Name: bridging the technology divide in the covid-19 era: using virtual outreach to expose middle and high school students to imaging technology
Uploaded: 2022-09-28T12:30:00.000+00:00
Duration: 9 min 55 s
Description: Watch this Scientific Journal Video about Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology at JoVE.com

This research was supported by a Science Education Partnership Award (SEPA) grant from the National Institute for General Medical Sciences (NIGMS) at the National Institute of Health (NIH) under award # R25GM129617. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. UAMS College of Medicine funds were used to purchase some of the equipment used in this study (e.g., the anatomy visualization table and the clinical ultrasound laptop device).

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The authors have no conflicts of interest to disclose.

Federal grant-funded STEM outreach activities utilizing portable imaging technology resources available at the author&#39;s university were used to provide in-person, small-group, hands-on STEM sessions for middle through high school students. These efforts align with and bolster the already rich, university-sponsored K-12 STEM pipeline activities that are designed to increase the diversity of students entering STEM fields in Arkansas. The restrictions to campus access that arose in response to the COVID-19 pandemic forced everyone to reimagine hands-on STEM activities as virtual outreach events. Although small-group, hands-on interaction with technology should always be the goal for recruiting students into STEM fields, the use of virtual outreach sessions can help to broaden participation and bridge the divide in access to imaging technology. The research team in this study simply recruited students and teachers through online postings, existing community contacts, and through working with the University diversity affairs office.
Broadening participation is especially important in a rural state such as Arkansas. Medical schools are an important resource for modern imaging technology that can be used in virtual outreach settings to increase teacher and student knowledge of STEM concepts. The STEM outreach team in this project benefited from university investment of significant funds to obtain state-of-the-art ultrasound and CT imaging equipment (e.g., the anatomy visualization table) dedicated for educational activities. A federally funded grant supplemented these technologies with the purchase of wireless EEG headsets and associated software packages that allow for imaging of the localization of EEG activity. Models and anatomical specimens were incorporated in each session since the anatomical sciences form the foundation for understanding the images obtained using modern imaging modalities such as ultrasound and CT imaging. The protocol outlined in this paper provides details on how a minimal investment in some key, additional, broadcast-related equipment will allow professional-looking livestreaming of these imaging technology resources in virtual, STEM-focused outreach events that will captivate and engage students.
The purchasing of high-quality video cameras, some switchers, and accessory items and the availability of other laptop computers allowed the team to provide high-quality video feeds for virtual outreach sessions. In the protocol described in this paper, six separate cameras were used in the outreach sessions (three for the ultrasound scanning, two for the anatomical specimen and model station, and one for the anatomy visualization CT imaging station). A high-quality transmission is important to maintain student interest, especially since the students will likely be watching the presentation on their classroom smart board or projector screen, both of which will likely result in a decrement in overall image quality. Lighting is important, but high-quality cameras may obviate the need for additional photographic lights.
The video switcher and multiple cameras are the most essential pieces of the system since they allow for the PIP capability. Replacing the built-in laptop computer video camera with the video switcher input provides the advantage that a larger portion of the screen is utilized for the livestreaming than would occur if the video presentation software was simply screen-shared in a live input from these technologies alongside the presenter camera. Studies have shown that live-composite video lectures where the lecturer&#39;s image is combined with slides or other content result in a better subjective experience for the students31,32. A separate high-quality mobile microphone will enhance the auditory experience and will be required if the presenter is moving from station to station during the session at distances remote from the actual laptop being used to broadcast the virtual session.
