A fault-tolerant intelligent robotic control system

This paper describes the concept, design, and features of a fault-tolerant intelligent robotic control system being developed for space and commercial applications that require high dependability. The comprehensive strategy integrates system level hardware/software fault tolerance with task level handling of uncertainties and unexpected events for robotic control. The underlying architecture for system level fault tolerance is the distributed recovery block which protects against application software, system software, hardware, and network failures. Task level fault tolerance provisions are implemented in a knowledge-based system which utilizes advanced automation techniques such as rule-based and model-based reasoning to monitor, diagnose, and recover from unexpected events. The two level design provides tolerance of two or more faults occurring serially at any level of command, control, sensing, or actuation. The potential benefits of such a fault tolerant robotic control system include: (1) a minimized potential for damage to humans, the work site, and the robot itself; (2) continuous operation with a minimum of uncommanded motion in the presence of failures; and (3) more reliable autonomous operation providing increased efficiency in the execution of robotic tasks and decreased demand on human operators for controlling and monitoring the robotic servicing routines

Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students’ evaluation of their readiness for interprofessional learning

Abstract Background Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. Methods Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students’ gains on their readiness to engage in interprofessional education (IPE). Results Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students’ self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student’s readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. Conclusions Despite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed