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).

<ol>
	<li>Sullivan, L. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Missing+persons:+Minorities+in+the+health+professions,+a+report+of+the+Sullivan+Commission+on+Diversity+in+the+Health+Workforce.">Missing persons: Minorities in the health professions, a report of the Sullivan Commission on Diversity in the Health Workforce.</a> Digital repository at the University of Maryland. , (2004).</li><li>QuickFacts, United States. United States Census Bureau Available from: <a target="_blank" href="https://www.census.gov/quickfacts/US">https://www.census.gov/quickfacts/US</a> (2022)</li><li>Diversity Facts and Figures 2019. The Association of American Medical Colleges Available from: <a target="_blank" href="https://www.aamc.org/data-reports/workforce/report/diversity-facts-figures">https://www.aamc.org/data-reports/workforce/report/diversity-facts-figures</a> (2019)</li><li>Smedley, B. D., Butler, A. S., Bristow, L. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. , (2004).</li><li>IHS Markit Ltd. The complexities of physician supply and demand: Projections from 2018 to 2033. Association of American Medical Colleges Available from: <a target="_blank" href="https://www.aamc.org/media/45976/download">https://www.aamc.org/media/45976/download</a> (2020)</li><li>Diversity in Medical Education: AAMC Facts &amp; Figures 2016. American Association of Medical Colleges Available from: <a target="_blank" href="https://www.aamcdiversityfactsandfigures2016.org">https://www.aamcdiversityfactsandfigures2016.org</a> (2016)</li><li>2010 Census Urban and Rural Classification and Urban Area Criteria. United States Census Bureau Available from: <a target="_blank" href="https://www.census.gov/programs-surveys/geography/guidance/geo-areas/urban-rural/2010-urban-rural.html">https://www.census.gov/programs-surveys/geography/guidance/geo-areas/urban-rural/2010-urban-rural.html</a> (2021)</li><li>Minorities in higher education. Twenty-fourth status report. 2011 supplement. American Council on Education Available from: <a target="_blank" href="https://www.acenet.edu/Documents/Minorities-in-Higher-Education-Twenty-Fourth-Status-Report-2011-Supplement.pdf">https://www.acenet.edu/Documents/Minorities-in-Higher-Education-Twenty-Fourth-Status-Report-2011-Supplement.pdf</a> (2011)</li><li>Degrees of success: Bachelor's degree completion rates among initial STEM majors. Higher Education Research Institute Available from: <a target="_blank" href="https://heri.ucla.edu/nih/downloads/2010-Degrees-of-Success.pdf">https://heri.ucla.edu/nih/downloads/2010-Degrees-of-Success.pdf</a> (2010)</li><li>1999-2000 SMET retention report: The retention and graduation rates of 1992-98 entering science, mathematics, engineering and technology majors in 119 colleges and universities. University of Oklahoma Available from: <a target="_blank" href="https://www.worldcat.org/title/1999-2000-smet-retention-report-the-retention-and-graduation-rates-of-1992-98-entering-science-mathematics-engineering-and-technology-majors-in-119-colleges-and-universities/oclc/47033104">https://www.worldcat.org/title/1999-2000-smet-retention-report-the-retention-and-graduation-rates-of-1992-98-entering-science-mathematics-engineering-and-technology-majors-in-119-colleges-and-universities/oclc/47033104</a> (2000)</li><li>Increasing the success of minority students in science and technology. American Council on Education Available from: <a target="_blank" href="https://www.acenet.edu/Documents/Increasing-the-Success-of-Minority-Students-in-Science-and-Technology-2006.pdf">https://www.acenet.edu/Documents/Increasing-the-Success-of-Minority-Students-in-Science-and-Technology-2006.pdf</a> (2006)</li><li>Adelman, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Answers+in+the+Tool+Box.