A medical ultrasound laptop with HDMI output is required to provide a high-quality image for the virtual video platform broadcast. Commercially available 3D anatomy imaging tables such as the one used in the present protocol are a great resource that is available at many medical schools but are beyond the reach of most middle schools and high schools. The table used in this protocol has a virtual VH dissector program (not described in this paper) that allows for 3D and cross-sectional views of anatomy, which are useful in providing students with a reference point for understanding the anatomy that will be shown through ultrasound and CT imaging. The anatomy visualization table is connected to an Education Portal containing hundreds of cases of CT and MRI scans from real patients, which provides a perfect clinical focus for students. This allows the presenters to tie the CT imaging of the body organs with the US imaging and anatomical specimen demonstrations of the same organs. For example, using the CT views of the heart in different planes will help the students mentally construct a 3D image of the heart and its relationship to other organs like the lungs. Providing students access to an annotated list of free, online CT imaging resources will provide them with a way to re-engage on their own with the technology after the session.
One of the more important resources of a medical school is its faculty and students, which can serve as professional STEM role models. The availability of the faculty for STEM outreach events is always an issue given the ongoing competing needs at a medical school campus. A cadre of the core faculty forms the basis of the STEM outreach team, but this team sometimes also includes near-peer presenters when possible (e.g., Figure 3). Although one person can potentially handle the entire virtual broadcast with intermittent interruptions to change the camera angles and video switcher settings, it is preferable to have one dedicated staff member to handle the video switcher and video platform broadcast program, which allows the presenter to focus on the virtual outreach content. The switching of roles is easy to accomplish behind the scenes when the summary slides are being broadcast to the participants. It is highly recommended that a third person monitor the chat bar if students are individually signing in to the outreach session. Having someone whose role is simply to monitor the chat bar and answer individual questions or interrupt the broadcast to ask anonymous questions is very helpful to engage quiet students. Middle and high school students, in particular, may not want to ask questions in large group settings, especially in what can be an impersonal virtual environment. A friendly message sent to all participants at the beginning of the session by the chat bar monitor establishes a safe place for students to ask questions. The chat bar monitor can even log on remotely to reduce congestion in the broadcast room.
One of the major challenges to successfully conducting a virtual outreach session is the lack of personal interactions and the ability to gauge student interest by seeing their faces. It takes time for the presenter to get used to not seeing the participants since the monitors are there to provide the presenter with the broadcast image and not the group of participant viewers. The presenter must rely upon the behind-the-scenes staff to monitor the session to get a feel for the level of student engagement and what might need to be changed for next time. Success in capturing the students&#39; attention is evident when they lean forward in their chairs to seemingly get a better view. Intermittently asking for questions from the audience (e.g., just after the station summary slides) allows students time to process and reflect upon what they just learned. The student comments and teacher evaluation data provided in this paper support the conclusion that these types of virtual outreach sessions are effective in exposing students to new STEM and imaging technology content and provide students with a positive learning environment. These findings are in agreement with the results of other studies, which report that virtual outreach programs conducted during the pandemic can engage students just as much as in-person activities, allow for greater participation of students in STEM enrichment programs, and provide an avenue for building relationships between STEM professionals and students33,34,35.
This paper has provided an outline of the equipment needed to use imaging resource technologies that may be available in a medical school setting to provide virtual technology-focused outreach activities to stimulate student interest in STEM fields. A small investment in equipment, such as a few high-quality 4K cameras, and other accessory items, such as the video broadcast switcher, can effectively increase the interactive feel of the presentations and lead to visually pleasing virtual presentations that promote student engagement. Demonstrating live ultrasound scanning of a person, rotating 3D CT reconstructions of the body, and providing real-time EEG recording of brain activity help stimulate the STEM interests of middle and high school students. They also provide ways to counteract differences in access that rural students may have for resources at a regional medical school and for the loss of access by all students during the COVID-19 pandemic-associated restrictions.

