An Evaluation of Input Controls for In-Car Interactions

The way drivers operate in-car systems is rapidly changing as traditional physical controls, such as buttons and dials, are being replaced by touchscreens and touch-sensing surfaces. This has the potential to increase driver distraction and error as controls may be harder to find and use. This paper presents an in-car, on the road driving study which examined three key types of input controls to investigate their effects: a physical dial, pressure-based input on a touch surface and touch input on a touchscreen. The physical dial and pressure-based input were also evaluated with and without haptic feedback. The study was conducted with users performing a list-based targeting task using the different controls while driving on public roads. Eye-gaze was recorded to measure distraction from the primary task of driving. The results showed that target accuracy was high across all input methods (greater than 94%). Pressure-based targeting was the slowest while directly tapping on the targets was the faster selection method. Pressure-based input also caused the largest number of glances towards to the touchscreen but the duration of each glance was shorter than directly touching the screen. Our study will enable designers to make more appropriate design choices for future in-car interactions

Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees’ and tutors’ perspectives

BACKGROUND: Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees’ and tutors’ attitudes towards such an intervention. METHODS: A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors’ attitudes towards the course were conducted following principles of grounded theory. RESULTS: Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors’ own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. CONCLUSIONS: Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing tutors for their teaching activity in this context. A prospective study design would be needed to substantiate the results objectively and confirm the effectiveness

The PRINCE Project and its Applications

The Esprit project Prince aims at development of an industrial Constraint Logic Programing environment based on the Prolog III language. In parallel, the current technology is being validated within the project on representative real-world examples. This paper describes the current status of the three application domains which were Selected to demonstrate the applicability and usefulness of CLP. These applications deal with industrial systems engineering, medium term banking planning and jobshop scheduling as well as multiple plants global planning in the chemical industry

The PRINCE Project and its Applications- VERSION2

The Esprit project Prince aims at development of an industrial Constraint Logic Programing environment based on the Prolog III language. In parallel, the current technology is being validated within the project on representative real-world examples. This paper describes the current status of the three application domains which were Selected to demonstrate the applicability and usefulness of CLP. These applications deal with industrial systems engineering, medium term banking planning and jobshop scheduling as well as multiple plants global planning in the chemical industry

Video-based on-ward supervision for final year medical students

Background: Constructive feedback is an essential element of the educational process, helping trainees reach their maximum potential and increasing their skill level. Video-based feedback has been described as highly effective in various educational contexts. The present study aimed to evaluate the feasibility and acceptability of video-based, on-ward supervision for final year students in a clinical context with real patients. Methods: Nine final year medical students (three male, six female; aged 25.1 ± 0.7 years) and eight patients (five male, three female; aged 59.3 ± 16.8 years) participated in the pilot study. Final year students performed routine medical procedures at bedside on internal medicine wards at the University of Heidelberg Medical Hospital. Students were filmed and were under supervision. After performing the procedures, an oral feedback loop was established including student, patient and supervisor feedback on communicative and procedural aspects of skills performed. Finally, students watched their video, focusing on specific teachable moments mentioned by the supervisor. Written evaluations and semi-structured interviews were conducted that focused on the benefits of video-based, on-ward supervision. Interviews were analysed qualitatively, using open coding to establish recurring themes and overarching categories to describe patients’ and students’ impressions. Descriptive, quantitative analysis was used for questionnaire data. Results: Supervised, self-chosen skills included history taking (n = 6), physical examination (n = 1), IV cannulation (n = 1), and ECG recording (n = 1). The video-based, on-ward supervision was well accepted by patients and students. Supervisor feedback was rated as highly beneficial, with the video material providing an additional opportunity to focus on crucial aspects and to further validate the supervisor’s feedback. Students felt the video material would be less beneficial without the supervisor’s feedback. The setting was rated as realistic, with filming not influencing behaviour. Conclusion: Video-based, on-ward supervision may be a powerful tool for improving clinical medical education. However, it should be regarded as an additional tool in combination with supervisors’ oral feedback. Acceptance was high in both students and patients. Further research should address possibilities of efficiently combining and routinely establishing these forms of feedback in medical education

Digital rectal examination skills: first training experiences, the motives and attitudes of standardized patients

Background: Physical clinical examination is a core clinical competence of medical doctors. In this regard, digital rectal examination (DRE) plays a central role in the detection of abnormalities of the anus and rectum. However, studies in undergraduate medical students as well as newly graduated doctors show that they are insufficiently prepared for performing DRE. Training units with Standardized Patients (SP) represent one method to deliver DRE skills. As yet, however, it is little known about SPs’ attitudes. Methods: This is a qualitative study using a grounded theory approach. Interviews were conducted with 4 standardized patients about their experiences before, during and after structured SP training to deliver DRE competencies to medical students. The resulting data were subjected to thematic content analysis. Results: Results show that SPs do not have any predominant motives for DRE program participation. They participate in the SP training sessions with relatively little prejudice and do not anticipate feeling highly vulnerable within teaching sessions with undergraduate medical students. Conclusions: The current study examined SPs’ motives, views, expectations and experiences regarding a DRE program during their first SP training experiences. The results enabled us to derive distinct action guidelines for the recruitment, informing and briefing of SPs who are willing to participate in a DRE program

X-Ray-Emitting Stars Identified from the ROSAT All-Sky Survey and the Sloan Digital Sky Survey

The ROSAT All-Sky Survey (RASS) was the first imaging X-ray survey of the entire sky. While X-ray source counterparts are known to range from distant quasars to nearby M dwarfs, the RASS data alone are often insufficient to determine the nature of an X-ray source. As a result, large-scale follow-up programs are required to construct samples of known X-ray emitters. We use optical data produced by the Sloan Digital Sky Survey (SDSS) to identify 709 stellar X-ray emitters cataloged in the RASS and falling within the SDSS Data Release 1 footprint. Most of these are bright stars with coronal X-ray emission unsuitable for SDSS spectroscopy, which is designed for fainter objects (g > 15 mag). Instead, we use SDSS photometry, correlations with the Two Micron All Sky Survey and other catalogs, and spectroscopy from the Apache Point Observatory 3.5 m telescope to identify these stellar X-ray counterparts. Our sample of 707 X-ray-emitting F, G, K, and M stars is one of the largest X-ray-selected samples of such stars. We derive distances to these stars using photometric parallax relations appropriate for dwarfs on the main sequence, and use these distances to calculate LX. We also identify a previously unknown cataclysmic variable (CV) as a RASS counterpart. Separately, we use correlations of the RASS and the SDSS spectroscopic catalogs of CVs and white dwarfs (WDs) to study the properties of these rarer X-ray-emitting stars. We examine the relationship between (fX/fg) and the equivalent width of the Hbeta emission line for 46 X-ray-emitting CVs and discuss tentative classifications for a subset based on these quantities. We identify 17 new X-ray-emitting DA (hydrogen) WDs, of which three are newly identified WDs. (abridged)Comment: 23 pages, 15 figures, 8 tables; full catalog available online onl