Game Based Learning for Safety and Security Education

Safety and security education are important part of technology related education, because of recent number of increase in safety and security related incidents. Game based learning is an emerging and rapidly advancing forms of computer-assisted instruction. Game based learning for safety and security education enables students to learn concepts and skills without the risk of physical injury and security breach. In this paper, a pedestal grinder safety game and physical security game have been developed using industrial standard modeling and game development software. The average score of the knowledge test of grinder safety game was 82%, which is higher than traditional lecture only instruction method. In addition, the survey of physical security game shows 84% average satisfaction ratio from high school students who played the game during the summer camp. The results of these studies indicated that game based learning method can enhance students' learning without potential harm to the students

Learning from accidents : machine learning for safety at railway stations

In railway systems, station safety is a critical aspect of the overall structure, and yet, accidents at stations still occur. It is time to learn from these errors and improve conventional methods by utilizing the latest technology, such as machine learning (ML), to analyse accidents and enhance safety systems. ML has been employed in many fields, including engineering systems, and it interacts with us throughout our daily lives. Thus, we must consider the available technology in general and ML in particular in the context of safety in the railway industry. This paper explores the employment of the decision tree (DT) method in safety classification and the analysis of accidents at railway stations to predict the traits of passengers affected by accidents. The critical contribution of this study is the presentation of ML and an explanation of how this technique is applied for ensuring safety, utilizing automated processes, and gaining benefits from this powerful technology. To apply and explore this method, a case study has been selected that focuses on the fatalities caused by accidents at railway stations. An analysis of some of these fatal accidents as reported by the Rail Safety and Standards Board (RSSB) is performed and presented in this paper to provide a broader summary of the application of supervised ML for improving safety at railway stations. Finally, this research shows the vast potential of the innovative application of ML in safety analysis for the railway industry

Learning-Based Synthesis of Safety Controllers

We propose a machine learning framework to synthesize reactive controllers for systems whose interactions with their adversarial environment are modeled by infinite-duration, two-player games over (potentially) infinite graphs. Our framework targets safety games with infinitely many vertices, but it is also applicable to safety games over finite graphs whose size is too prohibitive for conventional synthesis techniques. The learning takes place in a feedback loop between a teacher component, which can reason symbolically about the safety game, and a learning algorithm, which successively learns an overapproximation of the winning region from various kinds of examples provided by the teacher. We develop a novel decision tree learning algorithm for this setting and show that our algorithm is guaranteed to converge to a reactive safety controller if a suitable overapproximation of the winning region can be expressed as a decision tree. Finally, we empirically compare the performance of a prototype implementation to existing approaches, which are based on constraint solving and automata learning, respectively

Chance-Constrained Trajectory Optimization for Safe Exploration and Learning of Nonlinear Systems

Learning-based control algorithms require data collection with abundant supervision for training. Safe exploration algorithms ensure the safety of this data collection process even when only partial knowledge is available. We present a new approach for optimal motion planning with safe exploration that integrates chance-constrained stochastic optimal control with dynamics learning and feedback control. We derive an iterative convex optimization algorithm that solves an \underline{Info}rmation-cost \underline{S}tochastic \underline{N}onlinear \underline{O}ptimal \underline{C}ontrol problem (Info-SNOC). The optimization objective encodes both optimal performance and exploration for learning, and the safety is incorporated as distributionally robust chance constraints. The dynamics are predicted from a robust regression model that is learned from data. The Info-SNOC algorithm is used to compute a sub-optimal pool of safe motion plans that aid in exploration for learning unknown residual dynamics under safety constraints. A stable feedback controller is used to execute the motion plan and collect data for model learning. We prove the safety of rollout from our exploration method and reduction in uncertainty over epochs, thereby guaranteeing the consistency of our learning method. We validate the effectiveness of Info-SNOC by designing and implementing a pool of safe trajectories for a planar robot. We demonstrate that our approach has higher success rate in ensuring safety when compared to a deterministic trajectory optimization approach.Comment: Submitted to RA-L 2020, review-

Patient safety in health care professional educational curricula: examining the learning experience

