear medicine emergency response simulation scenario in response to the current user's learning or assessment requirements; an interactive response module connected to both the operation data acquisition module and the scenario construction module for driving a designated virtual character to perform simulated emergency response operations based on the user operation data and updating the nuclear medicine emergency response simulation scenario for interactive response; a teaching guidance module connected to both the operation data acquisition module and the interactive response module for generating multimodal emergency response operation guidelines based on the user operation data in response to the current user's learning requirements; and an assessment and scoring module connected to both the operation data acquisition module and the interactive response module for performing multi-dimensional scoring of the current simulated emergency response operation based on the user operation data in response to the current user's assessment requirements and generating an emergency response simulation test assessment report.

[0009] In some embodiments of the first aspect of this application, the method of constructing the nuclear medicine emergency response simulation scenario includes: analyzing the current user's learning or assessment needs, obtaining the nuclear medicine emergency to be simulated, defining multiple key parameters of the nuclear medicine emergency, and updating the nuclear medicine emergency to be simulated; obtaining the emergency response operation specifications and standard procedures for the nuclear medicine emergency to be simulated, generating the standard operation path for the nuclear medicine emergency to be simulated, and defining multiple key operation nodes of the standard operation path; selecting a target multidimensional nuclear medicine spatial model that matches the nuclear medicine emergency to be simulated from multiple pre-constructed multidimensional nuclear medicine spatial models, mapping each key operation node to the target multidimensional nuclear medicine spatial model, and generating one or more emergency response operation sub-scenarios for each key operation node; and generating a nuclear medicine emergency response simulation teaching scenario based on each emergency response operation sub-scenarios.

[0010] In some embodiments of the first aspect of this application, the method of constructing the multidimensional nuclear medicine department spatial model includes: constructing multiple virtual medical equipment models, multiple virtual item models, multiple virtual medical staff models, multiple virtual patient models, and multiple environmental space models based on spatial image data of nuclear medicine departments of multiple hospitals, thereby constructing multiple multidimensional nuclear medicine department spatial models; performing texture mapping operations, lighting rendering operations, and scene baking operations on each virtual model in each nuclear medicine department spatial model, and updating each multidimensional nuclear medicine department spatial model.

[0011] In some embodiments of the first aspect of this application, the interactive response module includes: an operation scenario initialization unit, connected to the scenario construction module, for initializing an initial emergency response operation sub-scenario that loads the nuclear medicine emergency response simulation scenario; an operation event generation unit, connected to the operation data acquisition module and the operation scenario initialization unit, for parsing the user operation data and generating a simulated emergency response operation event when a key operation node of the current emergency response operation sub-scenario is triggered; a response decision generation unit, connected to the operation event generation unit, for generating an emergency response decision for the simulated emergency response operation event based on a pre-built nuclear medicine emergency response knowledge graph; a virtual model feedback unit, connected to the response decision generation unit, for driving one or more virtual models of the target multidimensional nuclear medicine space model to execute simulated emergency response operations according to the emergency response decision; an interactive animation generation unit, connected to the response decision generation unit, for generating an emergency response interactive animation for the simulated emergency response operation event according to the emergency response decision; and an operation scenario switching unit, connected to the response decision generation unit and the operation event generation unit, for loading the next emergency response operation sub-scenario according to the emergency response decision.

[0012] In some embodiments of the first aspect of this application, the method of generating the emergency response interactive animation of the simulated emergency response operation event includes: selecting and determining the target basic interactive animation of the simulated emergency response operation event from a plurality of pre-generated basic interactive animations based on the emergency response decision; optimizing the target basic interactive animation based on a pre-built interactive animation generation model to generate the emergency response interactive animation of the simulated emergency response operation event.

[0013] In some embodiments of the first aspect of this application, the multimodal emergency response operation guide includes: voice guidance, graphic guidance, dialogue guidance, and animation guidance.

[0014] In some embodiments of the first aspect of this application, the method for generating the emergency response simulation test assessment report includes: based on predefined assessment criteria for each key operation node, performing multi-dimensional scoring on the simulated emergency response operation events of each key operation node, and calculating the assessment score for each simulated emergency response operation event; calculating the total score of the emergency response simulation test based on the assessment scores of each simulated emergency response operation event, and determining the current user's emergency response capability level; obtaining multiple historical emergency response simulation test assessment reports of the current user, and analyzing the current user's emergency response progress; based on predefined operation specifications and standard processing procedures for each key operation node, performing comparative analysis on the simulated emergency response operation events of each key operation node, and generating emergency response learning suggestions for the current user; and generating the current user's emergency response simulation test assessment report based on the total score of the emergency response simulation test, the emergency response capability level, the emergency response progress, and the emergency response learning suggestions.

[0015] In some embodiments of the first aspect of this application, the nuclear medicine emergency response simulation teaching system further includes: a human-computer interaction module, connected to the operation data acquisition module, the scenario construction module, the interactive response module, the teaching guidance module, and the assessment and scoring module, comprising: an input device connected to the operation data acquisition module, used to collect user operation data of the current user and send it to the operation data acquisition module; and a visualization interface connected to the scenario construction module, the interactive response module, the teaching guidance module, and the assessment and scoring module, used to visually display the nuclear medicine emergency response simulation scenario, the multimodal emergency response operation guide, and the emergency response simulation test assessment report.

[0016] To achieve the above and other related objectives, a second aspect of this application provides a simulation teaching method for emergency response to nuclear medicine emergencies. The method includes: acquiring user operation data of the current user and generating learning or assessment requirements for the current user; constructing a simulation scenario for emergency response to nuclear medicine emergencies in response to the current user's learning or assessment requirements; driving a designated virtual character to perform simulated emergency response operations based on the user operation data and updating the simulation scenario for interactive response; generating multimodal emergency response operation guidelines based on the user operation data in response to the current user's learning requirements; and performing multi-dimensional scoring on the current simulated emergency response operation based on the user operation data in response to the current user's assessment requirements and generating an emergency response simulation test assessment report.

[0017] To achieve the above and other related objectives, a third aspect of this application provides a nuclear medicine emergency response simulation teaching terminal, which includes: a memory and a processor; the memory is used to store a computer program; the processor is used to execute the computer program stored in the memory, so that the terminal can realize the function of the nuclear medicine emergency response simulation teaching system described in any of the above embodiments.

[0018] As described above, this application provides a nuclear medicine emergency response simulation teaching system, method, and terminal. Through an operation data acquisition module, it acquires the current user's operation data; through a scenario construction module, it constructs a nuclear medicine emergency response simulation scenario in response to the current user's learning or assessment needs; and through an interactive response module, it drives a designated virtual character to perform simulated emergency response operations and updates the simulation scenario for interactive response. Simultaneously, through a teaching guidance module, it generates multimodal emergency response operation guidelines, and through an assessment and scoring module, it performs multi-dimensional scoring of the current simulated emergency response operation, generating an emergency response simulation test assessment report. This application has the following beneficial effects: it realizes the entire teaching process of "learning, practicing, testing, and evaluating," solving the technical problems of traditional teaching such as the disconnect between theory and practice, high teaching costs, lack of targeted guidance, and inaccurate assessment and evaluation. Attached Figure Description

[0019] Figure 1 The diagram shown is a structural schematic of a nuclear medicine emergency response simulation teaching system according to one embodiment of this application.

[0020] Figure 2 The diagram shown is a flowchart illustrating a method for constructing a simulated teaching scenario for emergency response to nuclear medicine emergencies, as described in one embodiment of this application.