+Academic+Intensity,+Attendance+Patterns,+and+Bachelor's+Degree+Attainment.">Answers in the Tool Box. Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment.</a> U.S. Department of Education. , (1999).</li><li>Bediako, M. R., McDermott, B. A., Bleich, M. E., Colliver, J. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Ventures+in+education:+A+pipeline+to+medical+education+for+minority+and+economically+disadvantaged+students.">Ventures in education: A pipeline to medical education for minority and economically disadvantaged students.</a> Academic Medicine. 71 (2), 190-192 (1996).</li><li>Taylor, V., Rust, G. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+needs+of+students+from+diverse+cultures.">The needs of students from diverse cultures.</a> Academic Medicine. 74 (4), 302-304 (1999).</li><li>Cohen, S. M., Hazari, Z., Mahadeo, J., Sonnert, G., Sadler, P. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Examining+the+effect+of+early+STEM+experiences+as+a+form+of+STEM+capital+and+identity+capital+on+STEM+identity:+A+gender+study.">Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study.</a> Science Education. 105 (6), 1126-1150 (2021).</li><li>Garcia, J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Building+opportunities+and+overtures+in+science+and+technology:+Establishing+an+early+intervention,+multi-level,+continuous+STEM+pathway+program.">Building opportunities and overtures in science and technology: Establishing an early intervention, multi-level, continuous STEM pathway program.</a> Journal of STEM Outreach. 4 (1), 1-10 (2021).</li><li>Maiorca, C. T., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Informal+learning+environments+and+impact+on+interest+in+STEM+careers.">Informal learning environments and impact on interest in STEM careers.</a> International Journal of Science and Mathematics Education. 19, 45-64 (2020).</li><li>Roncoroni, J., Hernandez-Julian, R., Hendrix, T., Whitaker, S. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Breaking+barriers:+Evaluating+a+pilot+STEM+intervention+for+Latinx+children+of+Spanish-speaking+families.">Breaking barriers: Evaluating a pilot STEM intervention for Latinx children of Spanish-speaking families.</a> Journal of Science Education and Technology. 30, 719-731 (2021).</li><li>Talk Poverty: Arkansas 2018. Center for American Progress Available from: <a target="_blank" href="https://talkpoverty.org/state-year-report/arkansas-2018-report/">https://talkpoverty.org/state-year-report/arkansas-2018-report/</a> (2018)</li><li>Chiappinelli, K. B., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Evaluation+to+improve+a+high+school+summer+science+outreach+program.">Evaluation to improve a high school summer science outreach program.</a> Journal of Microbiology &amp; Biology Education. 17 (2), 225-236 (2016).</li><li>Danner, O. K., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Hospital-based,+multidisciplinary,+youth+mentoring+and+medical+exposure+program+positively+influences+and+reinforces+health+care+career+choice:+&amp;#34;The+Reach+One+Each+One+Program+early+Experience&amp;#34.">Hospital-based, multidisciplinary, youth mentoring and medical exposure program positively influences and reinforces health care career choice: &amp;#34;The Reach One Each One Program early Experience&amp;#34.</a> American Journal of Surgery. 213 (4), 611-616 (2017).</li><li>Derck, J., Zahn, K., Finks, J. F., Mand, S., Sandhu, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Doctors+of+tomorrow:+An+innovative+curriculum+connecting+underrepresented+minority+high+school+students+to+medical+school.">Doctors of tomorrow: An innovative curriculum connecting underrepresented minority high school students to medical school.</a> Education for Health. 29 (3), 259-265 (2016).