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Multimodal augmented reality for enhanced learning in robotic surgery

Multimodal augmented reality for enhanced learning in robotic surgery

Ren Hongliang Faculty of Engineering Bioengineering 2013(2)

What Used to Be

The current training on navigated minimally invasive surgery is primarily done in a realistic clinical setup with many costly devices. Clinical procedures are then planned based on the pre-operative patient specific model using path planning and optimization theories. During the intra-operative procedures, the patient needs to be registered to the preoperative image based on registration theory and marker or marker-less techniques. After the registration, tracking and navigation systems are employed to track and guide the surgical instrument accurately with respect to the surgical targets.

Problems We Identified

Therefore, teaching the key fundamental engineering aspects of image-guided robotic interventions is a challenging task, particularly for the biomedical major students with weak mathematics background. Hands-on learning is an effective way to inspire their interest and help them to understand the insight philosophy, but this approach is limited primarily by high equipment costs and lack of accessibility. Thus, it is desirable to leverage on cost-effective and immersive multimodal augmented reality for robotic surgery training.

What We Did

The objective of the project is to develop a cost-effective and immersive hands-on educational platform – a novel multimodal augmented reality training system comprised of multiple low cost and actuation modules – for teaching the fundamental engineering theoretical aspects involved in robotic surgeries. The following key modules were developed:
1) preoperative anatomical modeling;
2) surgical instrument tracking using Kinect sensors;
3) treatment planning;
4) surgical navigation and robotic assisted executions using LEGO kits and SensAble omni-phantom. 

How This Helped

The overall AR-based robotic surgery system was demonstrated for selected skull-based phantom experiments. The students did 1 mini-project and demonstrated the learning outcomes. The physical prototypes constructed by the students showed that the hands-on project had helped them to understand the underlying theories.

Second Generation-Patient Safety in Surgical Education (PASSED)

Second Generation-Patient Safety in Surgical Education (PASSED)

Alfred Kow Yong Loo Lin School of Medicine Surgery 2015(1)

What Used to Be

Patient safety issues are one of the important core competencies required by the Accreditation Council for Graduate Medical Education International LLC (ACGME-I) residency training in all the restructured hospitals. There is a need to ensure NUS medical graduates are well placed to handle these higher levels of training.

Problems We Identified

  • Students feedback about the lack of exposure to concepts of patient safety
  • Patient safety was unable to catch up with the continuous addition of unintended consequences
  • Introduction of more sub-specialities and more gaps in care
  • Nature of harm constantly evolving
  • Culture of patient safety not adequate
  • Inadequate incorporation in Undergraduate Training syllabus

 

What We Did

A gaming application “2nd Generation PASSED (PAtient Safety in Surgical EDucation)” on the iPad to teach concepts of patient safety was developed and rolled out. The aims of the game is two-fold:

  1. Enhance the learning experience by incorporating real life adverse events and sentinel events that had taken place in hospital and introduce these learning aspects to students using gaming pedagogy;
  2. Raise awareness of patient safety at everyday work in the healthcare system.

 

How This Helped

The game requires the students to search for suitable devices in the medication and equipment trolley, know the appropriate steps before performing a procedure, include checking for consent and patient identify verification, etc. A summary of learning points is shown to the students at the end of each act before they proceed to the next act of the game. Detailed steps of how the students had chosen to proceed with the game are recorded by the application which allows the educator to study and analyse the student’s learning behaviours.

Self-access Language Learning Environments (SALLE) with a Common Back-end Authoring System for all Language Courses

Self-access Language Learning Environments (SALLE) with a Common Back-end Authoring System for all Language Courses

Daniel CHAN Kwang Guan Faculty of Arts and Social Sciences Centre for Language Studies 2016(1)

ShowNTell – HTML5 based whiteboard screen recording & publishing system

ShowNTell - HTML5 based whiteboard screen recording & publishing system

Anand Bhojan School of Computing Computer Science 2014(1)

What Used to Be

There are number of students queuing up for consulting with the lecturer to clarify doubts before the exams and tests. As the questions and answers in subjects like physics and maths involve writing lots of equations and drawings, students and faculty preferred face-to-face sessions. Some solutions need to be progressively developed in collaboration.

Problems We Identified

  • Replying to student questions by mail/in forum involving equations is very time consuming.
  • Current tools that partially address the issue requires installation of bulky software, have steep learning curve, are not available on all platforms.
  • There is no good tool to collaboratively develop a solution involving writing of equations.

 

What We Did

  • Develop a whiteboard system that runs in browser (pc, laptop, tablet, phones…) without requiring any plug-ins to be installed.
  • Keep the system simple yet allowing whiteboard drawing, recording, basic editing in a time-line and exporting to video.
  • The system features both off-line collaboration and real-time collaboration.

 

How This Helped

  • Very effectively reduced the number of students aproaching a lecturer before exam and long waiting hours for their turn for personal consultation.
  • Effectively reduced the face-to-face sessions of project group presentations in our courses. Group presentations were done through showntell and shared with the TAs/lecturer for grading.
  • In addition, it is used to record presentations and collaborate during e-learning weeks where classroom setting is abandoned.

Studionet: An Online Community for Learning Digital Design Tools and Techniques

Studionet: An Online Community for Learning Digital Design Tools and Techniques

Patrick Janssen School of Design and Environment - Achitecture 2016(1)

Teaching CS1010 introductory programming on a massive scale

Teaching CS1010 introductory programming on a massive scale

Ben Leong School of Computing Computer Science 2013(2)

What Used to Be and Problems We Identified

After teaching for many years, we found that it was common for students to procrastinate when doing their homework assignments. Leaving work till the last minute was problematic because students would often end up rushing through their assignments and doing badly or copy answers from the friends. Neither of these scenarios are helpful for student learning.

What We Did

Inspired by a TED Talk by Jane McGonigal entitled “Gaming can make a better world” in 2010, we built a new learning management system where gamification principles were applied to make the learning and the doing of homeworks more engaging. The latest version of this platform is Coursemology v2: https://beta.coursemology.org/. The platform has several features such as auto-grader functionality, an interactive discussion forum, work bin, survey tool as well as game elements like “experience points”, a leaderboard and badges to motivate students to compete their assignments and keep up with the class.

How This Helped

With gamification, we managed to improve the average assignment submission times from less than a day (15.5) hours before the deadline to more than two days (51.2 hours) before the deadline. The students also claimed that the game system made the course interesting and motivated them to work beyond what is minimally required and we have received consistently good feedback over the years in our student feedback. Our success is also proof that the use of game mechanics can indeed help to engage the new generation of students.

Technology-enhanced platforms beyond flipped classroom for large classes for CE1109 Statics & Mechanics

Technology-enhanced platforms beyond flipped classroom for large classes for CE1109 Statics & Mechanics

Ang Kok Keng Faculty of Engineering Civil & Environmental Engineering 2012

The Good Citizen VR Experience

The Good Citizen VR Experience

Malcolm Mahadevan Heng Jiun Yi Derek, Crystal Soh John Yap Yong Loo Lin School of Medicine Surgery 2020(1)

Use of smartphone technology in a community-based educational program for medical students

VR for Spatial Computational Thinking​

Patrick Janssen School of Design and Environment - Achitecture 2020(2)

Virtual/ Augmented Reality Enhanced Learning for Chemical Engineers

Virtual/ Augmented Reality Enhanced Learning for Chemical Engineers

Yap Swee Kun Sachin Jangam Faculty of Engineering Chemical & Biomolecular Engineering 2019(2)