[0021] Figure 3 The diagram shown is a structural schematic of the interactive response module in one embodiment of this application.

[0022] Figure 4 The diagram shown is a flowchart illustrating the method for generating an emergency response simulation test assessment report in one embodiment of this application.

[0023] Figure 5 The diagram shown is a flowchart illustrating a simulation teaching method for emergency response to nuclear medicine emergencies in one embodiment of this application.

[0024] Figure 6 The diagram shown is a structural schematic of a nuclear medicine emergency response simulation teaching terminal according to one embodiment of this application. Detailed Implementation

[0025] The following specific examples illustrate the implementation of this application. Those skilled in the art can easily understand other advantages and effects of this application from the content disclosed in this specification. This application can also be implemented or applied through other different specific embodiments, and various details in this specification can also be modified or changed based on different viewpoints and applications without departing from the spirit of this application. It should be noted that, unless otherwise specified, the following embodiments and features in the embodiments can be combined with each other.

[0026] In the embodiments of this application, the terms "first" and "second" are used to distinguish identical or similar items with essentially the same function and effect, without limiting their order. Those skilled in the art will understand that the terms "first" and "second" do not limit the quantity or execution order, and that the terms "first" and "second" do not necessarily imply that they are different.

[0027] To address the problems mentioned above, this application provides a nuclear medicine emergency response simulation teaching system, method, and terminal, aiming to solve the technical problems of existing traditional nuclear medicine emergency response training and teaching, such as the disconnect between theory and practice, high cost and incomplete coverage of offline drill scenario simulations, lack of targeted guidance, and inaccurate assessment.

[0028] To make the objectives, technical solutions, and advantages of this application clearer, the technical solutions in the embodiments of this application are further described in detail below with reference to the accompanying drawings. It should be understood that the specific embodiments described herein are only for explaining this application and are not intended to limit this application.

[0029] like Figure 1 The diagram shown illustrates the structure of a nuclear medicine emergency response simulation teaching system according to an embodiment of this application. The nuclear medicine emergency response simulation teaching system in this embodiment mainly includes: an operational data acquisition module, a scenario construction module, an interactive response module, a teaching guidance module, and an assessment and scoring module.

[0030] The operation data acquisition module is used to acquire the current user's operation data and generate the current user's learning needs or assessment needs.

[0031] In one embodiment, such as Figure 1 As shown, the nuclear medicine emergency response simulation teaching system further includes a human-computer interaction module that is connected to the operation data acquisition module, the scenario construction module, the interactive response module, the teaching guidance module, and the assessment and scoring module.

[0032] The human-computer interaction module includes: an input device connected to the operation data acquisition module and a visual interface connected to the scene construction module, the interactive response module, the teaching guidance module and the assessment and scoring module respectively.

[0033] The visualization interface is used to visually display one or more virtual elements, allowing the current user to manipulate these virtual elements through the input device. The visualization interface can be a display screen or a touch screen.

[0034] The input device is used to collect the user operation data of the current user and send it to the operation data acquisition module, that is, to capture the current user's operation and generate the current user's operation data for each virtual element.

[0035] Specifically, the input devices include, but are not limited to, one or more combinations of keyboard, mouse, and touchscreen. The input devices can connect via USB interface or Bluetooth protocol, and employ device driver adaptation algorithms based on Windows API and macOS Cocoa framework to automatically identify device type and adjust acquisition parameters to collect current user operation data. Preferably, the input devices use a multi-threaded acquisition mechanism to collect the user operation data. That is, a main thread is set to monitor the device, and one or more sub-threads are set to capture user operation data. The acquisition frequency is set to 10Hz to ensure no user operation data is missed. Each sub-thread uses Unity Input System 2.0 to capture all and accurately capture user operation data, distinguishing operation commands from different input devices and achieving multi-device compatibility.

[0036] The user operation data includes, but is not limited to: the virtual element being operated on, the operation type (such as left mouse click, right mouse click, double mouse click, long mouse press and slide, mouse wheel slide, keyboard key trigger, touch screen click, touch screen slide, touch screen long press, etc.), the operation frequency (i.e., the number of mouse clicks, touch screen clicks, or keyboard key triggers per unit time), the operation speed (i.e., the speed of mouse wheel slide, long mouse press and slide, or touch screen slide), the operation position (i.e., cursor coordinates), the operation duration (such as the duration of a single operation or the overall operation duration), the number of repetitions, and the operation interval duration (i.e., the interval between two adjacent single operations).

[0037] After the input device collects the user operation data, it sends the user operation data to the operation data acquisition module.

[0038] In one embodiment, the input device may also send the device connection status (e.g., device connected status, device disconnected status), device operation sensitivity, and operation accuracy requirements (e.g., mouse wheel scrolling speed accuracy requirement ≥ 0.1 mm / s; mouse long-press scrolling speed or touch screen scrolling speed accuracy requirement ≥ 0.5 px / s; cursor coordinate accuracy of 1 px, cursor coordinate error ≤ 2 px, etc.) to the operation data acquisition module. After acquiring the user operation data, the operation data acquisition module can perform data preprocessing based on the data to improve the accuracy of the data.

[0039] Specifically, the data preprocessing method for the user operation data includes: using a Kalman filter algorithm to remove abnormal operation data, such as accidental touches, invalid operation positions caused by device lag, and abnormal operation speeds; preferably, the filter coefficient can be set to 0.8; normalizing the user operation data by converting each data point to the 0-1 range to unify the data format of the user operation data, facilitating its use by the simulated teaching module and the simulated assessment module; encapsulating the normalized user operation data in JSON format and pushing it in real time (i.e., push delay time ≤ 100ms) to the scene construction module, the interactive response module, the teaching guidance module, and the assessment scoring module; and storing the normalized user operation data using local caching, local SQLite database storage, and cloud backup; preferably, the local cache period can be set to 7 days, and cloud backup uses AES-256 (Advanced Encryption Standard) encryption for transmission to ensure data security. Additionally, the user operation data needs to be anonymized during storage.

[0040] After acquiring the user operation data, the operation data acquisition module further includes: analyzing the user operation data to generate the current user's learning needs or assessment needs. Specifically, through the visual interface of the human-computer interaction module, learning or assessment function options are provided to the current user, and the user operation data of the current user is collected through the input device of the human-computer interaction module to obtain the current user's learning needs or assessment needs.

[0041] The scene construction module, such as Figure 1 As shown, the operation data acquisition module is connected to construct a simulation scenario for emergency response to nuclear medicine emergencies in response to the current user's learning or assessment needs.

[0042] In one embodiment, such as Figure 2 As shown, the scenario construction module constructs the nuclear medicine emergency response simulation scenario in the following steps.

[0043] Step S21: Analyze the current user's learning or assessment needs, obtain the nuclear medicine emergency to be simulated, define multiple key parameters of the nuclear medicine emergency, and update the nuclear medicine emergency to be simulated.

[0044] It should be understood that nuclear medicine emergencies refer to events during nuclear medicine diagnosis and treatment activities that, due to equipment failure, operational errors, management oversights, or other unforeseen circumstances, result in abnormal release of radiopharmaceuticals, accidental exposure of personnel, or environmental contamination. The nuclear medicine emergency response simulation teaching system described in this application can provide simulated teaching and assessment for emergency response to various predefined types of nuclear medicine emergencies, such as four typical nuclear medicine emergencies: radiopharmaceutical spillage, accidental ingestion of large doses of radioactive iodine by a patient, loss of large doses of isotopes, and vomiting in patients in radionuclide therapy wards. Users can define various types of nuclear medicine emergencies according to their needs; this application does not limit the specific types.

