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Yiannos Demetriou

Publications and source records attributed to Yiannos Demetriou.

2 recordsLinked to original sources

A Neighborhood Attention Transformer Network for Enhanced 3D Segmentation of the Left Anterior Descending Artery

Background: Accurate segmentation of the Left Anterior Descending (LAD) artery in 3D free-breathing, non-contrast CT is critical for cardiac dose sparing in thoracic radiotherapy. The LAD is extremely small, has poor soft-tissue contrast, and varies substantially across patients; even manual contours show limited inter-observer agreement, underscoring the ambiguity of the vessel boundaries. Purpose: To develop a transformer-based framework that improves LAD delineation in low-contrast, imbalanced CT through local-global context modeling and uncertainty-guided optimization. Methods: We propose NA-UNETR, a 3D transformer-based segmentation model whose Neighborhood Attention (NA) and Dilated NA (DiNA) blocks jointly capture fine structural detail and long-range context. Given the scarcity of annotated LAD data, the model is pretrained on 1,000 CTA volumes of general coronary anatomy and fine-tuned with LoRA-based parameter-efficient adaptation on 20 free-breathing institutional CT scans. A composite Dice-Focal and Hausdorff loss, dynamically balanced via homoscedastic uncertainty, improves overlap and boundary accuracy. Results: NA-UNETR reached 45.64% Dice, 38.16 mm HD95, and 10.01 mm ASD, improving Dice by 3.10 percentage points over nnU-Net and reducing HD95 by 2.96 mm relative to Swin UNETR, with the strongest boundary accuracy among all models and improved centerline stability. On ImageCAS it achieved 79.49% Dice, 8.89 mm HD95, and 1.02 mm ASD. Ablations confirmed that residual blocks, variable kernels, and uncertainty-weighted loss each contributed. Conclusions: NA-UNETR balances local precision and global context for thin, low-contrast LAD structures, offering a computationally efficient framework for substructure-level cardiac segmentation in radiotherapy planning.

cs.CV↗

Training Spatial Ability in Virtual Reality

Background: Spatial reasoning has been identified as a critical skill for success in STEM. Unfortunately, under-represented groups often have lower incoming spatial ability. Courses that improve spatial skills exist but are not widely used. Virtual reality (VR) has been suggested as a possible tool for teaching spatial reasoning since students are more accurate and complete spatial tasks more quickly in three dimensions. However, no prior work has developed or evaluated a fully-structured VR spatial skills course. Objectives: We seek to assess the effectiveness of teaching spatial reasoning in VR, both in isolation as a structured training curriculum and also in comparison to traditional methods. Methods: We adapted three modules of an existing pencil-and-paper course to VR, leveraging educational scaffolding and real-time feedback in the design. We evaluated our three-week course in a study with $n=24$ undergraduate introductory STEM students, capturing both quantitative spatial ability gains (using pre- and post test scores on validated assessments) and qualitative insights (from a post-study questionnaire). We also compared our VR course to an offering of a baseline non-VR course (using data collected in a previous study). Results and Conclusions: Students who took our VR course had significant spatial ability gains. Critically, we find no significant difference in outcomes between our VR course (3 meetings of 120 minutes each) and a baseline pencil and paper course (10 meetings of 90 minutes each), suggesting that spatial reasoning can be very efficiently taught in VR. We observed cybersickness at lower rates than are generally reported and most students reported enjoying learning in VR.

cs.HC↗