Medical school-sponsored K-12 pipeline programs for STEM exist because the low representation by underrepresented minorities (URMs) in the medical profession mirrors the lack of diversity in other STEM fields. The lack of diversity among researchers and health care professionals can contribute to health disparities. Many health care workers do not resemble the patients they serve, which can leave the patients feeling excluded1. Nationally, URMs represent 37% of the US population2 but only account for 7%-10% of professional school faculties3,4,5. The need for a diverse, culturally competent health care workforce is of primary importance in identifying, addressing, and eventually reducing health disparities. Diversity in the health professions can address health disparities through research dedicated to diseases with a disproportionate impact on racial and ethnic minorities and by helping increase the number of physicians willing to serve in typically underserved communities6.
There are a number of factors that impede URM students from enrolling in and successfully completing STEM degrees. These barriers include a small applicant pool due to reduced rates of completion of high school7, significantly lower completion rates of STEM majors in college and obtaining of advanced master&#39;s or doctoral degrees8, less persistence in school9,10 and lower overall graduation rates11, reduced exposure to high-level curricula and less qualified teachers in their communities12, and even differences in preferred learning styles in school (e.g., URMs prefer small-group, hands-on activities vs. lectures)13,14. It is well known that early educational encounters are extremely important in shaping the long-term educational experiences of URM students, who typically come from educational environments that are not supportive of, and are even indifferent to, minority students. Most URMs do not have a STEM role model in their extended family or even their local community. Recent studies have indicated that early exposure to STEM outreach programs is positively associated with establishing a STEM identity and seems to stimulate student interest in STEM15,16,17,18.
As the only allopathic academic medical center in the rural state of Arkansas, which has one of the highest rates of poverty in the US19, the author&#39;s university and its Division of Diversity, Equity and Inclusion has, over the years, established a robust K-12 pipeline to support the recruitment of URMs into its programs. Mentoring students at an early age has been shown to be an effective strategy in recruitment, retention, and graduation efforts. Pipeline programs at undergraduate schools across the nation have shown some successes in this regard (e.g., increased URM populations applying for medical schools6). Pipeline programs targeting middle and high school students have also shown some early signs of success20,21,22. Early intervention efforts to stimulate student interest in STEM can lead to diversity in the students interested in STEM-related fields and careers, which can lead to an increase in the number and diversity of high school students who enter college, choose a STEM major, and pursue a graduate degree in biomedical sciences and/or a health profession degree.
COVID-19 has caused many disruptions to K-12 education, including restrictions on access to medical campus facilities for middle and high school students and an interruption of in-person outreach visits to local schools. The pandemic has forced many STEM outreach providers to reimagine themselves from a paradigm design based on small-group, hands-on, focused approaches to one that involves virtual outreach23,24,25. The challenges that accompanied this change included the loss of personal interactions, the loss of hands-on interaction with technology, the lack of students&#39; ability to experience a visit to a medical school campus and its facilities in person, and fatigue with online learning platforms26. These challenges can be partially offset by the opportunities of providing virtual outreach, which include a chance to broaden participation and bridge the technological divide through exposing students across the state to sophisticated imaging technology not available in their classrooms.
Medical schools are an important resource for advanced imaging technologies and other commercially available educational technologies that are beyond the normal budget of middle and high school classrooms. Ultrasound is an excellent imaging modality for middle and high school students because it allows for peering inside the human body in real time. This can be very engaging for students, even when the presentation is virtual. In the USA, national science standards include learning about the properties of waves in middle and high school science classes26. Demonstrating ultrasound and its use in medical imaging is a great way to tie the outreach session to classroom lessons. Nothing can capture the attention of students more than the live scanning of a person&#39;s body, especially something that is moving-the heart, the contraction of a muscle, or peristalsis of the gastrointestinal tract. Access to X-ray and computerized tomography (CT) imaging technologies for STEM outreach events is not possible because of the high cost of the equipment, busy clinical use schedules, and safety issues.
Fortunately, there are different anatomy visualization imaging tables that are becoming widely available as a resource on medical school campuses28. These tables have databases of CT images obtained from real human patients that can be shown to students, including with 3D reconstruction capability. Middle and high school students will also be familiar with the electromagnetic spectrum (e.g., X-rays, light, infrared), which is included in the national science standards, so the use of this type of imaging technology again ties quite nicely into what they are learning in the classroom. Access to medical-quality electroencephalography (EEG) equipment for use in virtual STEM outreach events is difficult even in the medical school setting and would require skilled staff to prepare the subject for EEG recording. Relatively low-cost, commercially available headsets might not be available to individual middle or high school classrooms but are certainly within the realm of a medical school STEM outreach budget. These commercially available wireless headsets require minimal time to set up and offer software packages that allow for visual imaging of the EEG activity in the brain, which is ideal for the middle and high school target audience that is unfamiliar with this brain activity imaging modality.
Conducting effective virtual STEM outreach sessions requires more than a laptop computer, a camera, and a web-based video platform. The basic desktop or laptop computer will need to be supplemented with a variety of other equipment to enhance the experience and provide a high-quality, professional-looking broadcast. This paper describes an integrated three-station approach that has been used to provide synchronous, web-based, virtual outreach activities that include advanced imaging such as ultrasound and CT imaging, as well as the visualization of EEG activity localization in the brain.