[0045] In one embodiment, the learning requirement may specify the type of nuclear medicine emergency to be learned, or it may not be specified; simultaneously, a virtual user identity, such as a doctor or nurse, may be specified. That is, through the visual interface of the human-computer interaction module, the current user is provided with options for the type of nuclear medicine emergency to be learned, a random learning option, and multiple virtual user identity options. The current user manipulates the virtual elements of different options through the input device of the human-computer interaction module to express their learning requirement, thereby enabling the operation data acquisition module to generate corresponding learning requirements based on the captured user operation data. Therefore, by parsing the learning requirement, a nuclear medicine emergency to be simulated can be generated based on the specified type of nuclear medicine emergency to be learned and the specified virtual user identity; or, the type of nuclear medicine emergency to be learned can be randomly determined, and a nuclear medicine emergency to be simulated can be generated based on the specified virtual user identity.

[0046] The assessment requirements can specify a user's virtual identity, but cannot specify the type of nuclear medicine emergency to be assessed. That is, through the visual interface of the human-computer interaction module, the current user is provided with random assessment options and multiple user virtual identity options. Thus, by parsing the assessment requirements, the type of nuclear medicine emergency to be assessed is randomly determined, and based on the specified user virtual identity, a simulated nuclear medicine emergency is generated.

[0047] Based on the event type of the nuclear medicine emergency to be simulated, multiple key parameters for the nuclear medicine emergency are defined. These key parameters include, but are not limited to: the type of radioactive contaminant, the dose of radioactive contaminant, the extent of radioactive contamination, patient symptoms, and involved personnel. For example, the dose of radiopharmaceutical spillage is 0.1-10 mCi, and the contamination range is 0.5-5 m². In one embodiment, the key parameters for the nuclear medicine emergency can be randomly generated using a Monte Carlo random algorithm, and the parameter range can be determined based on a large number of clinical cases in nuclear medicine.

[0048] Based on the key parameters of the nuclear medicine emergency, the nuclear medicine emergency to be simulated is updated to enhance the realism of the simulated nuclear medicine emergency and make online simulation teaching more practical.

[0049] Step S22: Obtain the emergency response operation specifications and standard procedures for the nuclear medicine emergency to be simulated, generate the standard operation path for the emergency response of the nuclear medicine emergency to be simulated, and define multiple key operation nodes of the standard operation path.

[0050] Specifically, based on the "WS / T 328-2011 Specification for the Preparation of Medical Emergency Response Plans for Radiation Accidents" and the "WS / T 827-2023 General Standard for Nuclear and Radiation Health Emergency Preparedness and Response", as well as medical textbooks such as "Radiation Hygiene", "Medical Rescue and Emergency Management for Nuclear and Radiation Accidents", and "Health Emergency Preparedness and Response for Nuclear or Radiation Emergencies" and related medical literature, emergency response operation specifications and standard procedures for various types of nuclear medicine emergencies are collected, and emergency response operation specifications and standard procedures adapted to the nuclear medicine emergency to be simulated are obtained. The standard procedure for emergency response is broken down into multiple sub-operation procedures, and each sub-operation procedure is defined as a key operation node, thereby generating the standard operation path for emergency response to the nuclear medicine emergency to be simulated.

[0051] The standard operating procedure for emergency response includes multiple key operating nodes and the operating sequence of each key operating node. Each key operating node also defines its operating location, operating object, one or more permitted operating actions, one or more standard operating actions, standard operating steps, operating specifications, assessment requirements, and triggering conditions.

[0052] For example, in the event of a patient accidentally ingesting a large dose of radioactive iodine, critical operational steps can be defined, including gastric lavage, patient isolation, and reporting. The critical operational steps for gastric lavage include equipment preparation, dilution of the lavage fluid, intubation, circulating lavage, and cupping. Each critical operational step forms a standard operating procedure for emergency response.

[0053] In one specific embodiment, emergency response procedures and standard emergency response protocols for various types of nuclear medicine emergencies can be stored in a local SQLite database to provide a basis for simulation teaching.

[0054] Step S23: Select a target multidimensional nuclear medicine spatial model that matches the nuclear medicine emergency to be simulated from a pre-constructed multidimensional nuclear medicine spatial model, and map each key operation node to the target multidimensional nuclear medicine spatial model to generate one or more emergency response operation sub-scenarios for each key operation node.

[0055] In one embodiment, the construction of the multidimensional nuclear medicine spatial model includes the following steps.

[0056] ①Based on the spatial image data collected from the nuclear medicine departments of multiple hospitals, multiple virtual medical equipment models, multiple virtual item models, multiple virtual medical staff models, multiple virtual patient models, and multiple environmental space models were constructed to build multiple multidimensional nuclear medicine department spatial models.

[0057] Specifically, laser scanning equipment was used to scan the environmental spaces of nuclear medicine departments in multiple hospitals. High-definition cameras were also used to capture images of various medical devices, medications, and key items involved in different typical nuclear medicine emergencies within the nuclear medicine departments. This resulted in the acquisition of multiple spatial image data sets. Based on these spatial image data, 3D modeling software, such as 3ds Max 2023 and Maya, was used. In 2024, modeling was conducted, constructing multiple virtual medical equipment models, multiple virtual object models, and multiple environmental space models. These included virtual models of medical equipment such as CT scanners, surface contamination analyzers, protective suits, and gastric lavage equipment; virtual models of radioactive iodine reagents and contaminants; and virtual models of various areas in the nuclear medicine department, such as the reception room, injection room, dispensing room, waiting room, restrooms, PET (positron emission tomography) equipment room, PET equipment operating room, CT equipment room, CT equipment operating room, rest and observation room, and emergency passage. Simultaneously, real-time motion capture technology was used to capture the movement data of multiple medical personnel (such as virtual models of doctors and nurses in different positions) and multiple patients' bodies, faces, or fingers. Based on the captured motion data, 3D modeling software was used to construct multiple virtual medical personnel models and multiple virtual patient models.

[0058] In this embodiment, the scanning accuracy of the laser scanning device can reach 1mm, and the resolution of the high-definition camera can reach 4K, thereby enabling the acquired spatial image data to have high resolution and improving modeling accuracy. Among them, the model accuracy of medical equipment and environmental space can reach 0.1mm; the skeletal animation of the character models such as medical staff and patients has ≥50 keyframes, ensuring a high degree of realism and smoothness of the character models.

[0059] Based on the predefined occurrence environment, event details, and emergency response procedures for various types of nuclear medicine emergencies, virtual medical equipment models, virtual item models, virtual medical staff models, virtual patient models, and environmental space models are randomly combined to construct one or more multidimensional nuclear medicine department space models adapted to various types of nuclear medicine emergencies. This allows for the selection of a multidimensional nuclear medicine department space model that is suitable for the type of nuclear medicine emergency to be simulated as the target multidimensional nuclear medicine department space model.

[0060] ② Perform texture mapping, lighting rendering, and scene baking operations on each virtual model in each nuclear medicine department spatial model to update each multidimensional nuclear medicine department spatial model.