</li><li>Fung, E. B., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Success+of+distance+learning+2020+COVID-19+restrictions:+A+report+from+five+STEM+training+programs+for+underrepresented+high+school+and+undergraduate+learners.">Success of distance learning 2020 COVID-19 restrictions: A report from five STEM training programs for underrepresented high school and undergraduate learners.</a> Journal of STEM Outreach. 4 (3), 1-11 (2021).</li><li>Selveraj, A., Vishnu, R., Nithin, K. A., Benson, N., Mathew, A. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effect+of+pandemic+based+online+education+on+teaching+and+learning+system.">Effect of pandemic based online education on teaching and learning system.</a> International Journal of Education Development. 85, 102444 (2021).</li><li>Ufnar, J., Shepherd, V. L., Chester, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+survey+of+STEM+outreach+programs+during+COVID-19+pandemic.">A survey of STEM outreach programs during COVID-19 pandemic.</a> Journal of STEM Outreach. 4 (2), 1-13 (2021).</li><li>Fauville, G., Luo, M., Queiroz, A. C. M., Ballenson, J. N., Hancock, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Zoom+exhaustion+&amp;+fatigue+scale.">Zoom exhaustion &amp; fatigue scale.</a> Computers in Human Behavior Reports. 4, 100119 (2021).</li><li>. Next Generation Science Standards Available from: <a target="_blank" href="https://www.nextgenscience.org">https://www.nextgenscience.org</a> (2022)</li><li>SECTRA table. First-class touch and visualization. SECTRA Available from: <a target="_blank" href="https://medical.sectra.com/product/sectra-terminals/">https://medical.sectra.com/product/sectra-terminals/</a> (2022)</li><li>34;Take Your Child to Work Day - Are you Moving Fast Enough?&amp;#34;, &amp;#34;Heart presentation&amp;#34;. National Institute of General Medical Sciences. YouTube Available from: <a target="_blank" href="https://youtu.be/3JcZs4vsgW8">https://youtu.be/3JcZs4vsgW8</a> (2021)</li><li>34;Take Your Child to Work Day - Are you Moving Fast Enough?&amp;#34;, &amp;#34;Brain presentation&amp;#34;. National Institute of General Medical Sciences. YouTube Available from: <a target="_blank" href="https://youtu.be/p1zFfzzEqqQ">https://youtu.be/p1zFfzzEqqQ</a> (2021)</li><li>Rosenthal, S., Walker, Z. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Experiencing+live+composite+video+lectures:+Comparison+with+traditional+lectures+and+common+video+lecture+methods.">Experiencing live composite video lectures: Comparison with traditional lectures and common video lecture methods.</a> International Journal for the Scholarship of Teaching and Learning. 14 (1), 8 (2020).</li><li>Pi, Z., Hong, J., Yang, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Does+Instructor's+image+size+in+video+lectures+affect+learning+outcomes.">Does Instructor's image size in video lectures affect learning outcomes.</a> Journal of Computer Assisted Learning. 33 (4), 347-354 (2017).</li><li>Padma, T. V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=How+COVID+changed+schools+outreach.">How COVID changed schools outreach.</a> Nature. 594, 289-291 (2021).</li><li>Moreno, N. P., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=What+the+pandemic+experience+taught+us+about+STEM+higher+education-school+partnerships.">What the pandemic experience taught us about STEM higher education-school partnerships.</a> Journal of STEM Outreach. 4 (2), 1-8 (2021).</li><li>Michel, B. C., Fulp, S., Drayton, D., White, K. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Best+practices+to+support+early-stage+career+URM+students+with+virtual+enhancements+to+in-person+experiential+learning.">Best practices to support early-stage career URM students with virtual enhancements to in-person experiential learning.</a> Journal of STEM Outreach. 4 (3), 1-12 (2021).</li></ol>