<table><tbody><tr><td>4-port HDMI switcher</td><td>Iogear</td><td>IOGHDSW4K4</td><td>https://www.bhphotovideo.com</td></tr><tr><td>4K video camera</td><td>Canon VIXIA HDG50</td><td>CAHFG50</td><td>High quality 4K resolution video camera</td></tr><tr><td>Accessory microphone</td><td>Samson Meteor Mic</td><td></td><td></td></tr><tr><td>ATEM Mini Pro video switcher</td><td>Black Magic</td><td>BLSWATEMMP</td><td>https://www.blackmagicdesign.com</td></tr><tr><td>Ball head camera mount</td><td>Glide Gear</td><td>GG-33</td><td>https://www.bhphotovideo.com</td></tr><tr><td>Brain Viz software</td><td>Emotiv</td><td></td><td>https://www.emotiv.com</td></tr><tr><td>Dell laptop computer</td><td>Dell</td><td>13&amp;rdquo; Dell XPS laptop</td><td></td></tr><tr><td>Emotiv Pro software</td><td>Emotiv</td><td></td><td>https://www.emotiv.com</td></tr><tr><td>Excel (for MAC)</td><td>Microsoft</td><td>v. 16.16.27</td><td>Data analysis</td></tr><tr><td>High Speed HDMI cable with ethernet-15 foot</td><td>Pearstone</td><td>PEHDA-15</td><td>https://www.bhphotovideo.com</td></tr><tr><td>MacBook Air</td><td>Apple</td><td>13&quot;, 1.8 GHz Intel Core i5, 8 GB 1600 MHz DDR3</td><td>https://www.apple.com/macbook-air/</td></tr><tr><td>Mini UpDownCross converter</td><td>BlackMagicDesign</td><td>BLMCUDCHD</td><td>https://www.blackmagicdesign.com</td></tr><tr><td>mini HDMI to HDMI converter</td><td>Liberty AV Solutions</td><td>AR-MCHM-HDF</td><td>https://www.bhphotovideo.com</td></tr><tr><td>Overhead camera/light studio rig</td><td>Proaim</td><td>P-OHLR-01</td><td>https://www.bhphotovideo.com</td></tr><tr><td>PC laptop</td><td>Dell</td><td></td><td>https://www.dell.com</td></tr><tr><td>ProTeam massage table</td><td>Hausmann</td><td>7650</td><td></td></tr><tr><td>R Studio</td><td>R Studio PBC</td><td>2021.09.0</td><td>Data analysis</td></tr><tr><td>Remote slide advancer</td><td>Logitech</td><td>Spotlight presentation remote</td><td></td></tr><tr><td>SECTRA table</td><td>Touch of Life Technologies</td><td></td><td>https://www.toltech.net; Cases [S003, 2099, U010)</td></tr><tr><td>sheep, pig, and cow hearts</td><td>Carolina Biological</td><td>Perfect Solution Preserved</td><td>https://www.carolina.com</td></tr><tr><td>TVN Viewer Software</td><td>GlavSoft LLC</td><td></td><td>Part of TightVNC</td></tr><tr><td>Ultrasound laptop device</td><td>GE</td><td>NextGen LOGIQe laptop/cart</td><td>https://logiq.gehealthcare.com</td></tr><tr><td>Universal adjustable tripod</td><td>Magnus</td><td>MAVT300</td><td></td></tr><tr><td>USB3.0 to Gigabit Ethernet adapter</td><td>Insignia</td><td></td><td></td></tr><tr><td>wireless controller</td><td>Canon</td><td>WL-D89</td><td></td></tr><tr><td>Wireless EEG headset</td><td>Emotiv</td><td>EPOC X</td><td>https://www.emotiv.com</td></tr><tr><td>ECG package</td><td>GE</td><td>3 lead USB-ECG unit</td><td></td></tr><tr><td>ZOOM software</td><td>Zoom</td><td>version 5.10.1</td><td>Zoom.us</td></tr></tbody></table>