[0061] Specifically, image processing software, such as Photoshop 2023, is used to perform texture mapping on each virtual medical equipment model, virtual item model, virtual medical staff model, virtual patient model, and environmental space model to restore the realistic visual features of medical equipment, drugs, and environmental spaces, such as the button layout of medical equipment, the color and shape of drugs, and warning signs included in the environment, with a resolution of up to 2048×2048. A Level of Detail (LOD) algorithm is employed to automatically adjust the model accuracy of each virtual model based on the scene distance of each virtual model component in each multidimensional nuclear medicine department spatial model, achieving a model running frame rate ≥3. The system achieves 0fps and performs lightweight processing on each virtual model, removing redundant faces and reducing the number of faces in each model to ≤1 million, thus enabling the nuclear medicine emergency response simulation teaching system to be compatible with different terminal devices. It employs a universal rendering pipeline (URP) to set ambient light, point light sources, spotlights, etc., simulating realistic lighting conditions in the nuclear medicine ward space. Lighting information is then fused with texture maps, and scene baking is added. The lightmap resolution reaches 512px with 1024 samples, thereby enhancing the immersive experience of each multi-dimensional nuclear medicine ward space model and optimizing model running efficiency.

[0062] Based on the nuclear medicine emergency to be simulated, a target multidimensional nuclear medicine spatial model matching the corresponding nuclear medicine emergency type is selected from multiple pre-constructed multidimensional nuclear medicine spatial models. After obtaining the target multidimensional nuclear medicine spatial model, each key operation node can be mapped to the target multidimensional nuclear medicine spatial model according to the operation object and operation location of each key operation node, and one or more emergency response operation sub-scenes for each key operation node can be generated according to one or more permitted operation actions of each key operation node.

[0063] It should be noted that each permitted operation action corresponds to an emergency response operation sub-scenario, that is, the emergency response operation sub-scenario is the changed state of the multidimensional nuclear medicine spatial model after the corresponding permitted operation action is performed.

[0064] Step S24: Generate a simulated teaching scenario for emergency response to nuclear medicine emergencies based on each emergency response operation sub-scenario.

[0065] In this embodiment, the simulated emergency response scenario for nuclear medicine emergencies can recreate real-world emergency scenarios in the nuclear medicine department, allowing learners to repeatedly perform simulated emergency response operations for different types of nuclear medicine emergencies. This ensures that the simulation effect is consistent with the real emergency response scenario, thereby solving the problem of "theory and practice being disconnected" in traditional teaching. Furthermore, it does not rely on real venues and equipment, reducing teaching costs and improving teaching efficiency. Experiments have shown that teaching efficiency is 5-8 times higher than traditional teaching, the teaching cycle is shortened by 40%, and learners' practical skills proficiency is improved by more than 60%.

[0066] More importantly, this application allows for simulation exercises in simulated nuclear medicine emergency scenarios without exposure to real harmful radioactive environments. This not only completely avoids the risk of nuclide exposure but also proactively eliminates the health threat of ionizing radiation, ensuring the health and safety of learners.

[0067] In one embodiment, the constructed nuclear medicine emergency response simulation scenario can be visualized through the visualization interface of the human-computer interaction module.

[0068] The interactive response module, such as Figure 1 As shown, the operation data acquisition module and the scene construction module are connected respectively, and are used to drive the specified virtual character to perform simulated emergency response operations based on the user operation data, and update the nuclear medicine emergency response simulation scene for interactive response.

[0069] Specifically, the human-computer interaction module's visual interface displays the simulated emergency response scenario for nuclear medicine emergencies, providing the current user with a virtual medical staff model that matches the user's virtual identity. The current user can control the virtual medical staff model through the input device of the human-computer interaction module, such as controlling the virtual medical staff to walk, put on protective clothing, and operate medical equipment.

[0070] Simultaneously, the input device captures user operation data generated when the current user manipulates the virtual medical staff model. This data is then used by the interactive response module to drive the virtual medical staff model to perform simulated emergency response operations and to drive interactive responses from other virtual models in the nuclear medicine emergency response simulation scenario.

[0071] In one embodiment, such as Figure 3 As shown, the interactive response module includes: an operation scenario initialization unit, an operation event generation unit, a response decision generation unit, a virtual model feedback unit, an interactive animation generation unit, and an operation scenario switching unit.

[0072] The operation scenario initialization unit, such as Figure 3 As shown, the scenario construction module is connected. The operation scenario initialization unit is used to initialize and load the initial emergency response operation sub-scenario of the nuclear medicine emergency response simulation scenario.

[0073] The operation event generation unit, such as Figure 3 As shown, the operation data acquisition module and the operation scenario initialization unit are connected respectively. The operation event generation unit is used to parse the user operation data and generate simulated emergency response operation events when a key operation node of the current emergency response operation sub-scenario is triggered.

[0074] Specifically, based on the captured user operation data of the current user controlling the designated virtual medical staff model, it is determined whether the current operation triggers a key operation node in the current emergency response operation sub-scenario, that is, whether the current operation meets the triggering conditions defined for the key operation node. If the current operation triggers the key operation node, a corresponding simulated emergency response operation event is generated based on the user operation data generated by the current operation. The simulated emergency response operation event includes, but is not limited to: the operation object, one or more operation actions, and the operation time, operation duration, and operation interval duration for each operation action.

[0075] If the current operation does not trigger the critical operation node, that is, the current user has not performed any effective operation, the user can control a designated virtual role, such as a patient or doctor, to freely roam in the nuclear medicine emergency response simulation teaching scenario. This allows the user to familiarize themselves with the layout of each area in the nuclear medicine department space of the target multidimensional nuclear medicine department space model, the correct action route, and the location of each medical device. This helps the current user to become familiar with the layout and avoid risky areas, thereby shortening the time and improving efficiency when performing simulated emergency response operations.

[0076] The response decision generation unit, such as Figure 3 As shown, the operation event generation unit is connected. The response decision generation unit is used to generate emergency response decisions for the simulated emergency response operation events based on a pre-built nuclear medicine emergency response knowledge graph.

[0077] The construction of the nuclear medicine emergency response knowledge graph includes the following steps: Based on the "WS / T 328-2011 Standard for the Preparation of Medical Emergency Response Plans for Radiation Accidents" and the "WS / T 827-2023 General Standard for Nuclear and Radiation Health Emergency Preparedness and Response," medical textbooks such as *Radiation Hygiene*, *Medical Rescue and Emergency Management of Nuclear and Radiation Accidents*, and *Health Emergency Preparedness and Response for Nuclear or Radiation Emergencies*, and related medical literature, emergency response operational procedures and standard emergency response processes for various types of nuclear medicine emergencies are collected. The knowledge graph is then constructed using the Neo4j graph database. In one embodiment, the nuclear medicine emergency response knowledge graph is updated quarterly to adapt to the latest nuclear medicine emergency response operational procedures.

[0078] The nuclear medicine emergency response knowledge graph includes multiple emergency response operation diagram nodes. Each node's attributes include: the emergency response operation step (e.g., donning protective clothing, surface contamination detection), the operation type of that step, one or more sub-steps, operation specifications, operation guidance, operation impact, and the next step. By understanding the operation impact and the next step, the operational sequence and causal relationships of each emergency response operation step are determined, thus establishing the connections between the nodes.

[0079] Based on the various actions of the simulated emergency response operation event, the current emergency response operation step is determined. Based on the nuclear medicine emergency response knowledge graph, the operation type, one or more sub-operation steps, operation specifications, operation guidance, operation impact, and next operation step of the current emergency response operation step are inferred, and an emergency response decision for the simulated emergency response operation event is generated.