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 border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<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&#8221; 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&#34;, 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

Research

JoVE Journal

Medicine

1.5K Views.  University of Arkansas for Medical Sciences. 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.

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

The Measurement and Treatment of Suppression in Amblyopia

Amblyopia, a developmental disorder of the visual cortex, is one of the leading causes of visual dysfunction in the working age population. Current estimates put the prevalence of amblyopia at approximately 1-3%1-3, the majority of cases being monocular2. Amblyopia is most frequently caused by ocular misalignment (strabismus), blur induced by unequal refractive error (anisometropia), and in some cases by form deprivation.
Although amblyopia is initially caused by abnormal visual input in infancy, once established, the visual deficit often remains when normal visual input has been restored using surgery and/or refractive correction. This is because amblyopia is the result of abnormal visual cortex development rather than a problem with the amblyopic eye itself4,5 . Amblyopia is characterized by both monocular and binocular deficits6,7 which include impaired visual acuity and poor or absent stereopsis respectively. The visual dysfunction in amblyopia is often associated with a strong suppression of the inputs from the amblyopic eye under binocular viewing conditions8. Recent work has indicated that suppression may play a central role in both the monocular and binocular deficits associated with amblyopia9,10 .
Current clinical tests for suppression tend to verify the presence or absence of suppression rather than giving a quantitative measurement of the degree of suppression. Here we describe a technique for measuring amblyopic suppression with a compact, portable device11,12 . The device consists of a laptop computer connected to a pair of virtual reality goggles. The novelty of the technique lies in the way we present visual stimuli to measure suppression. Stimuli are shown to the amblyopic eye at high contrast while the contrast of the stimuli shown to the non-amblyopic eye are varied. Patients perform a simple signal/noise task that allows for a precise measurement of the strength of excitatory binocular interactions. The contrast offset at which neither eye has a performance advantage is a measure of the "balance point" and is a direct measure of suppression. This technique has been validated psychophysically both in control13,14 and patient6,9,11 populations.
In addition to measuring suppression this technique also forms the basis of a novel form of treatment to decrease suppression over time and improve binocular and often monocular function in adult patients with amblyopia12,15,16 . This new treatment approach can be deployed either on the goggle system described above or on a specially modified iPod touch device15.

Amblyopia is a developmental disorder of the visual cortex that is often accompanied by strong suppression of one eye. We present a new technique for measuring and treating interocular suppression in patients with amblyopia that can be deployed using virtual reality goggles or a portable iPod Touch device.

Amblyopia, a developmental disorder of the visual cortex, is one of the leading causes of visual dysfunction in the working age population. Current ...

Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind

Audio-based Environment Simulator (AbES) is virtual environment software designed to improve real world navigation skills in the blind. Using only audio based cues and set within the context of a video game metaphor, users gather relevant spatial information regarding a building's layout. This allows the user to develop an accurate spatial cognitive map of a large-scale three-dimensional space that can be manipulated for the purposes of a real indoor navigation task. After game play, participants are then assessed on their ability to navigate within the target physical building represented in the game. Preliminary results suggest that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building as indexed by their performance on a series of navigation tasks. These tasks included path finding through the virtual and physical building, as well as a series of drop off tasks. We find that the immersive and highly interactive nature of the AbES software appears to greatly engage the blind user to actively explore the virtual environment. Applications of this approach may extend to larger populations of visually impaired individuals.

Audio-based Environment Simulator (AbES) is virtual environment software designed to improve real world navigation skills in the blind.

Audio-based Environment Simulator (AbES) is virtual environment software designed to improve real world navigation skills in the blind. Using only audio ...

Using Continuous Data Tracking Technology to Study Exercise Adherence in Pulmonary Rehabilitation

Pulmonary rehabilitation (PR) is an important component in the management of respiratory diseases. The effectiveness of PR is dependent upon adherence to exercise training recommendations. The study of exercise adherence is thus a key step towards the optimization of PR programs. To date, mostly indirect measures, such as rates of participation, completion, and attendance, have been used to determine adherence to PR. The purpose of the present protocol is to describe how continuous data tracking technology can be used to measure adherence to a prescribed aerobic training intensity on a second-by-second basis.
In our investigations, adherence has been defined as the percent time spent within a specified target heart rate range. As such, using a combination of hardware and software, heart rate is measured, tracked, and recorded during cycling second-by-second for each participant, for each exercise session. Using statistical software, the data is subsequently extracted and analyzed. The same protocol can be applied to determine adherence to other measures of exercise intensity, such as time spent at a specified wattage, level, or speed on the cycle ergometer. Furthermore, the hardware and software is also available to measure adherence to other modes of training, such as the treadmill, elliptical, stepper, and arm ergometer. The present protocol, therefore, has a vast applicability to directly measure adherence to aerobic exercise.

Pulmonary rehabilitation is widely recognized in the management of respiratory diseases. A key component to successful pulmonary rehabilitation is adherence to the recommended exercise training. The purpose of the present protocol is to describe how continuous data tracking technology can be used to precisely measure adherence to a prescribed aerobic training intensity.

Pulmonary rehabilitation (PR) is an important component in the management of respiratory diseases. The effectiveness of PR is dependent upon adherence to ...