This study has investigated the formal and informal ways pre-registration students from four healthcare professions learn about patient safety in order to become safe practitioners. The study aims to understand some of the issues which impact upon teaching, learning and practising patient safety in academic, organisational and practice „knowledge? contexts. In Stage 1 we used a convenience sample of 13 educational providers across England and Scotland linked with five universities running traditional and innovative courses for doctors, nurses, pharmacists and physiotherapists. We gathered examples of existing curriculum documents for detailed analysis, and interviewed course directors and similar informants. In Stage 2 we undertook 8 case studies to develop an in-depth investigation of learning and practice by students and newly qualified practitioners in universities and practice settings in relation to patient safety. Data were gathered to explore the planning and implementation of patient safety curricula; the safety culture of the places where learning and working take place; the student teacher interface; and the influence of role models and organisational culture on practice. Data from observation, focus groups and interviews were transcribed and coded independently by more than one of the research team. Analysis was iterative and ongoing throughout the study. NHS policy is being taken seriously by course leaders, and Patient Safety material is being incorporated into both formal and informal curricula. Patient safety in the curriculum is largely implicit rather than explicit. All students very much value the practice context for learning about patient safety. However, resource issues, peer pressure and client factors can influence safe practice. Variations exist in students? experience, in approach between university tutors, different placement locations – the experience each offers – and the quality of the supervision available. Relationships with the mentor or clinical educator are vital to student learning. The role model offered and the relationship established affects how confident students feel to challenge unsafe practice in others. Clinicians are conscious of the tension between their responsibilities as clinicians (keeping patients safe), and as educators (allowing students to learn under supervision). There are some apparent gaps in curricular content where relevant evidence already exists – these include the epidemiology of adverse events and error, root cause analysis and quality assessment. Reference to the organisational context is often absent from course content and exposure limited. For example, incident reporting is not being incorporated to any great extent in undergraduate curricula. Newly qualified staff were aware of the need to be seen to practice in an evidence based way, and, for some at least, the need to modify „the standard? way of doing things to do „what?s best for the patient?. A number of recommendations have been made, some generic and others specific to individual professions. Regulators? expectations of courses in relation to patient 9 safety education should be explicit and regularly reviewed. Educators in all disciplines need to be effective role models who are clear about how to help students to learn about patient safety. All courses should be able to highlight a vertical integrated thread of teaching and learning related to patient safety in their curricula. This should be clear to staff and students. Assessment for this element should also be identifiable as assessment remains important in driving learning. All students need to be enabled to constructively challenge unsafe or non-standard practice. Encounters with patients and learning about their experiences and concerns are helpful in consolidating learning. Further innovative approaches should be developed to make patient safety issues 'real' for students

Patient safety competencies in undergraduate nursing students: a rapid evidence assessment

Aims To identify patient safety competencies, and determine the clinical learning environments that facilitate the development of patient safety competencies in nursing students. Background Patient safety in nursing education is of key importance for health professional environments, settings, and care systems. To be effective, safe nursing practice requires a good integration between increasing knowledge and the different clinical practice settings. Nurse educators have the responsibility to develop effective learning processes and ensure patient safety. Design Rapid Evidence Assessment. Data Sources MEDLINE, CINAHL, SCOPUS, and ERIC were searched, yielding 500 citations published between 1 January 2004 - 30 September 2014. Review Methods Following the Rapid Evidence Assessment process, 17 studies were included in this review. Hawker's (2002) quality assessment tool was used to assess the quality of the selected studies. Results Undergraduate nursing students need to develop competencies to ensure patient safety. The quality of the pedagogical atmosphere in the clinical setting has an important impact on the students’ overall level of competence. Active student engagement in clinical processes stimulates their critical reasoning, improves interpersonal communication, and facilitates adequate supervision and feedback. Conclusion Few studies describe the nursing students’ patient safety competencies and exactly what they need to learn. In addition, studies describe only briefly which clinical learning environments facilitate the development of patient safety competencies in nursing students. Further research is needed to identify additional pedagogical strategies and the specific characteristics of the clinical learning environments that encourage the development of nursing students’ patient safety competencies