[0080] Specifically, the emergency response decision includes, but is not limited to: combined feedback from one or more virtual models (such as one or more virtual medical equipment models, one or more virtual item models, one or more virtual medical staff models, one or more virtual patient models, and / or one or more environmental space models) of the target multidimensional nuclear medicine department spatial model in the current emergency response operation sub-scenario; emergency response interaction in the current emergency response operation sub-scenario; and the next emergency response operation sub-scenario. The combined feedback includes, but is not limited to: action feedback, facial expression feedback, and voice feedback from the virtual medical staff model and the virtual patient model, as well as the status feedback from the virtual medical equipment model, the virtual item model, and the environmental space model.

[0081] The virtual model feedback unit, such as Figure 3As shown, the response decision generation unit is connected. The virtual model feedback unit is used to drive one or more virtual models of the target multidimensional nuclear medicine spatial model to perform simulated emergency response operations based on the emergency response decision.

[0082] Specifically, based on the combined feedback from one or more virtual models in the emergency response decision-making process, one or more virtual medical staff models and one or more virtual patient models are driven to perform corresponding action feedback, facial expression feedback, and voice feedback, and / or one or more virtual medical equipment models, one or more virtual object models, and one or more environmental space models are driven to perform corresponding state feedback, causing each virtual model to update its state, thereby completing the simulated emergency response operation, such as walking, operating medical equipment, and wearing protective equipment.

[0083] The interactive animation generation unit, such as Figure 3 As shown, the response decision generation unit is connected. The interactive animation generation unit is used to generate an interactive emergency response animation of the simulated emergency response operation event based on the emergency response decision.

[0084] In one embodiment, the interactive animation generation unit generates the emergency response interactive animation of the simulated emergency response operation event by including the following steps.

[0085] ① Based on the emergency response decision, select and determine the target basic interactive animation for the simulated emergency response operation event from multiple pre-generated basic interactive animations.

[0086] Specifically, based on the emergency response decision, an appropriate basic interactive animation is selected from multiple pre-generated basic interactive animations as the target basic interactive animation for the simulated emergency response operation event.

[0087] Each basic interactive animation is pre-generated based on the nuclear medicine emergency response knowledge graph and stored in a pre-built local database or cloud. Specifically, based on the operation type, one or more sub-operation steps, operation specifications, operation guidance, and operation impact of each emergency response step in the nuclear medicine emergency response knowledge graph, one or more basic interactive animations are generated. These include basic interactive animations for guiding operation steps and basic interactive animations for indicating the operation impact. Examples include pre-generated animations of vomit, gastric lavage effects, operation videos for defining the contamination range, contamination meter detection operations, virtual task phone calls, and successful reporting.

[0088] ②Based on a pre-built interactive animation generation model, the target basic interactive animation is optimized to generate the emergency response interactive animation of the simulated emergency response operation event.

[0089] In one embodiment, the interactive animation generation model is trained using a generative adversarial network. The target basic interactive animation and the simulated emergency response operation event are input into the interactive animation generation model. The model can optimize and adjust the target basic interactive animation based on multiple key parameters of nuclear medicine emergencies in the simulated emergency response operation event and the user operation data. This optimization includes adjusting animation details, optimizing voice prompts, adjusting lighting rendering, and enhancing atmosphere creation, thereby generating the emergency response interactive animation.

[0090] For example, the size range of pollutants in the target basic interactive animation is adjusted according to the range of radioactive contamination; the warning effect of the target basic interactive animation is enhanced according to the dose of radioactive pollutants, such as adding red light flashing, darkening the animation color, adding accident alarm sounds and smoke animations; the playback speed of the target basic interactive animation is adjusted according to the user's operation speed; and the key demonstration details of the target basic interactive animation are adjusted according to the number of times the user performs the same operation; thereby ensuring that the generated emergency response interactive animation can be accurately linked with the specific simulation scenario and user operation.

[0091] In a preferred embodiment, a Universal Render Pipeline (URP) can be introduced to render the animation in real time, and text-to-speech (TTS) technology and a medical terminology voice library can be introduced to optimize the voice prompts of the animation and adapt them to medical terminology and virtual character identities.

[0092] The operation scenario loading unit, such as Figure 3 As shown, the response decision generation unit is connected to the operation event generation unit. The operation scenario loading unit is used to load the next emergency response operation sub-scenario based on the emergency response decision.

[0093] Specifically, the next emergency response operation sub-scenario from the emergency response decision is loaded as the current emergency response operation sub-scenario. This allows the operation event generation unit to generate new simulated emergency response operation events based on user operation data generated by the current operation when a key operation node of the new current emergency response operation sub-scenario is triggered. This achieves a continuous closed loop of "scenario loading - operation event - response decision - model feedback / interactive animation - scenario advancement", providing an immersive experience for the current user to simulate emergency response operations online.

[0094] For example, in the simulated emergency response scenario of a radioactive drug spill, the spilled drug automatically spreads to form a contaminated area. As key operation nodes are triggered and corresponding operation steps such as "wearing protective clothing" are executed, the emergency response operation sub-scenario is simultaneously updated to "protection completed". Then, as the next operation step such as "cleaning up the contaminants" is executed, the emergency response operation sub-scenario is simultaneously updated to "contaminated area shrinks". This promotes the continuous change of the emergency response operation sub-scenario and realizes continuous interaction.

[0095] The teaching guidance module, such as Figure 1 As shown, the operation data acquisition module and the interactive response module are connected respectively. The teaching guidance module is used to respond to the current user's learning needs and generate multimodal emergency response operation guidelines based on the user's operation data.

[0096] In one embodiment, the multimodal emergency response operation guidance includes, but is not limited to, graphic and textual guidance and voice guidance. These are used to provide targeted emergency response operation guidance to the current user controlling the designated virtual medical personnel model simultaneously when the interactive response module drives the designated virtual character to perform simulated emergency response operations and updates the nuclear medicine emergency response simulation scenario. This allows the current user to receive real-time operation guidance assistance, i.e., guidance before the operation begins and guidance for the next operation after the operation ends, thus achieving better teaching results.

[0097] The graphic and textual guidance can be displayed through the visual interface of the human-computer interaction module. In a preferred embodiment, the human-computer interaction module further includes a voice playback device, which can synchronously play the voice guidance.

[0098] The graphic and audio guidance can be generated based on the nuclear medicine emergency response knowledge graph. That is, based on the operational specifications and guidance for each emergency response step in the nuclear medicine emergency response knowledge graph, the graphic and audio guidance for each simulated emergency response event generated by the interactive response module is provided.

[0099] In one embodiment, the multimodal emergency response operation guidance further includes: animation guidance. The animation guidance is generated by: based on the nuclear medicine emergency response knowledge graph, obtaining basic interactive animations adapted to each simulated emergency response operation event as initial guiding animations, and optimizing each initial guiding animation based on the interactive animation generation model to generate a target guiding animation for each simulated emergency response operation event.

[0100] In this embodiment, the interactive animation generation model generates personalized target guidance animations, which can dynamically adjust the intensity of teaching guidance and the focus of content, thereby specifically making up for skill deficiencies and improving teaching effectiveness.

[0101] In one embodiment, the multimodal emergency response operation guide further includes a dialogue guide. The dialogue guide is generated by: based on the nuclear medicine emergency response knowledge graph, reasoning to obtain operation specifications and guidance adapted to each simulated emergency response operation event, and using a natural language processing algorithm to generate personalized dialogue content as the dialogue guide. Preferably, this application can also introduce a virtual guide role to enhance the user experience. This virtual guide role can also employ real-time motion capture technology and perform motion feedback based on the Unity Mecanim animation system, allowing the virtual guide role to move synchronously during dialogue, thus improving the user experience.

[0102] This application, through the aforementioned multimodal emergency response operation guidelines, can dynamically adjust the intensity and focus of teaching guidance, helping learners clarify operation steps and standards, resolve practical difficulties, and at the same time, timely operation guidance can effectively save teaching time and improve teaching effectiveness.

[0103] The assessment and scoring module, such as Figure 1 As shown, the operation data acquisition module and the interactive response module are connected respectively, and are used to respond to the current user's assessment needs, perform multi-dimensional scoring on the current simulated emergency response operation based on the user's operation data, and generate an emergency response simulation test assessment report.

[0104] In one embodiment, the emergency response simulation test assessment report includes, but is not limited to: the total score of the emergency response simulation test, the total operation time, and the assessment score, operation time, operation standardization, and error situation for each simulated emergency response operation event. Preferably, the emergency response simulation test assessment report also includes: the emergency response capability level, the progress of emergency response, and emergency response learning suggestions.

[0105] like Figure 4 As shown, the generation method of the emergency response simulation test assessment report includes the following steps.

[0106] Step S41: Based on the predefined assessment criteria for each key operation node, perform multi-dimensional scoring on the simulated emergency response operation events of each key operation node, and calculate the assessment score for each simulated emergency response operation event.

[0107] Specifically, the method for multi-dimensional scoring of the simulated emergency response operation events includes the following steps.

[0108] ① Obtain the standard operating steps and operating specifications for the defined key operating nodes, evaluate the correctness of one or more operating actions in the simulated emergency response operation event, and determine the correct state of each operating action.

[0109] In one embodiment, the assessment of the correctness of each action in the simulated emergency response event can be performed synchronously when each action occurs, enabling real-time assessment.

[0110] In this embodiment, the assessment and scoring module can also be connected to the teaching guidance module to synchronize the assessment results to the teaching guidance module in real time.

[0111] Specifically, the assessment and scoring module sends the correct status of each operation action in the simulated emergency response event, as well as the standard operating steps and procedures for each key operation node, to the teaching guidance module. Based on the correct status of each operation action in the simulated emergency response event, and the standard operating steps and procedures, the teaching guidance module can generate real-time graphic, voice, animated, and dialogue guidance for each operation action. This allows for timely error prompts and correct guidance when an operation is incorrect. For example, a green light indicates a correct operation, while a red light indicates an incorrect operation. When the protective clothing is worn incorrectly, an animated demonstration of the correct steps is used, emphasizing repeated incorrect steps, or a dialogue prompt is used to indicate, "Your protective clothing gloves are worn in the wrong order. The correct order is to wear the inner gloves first, then the protective clothing cuffs."

[0112] ②Based on the operation time and duration of one or more operation actions in the simulated emergency response operation event, as well as the sequence and interval between each operation action, the simulated emergency response operation event is scored on multiple dimensions such as the standardization of operation, completeness of steps, completion efficiency, degree of error impact, and accuracy of equipment operation, and the scores of multiple dimensions are calculated.

[0113] In this embodiment, each scoring dimension is based on the defined assessment criteria for key operational nodes, possessing clear quantitative standards. The Analytic Hierarchy Process (AHP) can be used to quantitatively score the simulated emergency response operational events and classify them into different scoring levels. For example, the scoring dimension for operational standardization can be divided into Excellent (25-30 points), Good (20-24 points), Satisfactory (15-19 points), and Unsatisfactory (0-14 points).

[0114] The degree of error impact can also be obtained based on the nuclear medicine emergency response knowledge graph. Specifically, according to the nuclear medicine emergency response knowledge graph, the operational impact of the simulated emergency response operation is adapted, the risk level is determined, and the dimensional score of the degree of error impact of the simulated emergency response operation is calculated using the fuzzy comprehensive evaluation method.

[0115] ③ Based on the defined key operation nodes, a weighted scoring method is used to calculate the assessment score of the simulated emergency response operation event according to the scores of each dimension.

[0116] In a preferred embodiment, the weighting of each scoring dimension—operational standardization, step completeness, completion efficiency, degree of error impact, and equipment operation accuracy—is as follows: operational standardization 30%, step completeness 25%, completion efficiency 20%, degree of error impact 15%, and operation accuracy 10%. However, it should be noted that the weighting method can be determined by the user according to their needs, and this application does not specifically limit it.

[0117] Step S42: Calculate the total score of the emergency response simulation test based on the assessment scores of each simulated emergency response operation event, and determine the current user's emergency response capability level.

[0118] Specifically, based on the importance of each key operational node, weights are assigned to each simulated emergency response operation event, and a weighted scoring method is used to calculate the total score of the emergency response simulation test; based on the total score of the emergency response simulation test, the current user's emergency response capability level is determined.

[0119] Step S43: Obtain multiple historical emergency response simulation test assessment reports for the current user, and analyze the current user's progress in emergency response.

[0120] The progress of emergency response includes detailed changes in multiple scoring dimensions for each simulated emergency response operation, thereby providing the current user's learning trajectory.

[0121] Step S44: Based on the predefined operation specifications and standard processing procedures for each key operation node, compare and analyze the simulated emergency response operation events for each key operation node to generate emergency response learning suggestions for the current user.

[0122] Step S45: Generate an emergency response simulation test assessment report for the current user based on the total score of the emergency response simulation test, the emergency response capability level, the progress of emergency response, and the emergency response learning suggestions.

[0123] The emergency response simulation test assessment report described in this application includes multi-dimensional assessment results and detailed scores, with each dimension's score quantified to ensure objectivity and accuracy, avoiding the subjectivity of manual scoring and achieving an accuracy rate of up to 95%. The report also provides detailed progress reports and learning suggestions to help learners address weaknesses and provides data support for teaching management.

[0124] In one embodiment, the assessment and scoring module can also provide a theoretical assessment, randomly selecting theoretical questions from a theoretical assessment question bank. The theoretical assessment question bank can be stored in a local SQLite database and transmitted via a RESTful API interface.

[0125] In one embodiment, the nuclear medicine emergency response simulation teaching system further includes: a system introduction module, a teaching objective introduction module, a standard emergency response procedure video module, and a data upload module.

[0126] The system introduction module is used to display the usage method of the nuclear medicine emergency response simulation teaching system through the visual interface of the human-machine module, helping the current user to quickly understand the system and control virtual elements through input devices.

[0127] The teaching objectives introduction module is used to display the teaching objectives and applicable scenarios of nuclear medicine emergency response through the visual interface of the human-computer module, and to clarify the knowledge objectives (mastering the basic theory of nuclear radiation protection and the principles of emergency response), skills objectives (proficiently operating emergency response procedures and using professional medical equipment), and literacy objectives (improving emergency response capabilities and awareness of standardized operation).

[0128] The standard emergency response video module stores learning videos of standard emergency response procedures and operating specifications for multiple types of nuclear medicine emergencies, for learners to study.

[0129] The data upload module connects to the operation data acquisition module and the assessment and scoring module, and can upload the user operation data and the emergency response simulation test assessment report to an external teaching management system, such as via HTTPS protocol, for comprehensive evaluation of the user's overall teaching performance. Specifically, the data upload module supports integration with mainstream teaching management systems such as Blackboard and Chaoxing, thereby achieving synchronized data management, facilitating unified management and statistical analysis by hospitals or teaching institutions, improving teaching management efficiency, and reducing teaching management costs.