Early Detection of Drug-Induced Renal Hemodynamic Dysfunction Using Sonographic Technology in Rats

The kidney normally functions to maintain hemodynamic homeostasis and is a major site of damage caused by drug toxicity. Drug-induced nephrotoxicity is estimated to contribute to 19- 25% of all clinical cases of acute kidney injury (AKI) in critically ill patients. AKI detection has historically relied on metrics such as serum creatinine (sCr) or blood urea nitrogen (BUN) which are demonstrably inadequate in full assessment of nephrotoxicity in the early phase of renal dysfunction. Currently, there is no robust diagnostic method to accurately detect hemodynamic alteration in the early phase of AKI while such alterations might actually precede the rise in serum biomarker levels. Such early detection can help clinicians make an accurate diagnosis and help in in decision making for therapeutic strategy. Rats were treated with Cisplatin to induce AKI. Nephrotoxicity was assessed for six days using high-frequency sonography, sCr measurement and upon histopathology of kidney. Hemodynamic evaluation using 2D and Color-Doppler images were used to serially study nephrotoxicity in rats, using the sonography. Our data showed successful drug-induced kidney injury in adult rats by histological examination. Color-Doppler based sonographic assessment of AKI indicated that resistive-index (RI) and pulsatile-index (PI) were increased in the treatment group; and peak-systolic velocity (mm/s), end-diastolic velocity (mm/s) and velocity-time integral (VTI, mm) were decreased in renal arteries in the same group. Importantly, these hemodynamic changes evaluated by sonography preceded the rise of sCr levels. Sonography-based indices such as RI or PI can thus be useful predictive markers of declining renal function in rodents. From our sonography-based observations in the kidneys of rats that underwent AKI, we showed that these noninvasive hemodynamic measurements may consider as an accurate, sensitive and robust method in detecting early stage kidney dysfunction. This study also underscores the importance of ethical issues associated with animal use in research.

Early stage hemodynamic dysfunction is critical to the development of kidney disease. Yet, detection methodologies are limited. Recent advances in sonography provide a noninvasive, accurate option for early detection of kidney injury. This study outlines a step-by-step, sonographic methodology for detecting kidney dysfunction using a drug-induced nephrotoxicity rat model.

The kidney normally functions to maintain hemodynamic homeostasis and is a major site of damage caused by drug toxicity. Drug-induced nephrotoxicity is ...

Transplantation of Schwann Cells Inside PVDF-TrFE Conduits to Bridge Transected Rat Spinal Cord Stumps to Promote Axon Regeneration Across the Gap

Among various models for spinal cord injury in rats, the contusion model is the most often used because it is the most common type of human spinal cord injury. The complete transection model, although not as clinically relevant as the contusion model, is the most rigorous method to evaluate axon regeneration. In the contusion model, it is difficult to distinguish regenerated from sprouted or spared axons due to the presence of remaining tissue post injury. In the complete transection model, a bridging method is necessary to fill the gap and create continuity from the rostral to the caudal stumps in order to evaluate the effectiveness of the treatments. A reliable bridging surgery is essential to test outcome measures by reducing the variability due to the surgical method. The protocols described here are used to prepare Schwann cells (SCs) and conduits prior to transplantation, complete transection of the spinal cord at thoracic level 8 (T8), insert the conduit, and transplant SCs into the conduit. This approach also uses in situ gelling of an injectable basement membrane matrix with SC transplantation that allows improved axon growth across the rostral and caudal interfaces with the host tissue.

This article describes a technique to insert a hollow conduit between the spinal cord stumps after complete transection and fill with Schwann cells (SCs) and injectable basement membrane matrix in order to bridge and promote axon regeneration across the gap.

Among various models for spinal cord injury in rats, the contusion model is the most often used because it is the most common type of human spinal cord ...