bridging the technology divide in the covid-19 era: using virtual outreach to expose middle and high school students to imaging technology

Increasing the diversity of students choosing careers in science, technology, engineering, and mathematics (STEM) fields is an area of intense focus across the USA, especially in kindergarten through 12th grade (K-12)-focused pipeline programs in medical schools. A diverse STEM workforce contributes to better problem-solving and equity in health care. Two of the many major barriers for rural students are the lack of sufficient STEM role models and limited access to technology in the classroom. Medical schools often serve as an important resource for students in the local community who can easily gain access to STEM professionals and modern technology through on-campus, sponsored events and STEM outreach to the local classrooms. However, underrepresented minority (URM) students often live in socioeconomically distressed parts of rural states such as Arkansas, where access to STEM role models and technology is limited. Virtual learning in the COVID-19 era has proven that the imaging technology resources of a medical school can be harnessed to reach a wider audience, especially students living in rural areas far from the medical school campus.

Watch this Scientific Journal Video about Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology at JoVE.com

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

This article presents an overview of how synchronous web-based virtual outreach can be used to expose 6th-12th grade students to advanced imaging technologies such as ultrasound, computerized tomography, and electroencephalography. The paper discusses the methods and equipment needed to livestream integrated educational sessions for effective student engagement in STEM.

Increasing the diversity of students choosing careers in science, technology, engineering, and mathematics (STEM) fields is an area of intense focus ...

bridging-technology-divide-covid-19-era-using-virtual-outreach-to

Nanyang Technological University

Research

JoVE Journal

Medicine

1.6K Views.  University of Arkansas for Medical Sciences. Professionele live streaming van moderne beeldvormingstechnologieën door middel van virtuele presentaties kan de interesse van studenten in een STEM-carrière helpen bevorderen en tegelijkertijd kritieke toegang bieden tot STEM-rolmodellen. Virtuele outreach gericht op beeldvormingstechnologieën kan effectief de technologische kloof overbruggen voor studenten in landelijke gebieden. Het kan ook bijdragen aan het vergroten van het aantal studenten dat deelneemt aan STEM-gerelateerde gebieden...

Video: Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Virtual reality (VR) has shown great educational potential because it makes it possible to simulate any desired situation or event, thus playing an important role in addressing current educational challenges. Despite the unlimited learning possibilities that VR may offer, unless users are willing to apply virtual devices to education, the investment of time, money, and effort will be fruitless. It is therefore crucial to assess the educational interest of the first generation of VR users and to identify their current needs. To this end, in this study we designed an online questionnaire and applied it through the SaaS (Software as a service) of a private server. The sample consisted of 117 early VR adopters recruited via a main portal of communication and information technologies in Spain. In order to engage participants, we posted a thread in the main forum, which is dedicated to the advances and potential uses of VR. Once the responses were gathered, we analyzed the relationship between 12 variables (mean contrasts with Snedecor&#39;s F, and contingency analysis with chi-square and Sommer&#39;s d). The results showed that the current profile of a VR user is a male over 35 years old, with university studies, and who has purchased his viewer recently (&#60;1 year). As for the learning and teaching applications that these users were interested in, only 13.7% of the participants in this study use VR for educational purposes, although 28.2% were interested, indicating that perhaps the lack of applications or learning experiences may be hampering the use of VR within education. Almost half of the early adopters surveyed would like to learn using VR technology and are somehow optimistic about the relationship between VR and education, particularly those who are younger.

This article describes the profile of Spanish early adopters of virtual reality and their interests and preferences regarding learning and educational applications for this technology. To this aim, we designed an online questionnaire and interviewed 117 users of the main virtual reality forum on the Internet.

Virtual reality (VR) has shown great educational potential because it makes it possible to simulate any desired situation or event, thus playing an ...

Behavior

Interactive and Visualized Online Experimentation System for Engineering Education and Research

Experimentation is crucial in engineering education. This work explores visualized experiments in online laboratories for teaching and learning and also research. Interactive and visualizing features, including theory-guided algorithm implementation, web-based algorithm design, customizable monitoring interface, and three-dimensional (3-D) virtual test rigs are discussed. To illustrate the features and functionalities of the proposed laboratories, three examples, including the first-order system exploration using a circuit-based system with electrical elements, web-based control algorithm design for virtual and remote experimentation, are provided. Using user-designed control algorithms, not only can simulations be conducted, but real-time experiments can also be conducted once the designed control algorithms have been compiled into executable control algorithms. The proposed online laboratory also provides a customizable monitoring interface, with which users can customize their user interface using provided widgets such as the textbox, chart, 3-D, and camera widget. Teachers can use the system for online demonstration in the classroom, students for after-class experimentation, and researchers to verify control strategies.

This work describes an online experimentation system that provides visualized experiments, including the visualization of theories, concepts, and formulas, visualizing the experimental process with three-dimensional (3-D) virtual test rigs, and visualizing the control and monitoring system using widgets such as charts and cameras.

Experimentation is crucial in engineering education. This work explores visualized experiments in online laboratories for teaching and learning and also ...