[0130] It should be understood that the module division in the embodiments of this application is illustrative and only represents a logical functional division. In actual implementation, there may be other division methods. Furthermore, the functional modules in the various embodiments of this application can be integrated into a single processor or functional module, exist as separate physical entities, or be divided into more functional modules. The integrated modules or units described above can be implemented in hardware or as software functional modules.

[0131] like Figure 5 The diagram illustrates a flowchart of a nuclear medicine emergency response simulation teaching method according to an embodiment of this application. This nuclear medicine emergency response simulation teaching method can be applied to any of the nuclear medicine emergency response simulation teaching systems described in the above embodiments, and the specific process includes the following steps.

[0132] Step S1: Obtain the current user's user operation data and generate the current user's learning needs or assessment needs.

[0133] Step S2: In response to the current user's learning or assessment needs, construct a simulation scenario for emergency response to nuclear medicine emergencies.

[0134] Step S3: Based on the user operation data, drive the designated virtual character to perform simulated emergency response operations, and update the nuclear medicine emergency response simulation scenario for interactive response.

[0135] Step S4: In response to the current user's learning needs, generate multimodal emergency response operation guidelines based on the user operation data.

[0136] Step S5: In response to the current user's assessment requirements, based on the user's operation data, perform multi-dimensional scoring on the current simulated emergency response operation and generate an emergency response simulation test assessment report.

[0137] It should be understood that the nuclear medicine emergency response simulation teaching method and the nuclear medicine emergency response simulation teaching system provided in the above embodiments belong to the same inventive concept. The specific process of implementing the nuclear medicine emergency response simulation teaching method has been described in detail in the above system embodiments, and will not be repeated here for the sake of brevity.

[0138] Figure 6 This is a schematic diagram of the structure of the nuclear medicine emergency response simulation teaching terminal 600 provided in this embodiment of the application. Figure 6As shown, the nuclear medicine emergency response simulation teaching terminal 600 includes: at least one processor 601, a memory 602, at least one network interface 603, and a user interface 605. The various components in the terminal are coupled together via a bus system 604 to implement the functions of the nuclear medicine emergency response simulation teaching system described in the above embodiments. It is understood that the bus system 604 is used to realize the connection and communication between these components. In addition to a data bus, the bus system 604 also includes a power bus, a control bus, and a status signal bus. However, for clarity, in… Figure 6 The general will label all buses as bus systems.

[0139] The user interface 605 may include a monitor, keyboard, mouse, trackball, clicker, button, touchpad, or touch screen.

[0140] It is understood that memory 602 can be volatile memory or non-volatile memory, or both. Non-volatile memory can be read-only memory (ROM) or programmable read-only memory (PROM), which serves as an external cache. By way of example, but not limitation, many forms of RAM are available, such as static random access memory (SRAM) and synchronous static random access memory (SSRAM). The memories described in the embodiments of this application are intended to include, but are not limited to, these and any other suitable categories of memory.

[0141] In this embodiment, the memory 602 is used to store various types of data to support the operation of the nuclear medicine emergency response simulation teaching terminal 600. Examples of this data include any executable program that operates on the nuclear medicine emergency response simulation teaching terminal 600, such as the operating system 6021 and application program 6022. The operating system 6021 includes various system programs, such as the framework layer, core library layer, and driver layer, for implementing various basic services and handling hardware-based tasks. The application program 6022 may include various applications, such as a media player and a browser, for implementing various application services. The implementation of the nuclear medicine emergency response simulation teaching method provided in this embodiment can be included in the application program 6022.

[0142] The nuclear medicine emergency response simulation teaching method disclosed in the above embodiments of this application can be applied to or implemented by the processor 601. The processor 601 may be an integrated circuit chip with signal processing capabilities. During implementation, each step of the nuclear medicine emergency response simulation teaching method can be completed by the integrated logic circuits in the hardware of the processor 601 or by instructions in software form. The processor 601 can be a general-purpose processor, a digital signal processor (DSP), or other programmable logic devices, discrete gate or transistor logic devices, discrete hardware components, etc. The processor 601 can implement or execute the methods, steps, and logic block diagrams disclosed in the embodiments of this application. The general-purpose processor 601 can be a microprocessor or any conventional processor, etc. The steps of the nuclear medicine emergency response simulation teaching method provided in the embodiments of this application can be directly manifested as execution by a hardware decoding processor, or execution by a combination of hardware and software modules in the decoding processor. The software modules can be located in a storage medium, which is located in a memory. The processor reads the information in the memory and, in conjunction with its hardware, completes the steps of the aforementioned method.

[0143] In an exemplary embodiment, the nuclear medicine emergency response simulation teaching terminal 600 may be used by one or more application-specific integrated circuits (ASICs), DSPs, programmable logic devices (PLDs), or complex programmable logic devices (CPLDs) to execute the aforementioned method.

[0144] Those skilled in the art will understand that all or part of the steps of the above-described method embodiments can be implemented using computer program-related hardware. The aforementioned computer program can be stored in a computer-readable storage medium. When executed, the program performs the steps of the above-described method embodiments; and the aforementioned storage medium includes various media capable of storing program code, such as ROM, RAM, magnetic disks, or optical disks.

[0145] In the embodiments provided in this application, the computer-readable and writable storage medium may include read-only memory, random access memory, EEPROM, CD-ROM or other optical disc storage devices, disk storage devices or other magnetic storage devices, flash memory, USB flash drive, portable hard drive, or any other medium capable of storing desired program code in the form of instructions or data structures and accessible by a computer. Additionally, any connection may be appropriately referred to as a computer-readable medium. For example, if instructions are transmitted from a website, server, or other remote source using coaxial cable, fiber optic cable, twisted pair, digital subscriber line (DSL), or wireless technologies such as infrared, radio, and microwave, then the coaxial cable, fiber optic cable, twisted pair, DSL, or wireless technologies such as infrared, radio, and microwave are included in the definition of medium. However, it should be understood that computer-readable and writable storage media and data storage media do not include connections, carrier waves, signals, or other transient media, but are intended for non-transient, tangible storage media. The disks and optical discs used in the application include compact optical discs (CDs), laser optical discs, optical discs, digital multifunction optical discs (DVDs), floppy disks, and Blu-ray discs, where disks typically copy data magnetically, while optical discs use lasers to copy data optically.

[0146] In summary, this application provides a nuclear medicine emergency response simulation teaching system, method, and terminal. Through an operation data acquisition module, it acquires the current user's operation data; through a scenario construction module, it constructs a nuclear medicine emergency response simulation scenario in response to the current user's learning or assessment needs; and through an interactive response module, it drives designated virtual characters to perform simulated emergency response operations and updates the simulation scenario for interactive responses. Simultaneously, through a teaching guidance module, it generates multimodal emergency response operation guidelines, and through an assessment and scoring module, it performs multi-dimensional scoring of the current simulated emergency response operation, generating an emergency response simulation test assessment report. This achieves a complete "learning, practice, testing, and evaluation" teaching process, solving the technical problems of traditional teaching such as the disconnect between theory and practice, high teaching costs, lack of targeted guidance, and inaccurate assessment and evaluation.

[0147] Therefore, this application effectively overcomes the various shortcomings of the prior art and has high industrial application value.

[0148] The above embodiments are merely illustrative of the principles and effects of this application and are not intended to limit this application. Any person skilled in the art can modify or alter the above embodiments without departing from the spirit and scope of this application. Therefore, all equivalent modifications or alterations made by those skilled in the art without departing from the spirit and technical concept disclosed in this application should still be covered by the claims of this application.