Using Retinal Imaging to Study Dementia

The retina offers a unique &#8220;window&#8221; to study pathophysiological processes of dementia in the brain, as it is an extension of the central nervous system (CNS) and shares prominent similarities with the brain in terms of embryological origin, anatomical features and physiological properties.&#160; The vascular and neuronal structure in the retina can now be visualized easily and non-invasively using retinal imaging techniques, including fundus photography and optical coherence tomography (OCT), and quantified semi-automatically using computer-assisted analysis programs. Studying the associations between vascular and neuronal changes in the retina and dementia could improve our understanding of dementia and, potentially, aid in diagnosis and risk assessment.&#160; This protocol aims to describe a method of quantifying and analyzing retinal vasculature and neuronal structure, which are potentially associated with dementia. This protocol also provides examples of retinal changes in subjects with dementia, and discusses technical issues and current limitations of retinal imaging.

The retina shares prominent similarities with the brain and thus represents a unique window to study vasculature and neuronal structure in the brain non-invasively. This protocol describes a method to study dementia using retinal imaging techniques. This method can potentially aid in diagnosis and risk assessment of dementia.

The retina offers a unique &#8220;window&#8221; to study pathophysiological processes of dementia in the brain, as it is an extension of the central ...

Dynamic Monitoring of Seroconversion using a Multianalyte Immunobead Assay for Covid-19

Multiplex technologies for interrogating multiple biomarkers in concert have existed for several decades; however, methods to evaluate multiple epitopes on the same analyte remain limited. This report describes the development and optimization of a multiplexed immunobead assay for serological testing of common immunoglobulin isotypes (e.g., IgA, IgM, and IgG) associated with an immune response to SARS-CoV-2 infection or vaccination. Assays were accomplished using a flow-based, multiplex fluorescent reader with dual-channel capability. Optimizations focused on analyte capture time, detection antibody concentration, and detection antibody incubation time. Analytical assay performance characteristics (e.g., assay range (including lower and upper limits of quantitation); and intra- and inter-assay precision) were established for either IgG/IgM or IgA/IgM serotype combination in tandem using the 'dual channel' mode. Analyte capture times of 30 min for IgG, 60 min for IgM, and 120 min for IgA were suitable for most applications, providing a balance of assay performance and throughput. Optimal detection antibody incubations at 4 &#181;g/mL for 30 min was observed and are recommended for general applications, given the overall excellent precision (percent coefficient of variance (%CV) &#8804; 20%) and sensitivity values observed. The dynamic range for the IgG isotype spanned several orders of magnitude for each assay (Spike S1, Nucleocapsid, and Membrane glycoproteins), which supports robust titer evaluations at a 1:500 dilution factor for clinical applications. Finally, the optimized protocol was applied to monitoring Spike S1 seroconversion for subjects (n = 4) that completed a SARS-CoV-2 vaccine regimen. Within this cohort, Spike S1 IgG levels were observed to reach maximum titers at 14 days following second dose administration, at a much higher (~40-fold) signal intensity than either IgM or IgA isotypes. Interestingly, we observed highly variable Spike S1 IgG titer decay rates that were largely subject-dependent were observed, which will be the topic of future studies.

This article describes a convenient method for monitoring dynamic changes in antibody titers for two immunoglobulin isotypes concurrently (either IgA, IgM, or IgG) resulting from an immune response to SARS-CoV-2 infection or vaccination. This 'Multianalyte Covid-19 Immune Response Panel' employs three indirect immunoassays built on coded microspheres that are read using a flow-based multiplex reader with 'dual-channel' capability.

Multiplex technologies for interrogating multiple biomarkers in concert have existed for several decades; however, methods to evaluate multiple epitopes ...

Using Nicotine in a Silica-Exposed Mouse Model to Promote Lung Epithelial-Mesenchymal Transition

