Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab, a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab, part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

© Photo courtesy of the DMSE

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM. The company is part of the 2023 cohort of START.nano, MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids. Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

© Photo courtesy of the MIT.nano Immersion Lab.