Self-supervised Multi-task Procedure Learning from Instructional Videos

In interventional radiology, physicians require high haptic sensitivity and fine motor skills development because of the limited real-time visual feedback of the surgical site. The transfer of this type of surgical skill to novices is a challenging issue. This paper presents a study on the design of a biopsy procedure learning system. Our methodology, based on a task-centered design approach, aims to bring out new design rules for virtual learning environments. A new collaborative haptic training paradigm is introduced to support human-haptic interaction in a virtual environment. The interaction paradigm supports haptic communication between two distant users to teach a surgical skill. In order to evaluate this paradigm, a user experiment was conducted. Sixty volunteer medical students participated in the study to assess the influence of the teaching method on their performance in a biopsy procedure task. The results show that to transfer the skills, the combination of haptic communication with verbal and visual communications improves the novices’ performance compared to conventional teaching methods. Furthermore, the results show that, depending on the teaching method, participants developed different needle insertion profiles. We conclude that our interaction paradigm facilitates expert-novice haptic communication and improves skills transfer; and new skills acquisition depends on the availability of different communication channels between experts and novices. Our findings indicate that the traditional fellowship methods in surgery should evolve to an off-patient collaborative environment that will continue to support visual and verbal communication, but also haptic communication, in order to achieve a better and more complete skills training.

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Improving Instructional Videos with Background Music and Sound Effects: A Design-Based Research Approach

Journal of Formative Design in Learning ◽

10.1007/s41686-020-00052-4 ◽

2021 ◽

Author(s):

Efren de la Mora Velasco ◽

Atsusi Hirumi ◽

Baiyun Chen

Keyword(s):

Background Music ◽

Research Approach ◽

Design Based Research ◽

Instructional Videos ◽

Sound Effects

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Soloist: Generating Mixed-Initiative Tutorials from Existing Guitar Instructional Videos Through Audio Processing

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems ◽

10.1145/3411764.3445162 ◽

2021 ◽

Author(s):

Bryan Wang ◽

Meng Yu Yang ◽

Tovi Grossman

Keyword(s):

Audio Processing ◽

Instructional Videos ◽

Mixed Initiative

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The Virtual Neurologic Exam: Instructional Videos and Guidance for the COVID-19 Era

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2020.96 ◽

2020 ◽

Vol 47 (5) ◽

pp. 598-603 ◽

Cited By ~ 5

Author(s):

Mariam Al Hussona ◽

Monica Maher ◽

David Chan ◽

Jonathan A. Micieli ◽

Jennifer D. Jain ◽

...

Keyword(s):

Movement Disorder ◽

Neurological Examination ◽

Cognitive Testing ◽

Practical Approach ◽

Neurologic Examination ◽

Instructional Videos ◽

Clinical Assessments ◽

Virtual Visits ◽

Virtual Medicine

ABSTRACTObjective:To outline features of the neurologic examination that can be performed virtually through telemedicine platforms (the virtual neurological examination [VNE]), and provide guidance for rapidly pivoting in-person clinical assessments to virtual visits during the COVID-19 pandemic and beyond.Methods:The full neurologic examination is described with attention to components that can be performed virtually.Results:A screening VNE is outlined that can be performed on a wide variety of patients, along with detailed descriptions of virtual examination maneuvers for specific scenarios (cognitive testing, neuromuscular and movement disorder examinations).Conclusions:During the COVID-19 pandemic, rapid adoption of virtual medicine will be critical to provide ongoing and timely neurological care. Familiarity and mastery of a VNE will be critical for neurologists, and this article outlines a practical approach to implementation.

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Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?

International Journal of STEM Education ◽

10.1186/s40594-020-00266-9 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Jeffrey M. Rabin ◽

Adam Burgasser ◽

Thomas J. Bussey ◽

John Eggers ◽

Stanley M. Lo ◽

...

Keyword(s):

Cultural Differences ◽

Stem Education ◽

Interdisciplinary Collaboration ◽

Rate Of Change ◽

Theory And Practice ◽

College Mathematics ◽

Instructional Videos ◽

Interdisciplinary Projects ◽

Shared Understandings ◽

Better Than

AbstractRate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these disciplines. We describe the efforts of our interdisciplinary collaboration to understand and reconcile these differences as we designed and discussed instructional videos for students. We summarize our conversations about terminology, notation, functions, rates, units, and sign conventions across the disciplines. We present some strategies that enabled us to communicate effectively, resolve confusions, and reach shared understandings. Our work has implications for others involved in collaborative interdisciplinary projects and for STEM educators.In theory, there’s no difference between theory and practice. But in practice, there is.– Benjamin Brewster. Also attributed to Yogi Berra.

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