Smoking and exposure to silica are common among occupational workers, and silica is more likely to injure the lungs of smokers than non-smokers. The role of nicotine, the primary addictive ingredient in cigarettes, in silicosis development is unclear. The mouse model employed in this study was simple and easily controlled, and it effectively simulated the effects of chronic nicotine ingestion and repeated exposure to silica on lung fibrosis through epithelial-mesenchymal transition in human beings. In addition, this model can help in the direct study of the effects of nicotine on silicosis while avoiding the effects of other components in cigarette smoke.
After environmental adaptation, mice were injected subcutaneously with 0.25 mg/kg nicotine solution into the loose skin over the neck every morning and evening at 12 h intervals over 40 days. Additionally, crystalline silica powder (1-5 &#181;m) was suspended in normal saline, diluted to a suspension of 20 mg/mL, and dispersed evenly using an ultrasonic water bath. The isoflurane-anesthetized mice inhaled 50 &#181;L of this silica dust suspension through the nose and were awoken via chest massage. Silica exposure was administrated daily on days 5-19.
The double-exposed mouse model was exposed to nicotine and then silica, which matches the exposure history of workers who are exposed to both harmful factors. In addition, nicotine promoted pulmonary fibrosis through epithelial-mesenchymal transformation (EMT) in mice. This animal model can be used to study the effects of multiple factors on the development of silicosis.

This study describes a mouse model to study the synergistic effect of nicotine on the progression of pulmonary fibrosis in experimental silicosis mice. The dual-exposure mouse model simulates the pathological progression in the lung after simultaneous exposure to nicotine and silica. The methods described are simple and highly reproducible.

Smoking and exposure to silica are common among occupational workers, and silica is more likely to injure the lungs of smokers than non-smokers. The role ...

Standardized Tuina Protocol for Rat DRG Compression Model

Analgesic Effect of Tuina on Rat Models with Compression of the Dorsal Root Ganglion Pain

Neuropathic pain is a prevalent condition that affects 6.9%-10% of the population and results from nerve damage due to various etiologies, such as lumbar disc herniation, spinal canal stenosis, and intervertebral foramen stenosis. Although Tuina, a traditional Chinese manual therapy, has shown analgesic effects in clinical practice for the treatment of neuropathic pain, its underlying neurobiological mechanisms remain unclear. Animal models are essential for elucidating the basic principles of Tuina. In this study, we propose a standardized Tuina protocol for rats with compression of the dorsal root ganglion (DRG), which involves inducing DRG compression by inserting a stainless steel rod into the intervertebral foramen, performing Tuina manipulation with specific parameters of location, intensity, and frequency in a controlled environment, and assessing the behavioral and histopathological outcomes of Tuina treatment. This article also discusses the potential clinical implications and limitations of the study and suggests directions for future research on Tuina.

Author Spotlight: Analgesic Effect of Tuina on Rat Models with Compression of the Dorsal Root Ganglion Pain  

This article presents a manipulation for treating chronic compression of the dorsal root ganglion in rats using Tuina therapy, along with a method for evaluating its effectiveness based on pain behavior and histopathological results.

Neuropathic pain is a prevalent condition that affects 6.9%-10% of the population and results from nerve damage due to various etiologies, such as lumbar ...

Enhancing Stroke Rehabilitation with Virtual Reality-Based Occupational Training

Cognitive Function and Upper Limb Rehabilitation Training Post-Stroke Using a Digital Occupational Training System

Stroke rehabilitation often requires frequent and intensive therapy to improve functional recovery. Virtual reality (VR) technology has shown the potential to meet these demands by providing engaging and motivating therapy options. The digital occupational training system is a VR application that utilizes cutting-edge technologies, including multi-touch screens, virtual reality, and human-computer interaction, to offer diverse training techniques for advanced cognitive capacity and hand-eye coordination abilities. The objective of this study was to assess the effectiveness of this program in enhancing cognitive function and upper extremity rehabilitation in stroke patients. The training and assessment consist of five cognitive modules covering perception, attention, memory, logical reasoning, and calculation, along with hand-eye coordination training. This research indicates that after eight weeks of training, the digital occupational training system can significantly improve cognitive function, daily living skills, attention, and self-care abilities in stroke patients. This software can be employed as a time-saving and clinically effective rehabilitation aid to complement traditional one-on-one occupational therapy sessions. In summary, the digital occupational training system shows promise and offers potential financial benefits as a tool to support the functional recovery of stroke patients.

Author Spotlight: Rehabilitation of Stroke Patients With a Digital Occupational Training System

The current protocol outlines how the VR-based digital occupational training system enhances the rehabilitation of patients with cognitive impairment and upper limb dysfunction following a stroke.