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Biomedical visualization has a long history as a tool for education around public health. However, recent advances in our understanding of how to be more effective at communicating complex scientific ideas to a public audience necessitate a re-examination of approaches to biomedical visualization. Scientific knowledge has expanded dramatically in the twenty-first century, as has its availability beyond the scientific arena. This chapter briefly discusses the historical approaches in biomedical visualization from the perspective of Western public health. It also outlines the approach that biomedical visualization should take according to best practices in effective science communication.

Technology-enhanced learning (TEL) has been proposed as an approach to minimise the healthcare workforce shortage preventing universal healthcare coverage. Simulation-based medical education is a well-established teaching method. Little is known about effective strategies to translate in-person medical simulation teaching into a virtual world. This work aimed to review the literature on approaches to visualisation in technology-enhanced medical simulation. A systematic search strategy was optimised using three databases: Embase, MEDLINE, and APA PsycInfo. Additional papers were identified through cross-referencing. The last date of this search was 3 January 2022. The articles were analysed qualitatively. The risk of bias was assessed using ROBINS-I and RoB 2 tools. The search yielded 656 results with 9 additional papers identified through cross-referencing. Following deduplication and exclusions, 23 articles were included in a qualitative synthesis of evidence. Offline and online computer-based modules with virtual patient cases or practical skills simulations were identified as the most prevalent clinical simulation teaching modalities. Visualisation approaches included text, images, animations, videos, and 3D environments. Significant heterogeneity of study designs with a moderate risk of bias was established. Based on the current data, the virtual patient scenarios should use natural language input interfaces enriched with video and voice recordings, 3D animations, and short text descriptions to make the patient management experience more lifelike and increase knowledge retention. However, there is no agreed framework for assessing the pedagogical value of these innovations. High-quality randomised controlled trials of TEL-based clinical simulation are essential to advance the field.

Extended reality (XR) has exponentially developed over the past decades to incorporate technology whereby users can visualise, explore, and interact with 3-dimensional-generated computer environments, and superimpose virtual reality (VR) onto real-world environments, thus displaying information and data on various levels of the reality-virtuality continuum. In the context of medicine, VR tools allow for anatomical assessment and diagnosis, surgical training through lifelike procedural simulations, planning of surgeries and biopsies, intraprocedural guidance, and medical education. The following chapter aims to provide an overview of the currently available evidence and perspectives on the application of XR within medical education. It will focus on undergraduate and postgraduate teaching, medical education within Low-Middle Income Countries, key practical steps in implementing a successful XR programme, and the limitations and future of extended reality within medical education.

Law enforcement agencies often rely on practical technologies to help witnesses and victims of crimes construct likenesses of faces from memory. These 'face composites' are typically circulated to law enforcement officers and made accessible to the public in the hope that someone familiar with the depicted person will recognise their likeness and thus provide the police with a suspect. We will review methods for constructing such likenesses from memory dating back to the portrait parlé of Alphonse Bertillon (Signaletic instructions including the theory and practice of anthropometrical identification. Werner Company, 1896) and the composite images of Francis Galton (Nature 18:97-100, 1878). We will also review more modern methods, ranging from the overlay techniques of Identi-Kit (McDonald, c 1959) and Photo-Fit (Penry J. The Police Journal 43:307, 1970) to feature-based computerised composite systems such as Identi-Kit 2000, FACES, and ProMat. Most early systems were based on the common-sense notion that sectioning a face is invertible: just as a face can be sectioned into components, so it can be recreated by arrangements of sections. This assumption appears to be unwarranted. The underlying problem with earlier face systems may have been the absence of a representational or computational theory. This led in the late 1990s to the development of the so-called third-generation holistic composite systems, which are based on underlying statistical and mathematical models of face images (e.g. ID [Tredoux et al. South African Computer Journal 2006:90-97, 2006], EvoFIT [Frowd CD, Hancock PJB, & Carson D. ACM Transactions on Applied Psychology (TAP) 1:1-21, 2004a], E-FIT [Gibson et al., International Conference on Visualisation, 146-151, 2003]). A special focus of the chapter will be on these newer technologies and other recent technological innovations. Our approach will be to review (i) the methods of operation, (ii) the techniques identified by psychologists and other r