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Telemedicine has the potential to provide greatly increased access to medical training, consultation and care for individuals and populations located in remote regions of the Earth. In order for this to happen, telemedicine relies on delivery of high quality video over bandwidth limited internet connections. Methods of video encoding to accommodate these connections reduce the perceptual quality of telemedical video, reducing its clinical or educational impact. This thesis aims to understand how changes in bitrate, frame rate and frame size affect the perceptual quality of telemedical video through studies of objective and perceptual quality of two types of medical simulation video. H.264/AVC encoding was used to encode two medical simulation videos with varying bitrates, frame rates and frame sizes. Objective frame image quality tests and subjective video quality tests were performed on the resulting videos. It was observed that the objective frame image quality, as measured by the Structural Similarity (SSIM), is linearly related to the number of pixels per bit of the encoded video. It was also determined that perceptual quality of these videos was dependent primarily on the frame rate and frame image quality of the encoded video. Models are proposed from the results of each type of video showing how perceptual quality can be determined by the parameters chosen to encode a video (maximum bitrate, frame rate and frame size). The models proposed are unique for the type and purpose of video under investigation as well as the encoding method used. The models created will be useful to encode video for transmission over limited bandwidth networks while maintaining diagnostic and education quality. Thesis Master of Applied Science (MASc)

The act of engineering is synonymous with design. It is a skill that is inherently understood by experienced engineers, but also one of the most difficult topics to teach. For many years, Engineering Design and Graphics has been a required first year course for all engineering students at McMaster University. The course has taught hand-sketching, 3D solid modeling, system simulation, 3D rapid prototyping, and culminated in a design project in gear train design that requires a combination of the core course topics. Students chose their own three-member teams, and lab sections were randomly assigned one of three modalities for completion of the design project: Simulation (SIM) where they produced and verified a design using a simulation tool, Prototyping (PRT) where they used a 3D printer to create a working plastic model of a design, or Simulation and Prototyping (S+P) where they used both tools to complete a design. The design process used in the project represents Kolb's Experiential Learning Cycle (through Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation) as well as Bloom's Taxonomy providing opportunities for Cognitive, Affective and Psychomotor skill development. This study examines student self-efficacy and performance outcomes between design project modalities that include simulation and 3D printing. It is hypothesized that students who complete a design project using the Simulation and Prototyping (S+P) modality will show the highest scores in both categories. To measure self-efficacy, a new scale for Engineering Design Self-Efficacy was developed and validated. The project groups were surveyed before and after the completion of the design project. Data collected as part of the study included project individual, project group, and project total grades as well as final course grades. Statistical analysis for survey and performance data was completed using ANOVA to test for differences between the modalities. Results indicated an overall increase in self-efficacy from the start of term to the end of term for all design project modalities. Performance scores for project group and project total grade were highest for students in the Simulation (SIM) modality. There were no significant differences between the modalities for self-efficacy, project individual grade, final exam or final course grade. Based on the findings, engineering course designers with the goal of increasing self-efficacy, professional engagement, and performance should consider supplementing courses with experiential learning exercises such as simulation and prototyping. This study will be relevant for engineering course designers and instructors looking to add simulation or rapid prototyping to first-year engineering design courses. Master of Applied Science (MASc)