Engineering

A Virtual Simulation Experiment of Mechanics: Material Deformation and Failure Based on Scanning Electron Microscopy

This work presents a set of comprehensive virtual experiments to detect material deformation and failure. The most commonly used pieces of equipment in mechanics and material disciplines, such as a metallographic cutting machine and a high-temperature universal creep testing machine, are integrated into a web-based system to provide different experimental services to users in an immersive and interactive learning environment. The protocol in this work is divided into five subsections, namely, the preparation of the materials, molding the specimen, specimen characterization, specimen loading, nanoindenter installation, and SEM in situ experiments, and this protocol aims to provide an opportunity for users regarding the recognition of different equipment and the corresponding operations, as well as the enhancement of laboratory awareness, etc., using a virtual simulation approach. To provide clear guidance for the experiment, the system highlights the equipment/specimen to be used in the next step and marks the pathway that leads to the equipment with a conspicuous arrow. To mimic the hands-on experiment as closely as possible, we designed and developed a three-dimensional laboratory room, equipment, operations, and experimental procedures. Moreover, the virtual system also considers interactive exercises and registration before using chemicals during the experiment. Incorrect operations are also allowed, resulting in a warning message informing the user. The system can provide interactive and visualized experiments to users at different levels.

This work presents a three-dimensional virtual simulation experiment for material deformation and failure that provides visualized experimental processes. Through a set of experiments, users can become familiar with the equipment and learn the operations in an immersive and interactive learning environment.

This work presents a set of comprehensive virtual experiments to detect material deformation and failure. The most commonly used pieces of equipment in ...

Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering

The COVID-19 pandemic has changed many industries, empowering some sectors and causing many others to disappear. The education sector is not exempt from major changes; in some countries or cities, classes were taught 100% online for at least 1 year. However, some university careers need laboratory practices to complement learning, especially in engineering areas, and having only theoretical lessons online could affect their knowledge. For this reason, in this work, a mixed reality system called mixed reality for education (MRE) was developed to help students develop laboratory practices to complement online classes. An experiment was carried out with 30 students; 10 students did not use MRE, 10 used MRE, and 10 more used MRE with teacher feedback. With this, one can see the advantages of mixed reality in the education sector. The results show that using MRE helps to improve knowledge in engineering subjects; the students obtained qualifications with grades 10% to 20% better than those who did not use it. Above all, the results show the importance of feedback when using virtual reality systems.

Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

In this work, a mixed reality system called MRE was developed to help students develop laboratory practices complementing online classes. An experiment was carried out with 30 students; 10 students did not use MRE, 10 used MRE, and 10 more used MRE with teacher feedback.

The COVID-19 pandemic has changed many industries, empowering some sectors and causing many others to disappear. The education sector is not exempt from ...

WebVR-Based Virtual Reality Laboratory System for Immersive Online Experiments

Online Virtual Reality Networked Control Laboratory Applied in Control Engineering Education

Online laboratories play an important role in engineering education. This work discusses a WebVR-based virtual laboratory system. The user enters the simulated laboratory environment through a virtual reality (VR) device and interacts with the experimental equipment, similar to hands-on experiments in a physical laboratory. In addition, the proposed system allows users to design their own control algorithms and observe the effects of different control parameters to enhance their understanding of the experiment. To illustrate the features of the proposed virtual laboratory, an example is provided in this paper, which is an experiment on a double inverted pendulum system. The experimental results show that the proposed system allows users to conduct experiments in an immersive and interactive manner and provides users with a complete experimental process from principal design to experimental operation. A solution is also provided to change any virtual laboratory into a WebVR-based virtual laboratory for education and training.

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

This study describes a WebVR-based online virtual reality (VR) laboratory system that provides users with immersive and interactive experimentation capabilities supported by VR devices. The proposed system not only helps to enhance the realism of user participation in online experiments but is also applicable to a wide range of online laboratory frameworks.

Online laboratories play an important role in engineering education. This work discusses a WebVR-based virtual laboratory system. The user enters the ...

