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.

Professional quality live streaming of modern imaging technologies through virtual presentations can help promote student interest in a STEM career while providing critical access to STEM role models. Virtual outreach focusing on imaging technologies can effectively bridge the technology gap for students in rural areas. It can also contribute to increasing the number of students that participate in STEM-related areas.

The integrated approach used in our virtual STEM outreach presentations could be adopted as an initial recruitment tool for underserved populations, which could help to diversify the STEM pipeline. A video switcher is a key piece of equipment for this protocol. Plug the USB cable into the USB Out port of the video switcher, and the other end into the USB port of the broadcast laptop.

Plug the video switcher-supplied ethernet cable into the ethernet port of the video switcher. Plug the other end of the cable into a USB 3.0 to gigabit ethernet adapter. Then plug the USB end of the adapter into another USB port of the broadcast laptop.

Connect the HDMI outputs of video cameras selected to provide the small inset in picture-in-picture, or PIP mode to a multi-port HDMI switcher equipped with a remote control. Connect an HDMI cable to the HDMI port of the ultrasound laptop, and the other end to the HDMI input of a single converter device. Connect one end of an HDMI cable to the HDMI output of the converter, and the other end to the video switcher or HDMI switcher.

Set the built-in switches of the converter to reconfigure the HDMI output of the ultrasound laptop to match the HDMI input requirements of the video switcher. For 3D anatomy visualization table station set up, plug one end of an extra long HDMI cable into the anatomy visualization table, and the other end into one of the HDMI ports of the video switcher or the HDMI switcher. For Electroencephalographic station set up, plug the wireless Bluetooth adapter into the computer's USB port.

Insert the foam caps into each of the 14 leads on the EEG headset, and apply a few drops of saline eyedrop solution to each lead. Position the headset onto the standardized patient or SP's head, and adjust the position of the leads as directed by the headset instructions. Next, turn on the EEG-dedicated computer, and activate the wireless EEG headset software.

Select the available headset device. Choose connect, and follow the instructions until all the lights are green on the headset image, indicating proper contact of all 14 leads. Then click on the wireless headset software link at the top left of the window to switch the screen to the live EEG recordings.

The wavelength from each of the 14 leads will now be shown on the screen. Then activate the EEG brain visualization software as per the steps described in the manuscript. Activate the video switcher software control on the broadcast laptop, and click on the pull down menu for macros.

Click on the Create"button on the macro popup window. Then click on the first empty slot in the panel, followed by the plus button. Type in a name for this first shot and click on the record button.

If the shot will have an active PIP mode, click on the on-air button in the next transition section. Then on the right side of the screen, go to the Upstream Key 1"section and click on the DVE tab. Select the camera in the inset view of the PIP mode as the fill source.

Change the size of the inset view by typing in the X and Y positions and sizes. Click on the macro popup window, and hit the small red button to stop the recording. For ultrasound imaging, orient the student to understand that the top of the ultrasound image is closest to the probe placed on the chest.

Demonstrate B mode imaging of the heart in various planes of view, and point out the chambers and valves. Demonstrate color mode for imaging blood flow through the heart, and explain that red indicates movement toward the probe, while blue indicates movement away from the probe. Next, for computerized tomography or CT station content, use a case to explain the appearance of bone and metal versus fluid and air on CT images.

For CT imaging of the heart, demonstrate the relative size of a normal-sized heart compared to the lungs. Identify the four chambers of the heart in transverse view. In a frontal view, follow the aorta out of the left ventricle.

Then identify the major branches of the aortic arch, and follow the aorta into the abdomen. Show an example of an enlarged heart with an implanted pacemaker. Use this case to demonstrate an enlarged heart occupying most of the thorax's left side.

Follow the pacemaker wire leads into the heart. Next, show an example of a patient who has undergone open heart surgery, as evidenced by metal wires holding the sternum together. Select the saved icon to demonstrate the occluded right coronary artery.

Then identify and follow the coronary artery bypass grafts that arise from the aorta, and travel to the heart. For electroencephalography station content, show the wireless headset on an SP.Point out the 14 different leads that are positioned over specific lobes of the brain. Turn the threshold up on the software to demonstrate that the entire brain is active.

Reduce the threshold of the EEG waves in the wireless EEG software to demonstrate the localization of zones of high activity within specific lobes, such as the frontal and parietal lobes. Ask the SP to chew, to demonstrate movement artifacts in the EEG recording. Then while looking at isolated alpha waves, ask the SP to close their eyes, to demonstrate the increase in alpha wave activity.

Sample video frames from a heart-focused virtual outreach session described in this study are shown here. The composite images provide examples of the use of near-peer presenters in the heart-and brain-focused outreach sessions. The 3D reconstruction of a CT scan in a patient with an occluded right coronary artery and a coronary artery bypass graft is shown.

The use of wireless EEG recording of brain activity, including the raw EEG recordings and the software visualization of the EEG activity in the brain are shown. Virtual STEM outreach presentations and target audience and teacher evaluation of the virtual outreach sessions are also listed here. Modern imaging modalities help to reinforce students'understanding of anatomy.

Pointing out structures via images helps to orient students as to basic anatomy. The incorporation of modern imaging modality demonstrations provides flexibility to tailor virtual outreach presentations at grade-specific levels for seamless integration into the existing curriculum in middle and high school classrooms.