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Magnetic resonance elastography (MRE) is an MRI-based diagnostic method for measuring mechanical properties of biological tissues. MRE measurements are processed by an inversion algorithm to produce a map of the biomechanical properties. In this paper a new and powerful method (ensemble Kalman inversion with level sets (EKI)) of MRE inversion is proposed and tested. The method has critical advantages: material property variation at disease boundaries can be accurately identified, and uncertainty of the reconstructed material properties can be evaluated by consequence of the probabilistic nature of the method. EKI is tested in 2D and 3D experiments with synthetic MRE data of the human kidney. It is demonstrated that the proposed inversion method is accurate and fast.

Las reformas europeas universitarias han transformado las maneras de enseñar y aprender en la Educación Superior. Las voces de los docentes sobre su práctica educativa relevan qué modelos educativos desarrollan en sus aulas y evidencian la efectividad de las reformas políticas. Este artículo investiga, desde una perspectiva interdisciplinar, sobre cómo enseñan los docentes noveles universitarios. Se adopta un enfoque cualitativo que analiza reflexiones de los participantes a través del soporte informático AQUAD. Los resultados manifiestan que el profesorado novel aboga por un modelo centrando en los contenidos teóricos. Sin embargo, se identifican diferencias en torno a los métodos docentes y el sistema de evaluación en función del área de conocimiento. Las principales conclusiones evidencian la importancia de continuar indagando acerca del pensamiento de los noveles universitarios, pues son la piedra angular de las nuevas generaciones y sus reflexiones contribuyen a sistematizar los programas de formación pedagógica del profesorado novel en la Educación Superior. European university reforms have transformed the ways of teaching and learning in Higher Education. Teachers’ voices about their educational practice reveal what educational models they develop in their classrooms and demonstrate the effectiveness of political reforms. This article investigates, from an interdisciplinary perspective, on how new university teachers teach. A qualitative approach is adopted that analyzes the reflections of the participants through the AQUAD computer support. The results show that the new teaching staff advocates a model focusing on theoretical content. However, differences are identified around teaching methods and the evaluation system depending on the area of knowledge. The main conclusions show the importance of continuing to inquire about the thinking of the new university students, since they are the cornerstone of the new generations and their reflections help to systematize the pedagogical training programs for new teachers in Higher Education.