Virtual Reality-3D Modeling for Minimally Invasive Neuro-Interventional Planning

Pioneering Patient-Specific Approaches for Precision Surgery Using Imaging and Virtual Reality

Endovascular treatment of complex vascular anomalies shifts the risk of open surgical procedures to the benefit of minimally invasive endovascular procedural solutions. Complex open surgical procedures used to be the only option for the treatment of a myriad of conditions like pulmonary and aortic valve replacement as well as cerebral aneurysm repair. However, due to advancements in catheter-delivered devices and operator expertise, these procedures (along with many others) can now be performed through minimally invasive procedures delivered through a central or peripheral vein or artery. The decision to shift from an open procedure to an endovascular approach is based on multi-modal imaging, often including 3D Digital Imaging and Communications in Medicine (DICOM) imaging datasets. Utilizing these 3D images, our lab generates 3D models of the pathologic anatomy, thereby allowing the pre-procedural analysis necessary to pre-plan critical components of the catheterization lab procedure, namely, C-arm positioning, 3D measurement, and idealized road-map generation. This article describes how to take segmented 3D models of patient-specific pathology and predict generalized C-arm positions, how to measure critical two-dimensional (2D) measurements of 3D structures relevant to the 2D fluoroscopy projections, and how to generate 2D fluoroscopy roadmap analogs that can assist in proper C-arm positioning during catheterization lab procedures.

Author Spotlight: Segmentation and VR for Advanced Neurovascular Interventions

Advancements in endovascular treatment have replaced complex open surgical procedures with minimally invasive options, like valve replacement and aneurysm repair. This paper proposes using three-dimensional (3D) modeling and virtual reality to aid in C-arm positioning, angle measurements, and roadmap generation for neuro-interventional catheterization lab procedural planning, minimizing procedure time.

Endovascular treatment of complex vascular anomalies shifts the risk of open surgical procedures to the benefit of minimally invasive endovascular ...

Training Novices in POCUS for Vascular Cannulation Using Simulation Models

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

The use of point-of-care ultrasound (POCUS) has shown to be a beneficial non-invasive vascular access assessment method by clinicians, which can provide critical elements of visual and measurable information that proves to be useful in the context of vascular access cannulation, in combination with the practical skill of the clinician performing the cannulation. However, the use of POCUS in this context is to practically train and enable individuals who are novices in using this technique to become proficient in performing this task subsequently on patients in a careful and successful way. The simulation of these vascular conditions may be useful to help healthcare professionals learn, understand, apply, and establish such practical skills for vascular cannulation safely to achieve the desired outcomes. This project intended, through the attendance of a half-day workshop, to establish skills to use POCUS in connection with simulation models and perform specific tasks to enable clinicians to use this method in their clinical practice for vascular access cannulation in patients. A mixed-methods longitudinal study design was used to evaluate the effect of a point-of-care ultrasound workshop for peripheral intravenous cannula insertion, including specific tasks for the participants to be performed on simulation models. A total of 81 individuals participated in 11 half-day workshops through 2021 and 2022. Offering a workshop that uses simulation models in combination with various POCUS devices is useful in establishing this newly learned skill in clinicians, such as measurements of depth, caliper, and direction of a vein with POCUS prior to cannulation providing essential anatomical facts to the operator, which increases the likelihood of first-time success in cannulation.

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

The present protocol describes an ideal solution to train novices in the use of point-of-care ultrasound devices for the practical clinical skill of visually assessing distinct individual anatomical vascular conditions prior to and during an intended venous vascular cannulation using point-of-care ultrasound in a patient.

The use of point-of-care ultrasound (POCUS) has shown to be a beneficial non-invasive vascular access assessment method by clinicians, which can provide ...

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example

Mixed reality technology and three-dimensional (3D) printing are becoming more and morecommon in the field of medicine. During the COVID-19 pandemic and immediately after the restrictions had beeneased, many innovations were implemented in the teaching of future doctors. There was also interest in immersive techniques and 3D printing technology in anatomy teaching. However, these are not common implementations. In 2023, 3D prints and holograms in mixed reality technology were prepared for classes focused on the structure of the heart. They were used to teach students, who, with the support of engineers, could learn about the detailed structure of the heart and familiarize themselves with the new technologies that support the traditional model of learning on human cadavers. Students findthis possibility to be highly valuable. The article presents the process of preparing materials for classes and further implementation possibilities. The authors see an opportunity for the development of the presented technologies in students'teaching at various levels of education and the justification for increasingly widespread implementation.

Here, we describe a protocol for constructing a heart model from scratch based on computed tomography and present it to medical students using three-dimensional (3D) printing and mixed reality technology to learn anatomy.