Claims

1. A simulation teaching system for emergency response to nuclear medicine emergencies, characterized in that, include: The operation data acquisition module is used to acquire the current user's operation data and generate the current user's learning or assessment requirements. The scenario construction module, connected to the operation data acquisition module, is used to construct a simulation scenario for emergency response to nuclear medicine emergencies in response to the current user's learning or assessment needs. The interactive response module is connected to the operation data acquisition module and the scene construction module, respectively. It is used to drive the specified virtual character to perform simulated emergency response operations based on the user operation data, and update the nuclear medicine emergency response simulation scene for interactive response. The teaching guidance module is connected to the operation data acquisition module and the interactive response module respectively, and is used to respond to the current user's learning needs and generate multimodal emergency response operation guidelines based on the user operation data. The assessment and scoring module is connected to the operation data acquisition module and the interactive response module, respectively. It is used to respond to the current user's assessment needs, score the current simulated emergency response operation from multiple dimensions based on the user's operation data, and generate an emergency response simulation test assessment report. The method for constructing the nuclear medicine emergency response simulation scenario includes: analyzing the current user's learning or assessment needs, obtaining the nuclear medicine emergency to be simulated, defining multiple key parameters of the nuclear medicine emergency, and updating the nuclear medicine emergency to be simulated; obtaining the emergency response operation specifications and standard procedures for the nuclear medicine emergency to be simulated, generating the standard operation path for the nuclear medicine emergency to be simulated, and defining multiple key operation nodes of the standard operation path; selecting a target multidimensional nuclear medicine space model that matches the nuclear medicine emergency to be simulated from multiple pre-constructed multidimensional nuclear medicine space models, mapping each key operation node to the target multidimensional nuclear medicine space model, generating one or more emergency response operation sub-scenarios for each key operation node; and generating a nuclear medicine emergency response simulation teaching scenario based on each emergency response operation sub-scenarios.

2. The nuclear medicine emergency response simulation teaching system according to claim 1, characterized in that, The methods for constructing the multidimensional nuclear medicine spatial model include: Based on the spatial image data collected from the nuclear medicine departments of multiple hospitals, multiple virtual medical equipment models, multiple virtual item models, multiple virtual medical staff models, multiple virtual patient models, and multiple environmental space models were constructed to build multiple multidimensional nuclear medicine department spatial models. Each virtual model in the nuclear medicine department spatial model is subjected to texture mapping, lighting rendering, and scene baking operations to update the multidimensional nuclear medicine department spatial model.

3. The nuclear medicine emergency response simulation teaching system according to claim 1, characterized in that, The interactive response module includes: An operation scenario initialization unit, connected to the scenario construction module, is used to initialize the initial emergency response operation sub-scenario for loading the nuclear medicine emergency response simulation scenario; The operation event generation unit is connected to the operation data acquisition module and the operation scenario initialization unit, respectively. It is used to parse the user operation data and generate a simulated emergency response operation event when the key operation node of the current emergency response operation sub-scenario is triggered. The response decision generation unit, connected to the operation event generation unit, is used to generate emergency response decisions for the simulated emergency response operation events based on a pre-built nuclear medicine emergency response knowledge graph. The virtual model feedback unit, connected to the response decision generation unit, is used to drive one or more virtual models of the target multidimensional nuclear medicine spatial model to perform simulated emergency response operations based on the emergency response decision. An interactive animation generation unit, connected to the response decision generation unit, is used to generate an emergency response interactive animation of the simulated emergency response operation event based on the emergency response decision. The operation scenario switching unit is connected to the response decision generation unit and the operation event generation unit, and is used to load the next emergency response operation sub-scenario according to the emergency response decision.

4. The nuclear medicine emergency response simulation teaching system according to claim 3, characterized in that, The methods for generating the emergency response interactive animation of the simulated emergency response operation event include: Based on the emergency response decision, the target basic interactive animation for the simulated emergency response operation event is selected and determined from a plurality of pre-generated basic interactive animations; Based on a pre-built interactive animation generation model, the target basic interactive animation is optimized to generate the emergency response interactive animation of the simulated emergency response operation event.

5. The nuclear medicine emergency response simulation teaching system according to claim 3, characterized in that, The multimodal emergency response operation guidelines include: voice guidance, text and image guidance, dialogue guidance, and animation guidance.

6. The nuclear medicine emergency response simulation teaching system according to claim 3, characterized in that, The methods for generating the emergency response simulation test assessment report include: Based on the predefined assessment criteria for each key operation node, the simulated emergency response operation events of each key operation node are scored in multiple dimensions, and the assessment score of each simulated emergency response operation event is calculated. Based on the assessment scores of each simulated emergency response operation event, calculate the total score of the emergency response simulation test and determine the current user's emergency response capability level; Obtain multiple historical emergency response simulation test evaluation reports for the current user, and analyze the current user's progress in emergency response; Based on the predefined operating specifications and standard processing procedures for each key operation node, the simulated emergency response operation events for each key operation node are compared and analyzed to generate emergency response learning suggestions for the current user. Based on the total score of the emergency response simulation test, the emergency response capability level, the progress of emergency response, and the emergency response learning suggestions, an emergency response simulation test assessment report is generated for the current user.

7. The nuclear medicine emergency response simulation teaching system according to claim 1, characterized in that, Also includes: The human-computer interaction module, connected to the operation data acquisition module, the scene construction module, the interactive response module, the teaching guidance module, and the assessment and scoring module, includes: An input device is connected to the operation data acquisition module and is used to collect the current user's operation data and send it to the operation data acquisition module. The visual interface connects the scenario construction module, the interactive response module, the teaching guidance module, and the assessment and scoring module, respectively, and is used to visually display the nuclear medicine emergency response simulation scenario, the multimodal emergency response operation guide, and the emergency response simulation test assessment report.

8. A simulation teaching method for emergency response to nuclear medicine emergencies, characterized in that, include: Obtain the current user's user operation data and generate the current user's learning or assessment requirements; To meet the current learning or assessment needs of users, construct a simulation scenario for emergency response to nuclear medicine emergencies; Based on the user operation data, the designated virtual character is driven to perform simulated emergency response operations, and the nuclear medicine emergency response simulation scenario is updated for interactive response. In response to the current user's learning needs, a multimodal emergency response operation guide is generated based on the user's operation data; In response to the current user's assessment requirements, the current simulated emergency response operation is scored from multiple dimensions based on the user's operation data, and an emergency response simulation test assessment report is generated. The method for constructing the nuclear medicine emergency response simulation scenario includes: analyzing the current user's learning or assessment needs, obtaining the nuclear medicine emergency to be simulated, defining multiple key parameters of the nuclear medicine emergency, and updating the nuclear medicine emergency to be simulated; obtaining the emergency response operation specifications and standard procedures for the nuclear medicine emergency to be simulated, generating the standard operation path for the nuclear medicine emergency to be simulated, and defining multiple key operation nodes of the standard operation path; selecting a target multidimensional nuclear medicine space model that matches the nuclear medicine emergency to be simulated from multiple pre-constructed multidimensional nuclear medicine space models, mapping each key operation node to the target multidimensional nuclear medicine space model, generating one or more emergency response operation sub-scenarios for each key operation node; and generating a nuclear medicine emergency response simulation teaching scenario based on each emergency response operation sub-scenarios.

9. A simulation teaching terminal for emergency response to nuclear medicine emergencies, characterized in that, Memory and processor; The memory is used to store computer programs; The processor is used to execute the computer program stored in the memory so that the terminal can realize the function of the nuclear medicine emergency response simulation teaching system as described in any one of claims 1 to 7.

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