Mixed reality technology and three-dimensional (3D) printing are becoming more and morecommon in the field of medicine. During the COVID-19 pandemic and ...

VR Interaction Tools: 3D Cryo-ET Data Segmentation

Leveraging Virtual Reality for Immersive Segmentation and Analysis of Cryo-Electron Tomography Data

Cryo-electron tomography (cryo-ET) is a powerful technique for visualizing the ultrastructure of cells in three dimensions (3D) at nanometer resolution. However, the manual segmentation of cellular components in cryo-ET data remains a significant bottleneck due to its complexity and time-consuming nature. In this work, we present a novel segmentation workflow that integrates advanced virtual reality (VR) software to enhance both the efficiency and accuracy of segmenting cryo-ET datasets. This workflow leverages an immersive VR tool with intuitive 3D interaction, enabling users to navigate and annotate complex cellular structures in a more natural and interactive environment. To evaluate the effectiveness of the workflow, we applied it to the segmentation of mitochondria in retinal pigment epithelium (RPE1) cells. Mitochondria, essential for cellular energy production and signaling, exhibit dynamic morphological changes, making them an ideal test sample. The VR software facilitated precise delineation of mitochondrial membranes and internal structures, enabling downstream analysis of the segmented membrane structures. We demonstrate that this VR-based segmentation workflow significantly improves the user experience while maintaining accurate segmentation of intricate cellular structures in cryo-ET data. This approach holds promise for broad applications in structural cell biology and science education, offering a transformative tool for researchers engaged in detailed cellular analysis.

Cryo-electron tomography (cryo-ET) enables 3D visualization of cellular ultrastructure at nanometer resolution, but manual segmentation remains time-consuming and complex. We present a novel workflow that integrates advanced virtual reality software for segmenting cryo-ET tomograms, showcasing its effectiveness through the segmentation of mitochondria in mammalian cells.

Cryo-electron tomography (cryo-ET) is a powerful technique for visualizing the ultrastructure of cells in three dimensions (3D) at nanometer resolution. ...

Biology

Using Point of Care Ultrasound to Augment Acquisition of Physical Exam Skills: Veins and Arteries

Source: Joseph H. Donroe, Rachel Liu; Yale School of Medicine, USA
Vascular diseases make up most cases of emergency hospitalization and carry a high mortality risk. Point-of-care ultrasound or POCUS enables accurate diagnosis of these diseases and shortens the time between detection of the cause and selection of appropriate treatment strategies, thus, reducing the patient mortality rate. POCUS offers a safe, low-cost, and less invasive bedside tool for examining arteries and veins, besides its many other applications.
For learners, the anatomical difference between arteries and veins can also be better understood with the help of POCUS. Arteries are thicker walled and pulsatile; veins are thinner walled, may have valves, and collapse when compressed.
Arteries may be difficult to palpate if they are deeper, have reduced blood flow, or a practitioner does not know the anatomic landmarks or is inexperienced. During an examination, while palpation enables an understanding of the intensity, symmetry, and rhythm of blood flow, POCUS can provide exact information on the underlying anatomy and location of the blood vessels. For example, the dorsalis pedis is a major artery that runs over the dorsal foot. It can become impalpable if the flow is obstructed. In such a condition, POCUS can help to detect the absence of blood flow.&#160;
Consider the internal jugular vein or IJV, which drains venous blood from the brain and superficial veins of the face and finally delivers the blood to the right atrium of the heart. Visualization of the internal jugular vein under ultrasound can improve inspection for jugular venous distension.
Among the arteries, the aorta is the main artery that carries oxygenated blood from the heart and branches off to deliver blood to the rest of the body. The portion of the aorta that passes through the abdomen, from the diaphragm to the umbilical area, is known as the abdominal aorta. The abdominal aorta is examined using POCUS to diagnose life-threatening conditions such as abdominal aortic aneurysm&#8212; a swelling in the aorta, or aortic dissection&#8212; a tear in the artery.&#160;
The conceptual knowledge of the vascular system combined with the technical skills of using palpation and ultrasound can help make life-saving diagnoses during physical examination.
In this video, we will demonstrate how to use POCUS to facilitate learning the examination of veins and arteries.

Source: Joseph H. Donroe, Rachel Liu; Yale School of Medicine, USA
Vascular diseases make up most cases of emergency hospitalization and carry a high ...

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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