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The purpose of this study was to explore the perceived sense of comfort and belonging of girl participants, aged 15-16, engaged within a school-based offering of the Marine Education Advanced Education (MATE) underwater remotely operated vehicle (ROV) program (MATE-ROV). MATE-ROV is a competition-based educational robotics (ER) program that can offer experiences in the design, fabrication, and testing of an original ROV similar to what one would experience in relevant sectors of the marine industry. A qualitative case study design was selected to document and analyze participant narratives and explore their sense of belonging within the intragroup and intergroup contexts. With a purposeful sample of 5 (N=5), the study gathered data using a three-phased approach with data collected through the use of questionnaires, interviews and observations. The study sought to answer the overarching research question: How do experiences in educational robotics impact feelings of comfort and belonging for girl participants? Three primary findings emerged from this qualitative study. First, intragroup relationships foster a connected social identity that can support comfort and belonging. Second, a connected social identity does not automatically build a perceived expansiveness in comparable groups. Third, successful domain performance or effectiveness does not compensate for the potential impact of stereotype threat.

In this paper, we present the results of an investigation into the effects of engaging with robotic telescopes during an Astronomy 101 (Astro101) course in the United States and Canada on the self-efficacy of students. Using an astronomy self-efficacy survey that measures both astronomy personal self-efficacy and instrumental self-efficacy, the authors probed their covariance with the respondents' experience of an Astro101 course that uses robotic telescopes to collect astronomical data. Strong effects on both self-efficacy scales were seen over the period of a semester utilizing a scalable educational design using robotic telescopes. After participation in the course, the results show that the gender gap in self-efficacy between self-identified men and women is largely reduced to statistically insignificant differences compared to the initial large significant difference.

In the wake of all that educators are navigating these days, they've proven to be not only resilient, but also innovative. They continue intentionally finding new and exciting ways to create powerful learning opportunities for all students. Reinvent the Classroom, an initiative by Digital Promise, HP, Microsoft, and Intel, supports, celebrates, and amplifies educators and schools demonstrating such powerful teaching and learning by leveraging technology. Digital Promise's Reinvent the Classroom team is excited to magnify the voices of eight HP Teaching Fellows who are consistently striving to provide all learners with learning experiences that are personal and accessible, authenticating and challenging, connected and collaborative, and inquisitive and reflective. We invite you to learn more about our powerful learning principles and leading-edge methods through the vantage points of these HP Teaching Fellows.

To enhance how educators use robotics to support the development of STEM and 21st century competencies, we report findings from focus groups and interviews with 133 elementary teachers and 46 elementary students, 19 video-recorded classroom observations, and a teacher survey from Ontario, Canada. We find that teachers use robotics in a variety of ways to support the development of cognitive, interpersonal, and intrapersonal skills. Despite the potential benefits, our participants identified several factors that limit the adoption of robotics teaching and learning on a wider scale, including insufficient curriculum and assessment integration, resources, and professional development and support. We provide practical policy guidelines to support the broader integration of robotics and reflect on how these recommendations may inform teaching and learning in a (post-) COVID-19 classroom.

In this paper, we investigated whether Canadian preschoolers prefer to learn from a competent robot over an incompetent human using the classic trust paradigm. An adapted Naive Biology task was also administered to assess children's perception of robots. In Study 1, 3-year-olds and 5-year-olds were presented with two informants; A social, humanoid robot (Nao) who labeled familiar objects correctly, while a human informant labeled them incorrectly. Both informants then labeled unfamiliar objects with novel labels. It was found that 3-year-old children equally endorsed the labels provided by the robot and the human, but 5-year-old children learned significantly more from the competent robot. Interestingly, 5-year-olds endorsed Nao's labels even though they accurately categorized the robot as having mechanical insides. In contrast, 3-year-old children associated Nao with biological or mechanical insides equally. In Study 2, new samples of 3-year-olds and 5-year-olds were tested to determine whether the human-like appearance of the robot informant impacted children's trust judgments. The procedure was identical to that of Study 1, except that a non-humanoid robot, Cozmo, replaced Nao. It was found that 3-year-old children still trusted the robot and the human equally and that 5-year-olds preferred to learn new labels from the robot, suggesting that the robot's morphology does not play a key role in their selective trust strategies. It is concluded that by 5 years of age, preschoolers show a robust sensitivity to epistemic characteristics (e.g., competency), but that younger children's decisions are equally driven by the animacy of the informant.

This paper presents the results of a confirmatory factor analysis on two self-efficacy scales designed to probe the self-efficacy of college-level introductory astronomy (Astro-101) students (n ¼ 15181) from 22 institutions across the United States of America and Canada. The students undertook a course based on similar curriculum materials, which involved students using robotic telescopes to support their learning of astronomical concepts covered in the "traditional" Astro-101 courses. Previous research by the authors using these self-efficacy scales within a pre-/post-test approach showed both high reliabilities and very high construct validities. However, the scale purporting to measure students' self-efficacy in relation to their use of the astronomical instrumentation associated with online robotic telescopes was particularly skewed and required further investigation. This current study builds on the previous work and shows how a slight adjustment of the survey items presents an improved and robust scale for measuring self-efficacy.

The 2018 edition of RoboCup allowed young people from "Centre de formation en entreprise et récupération (CFER) de Bellechasse" to demonstrate their skills in programming and robotics. In this school, as in many schools, the use of technology is a particularly effective learning tool, especially for students facing challenges. The construction of a robotic device has allowed them to develop several skills, some of which can be reinvested in various contexts, whether at school or in their professional life. This commentary briefly presents the exceptional journey of Bellechasse students who were able to overcome many obstacles and compete with gifted students from around the world.

The Organization for Economic Co-operation and Development (OECD) estimated that approximately 9% of current jobs within OECD member states are threatened with automation and digitalization--all significant successes and advances in artificial intelligence, robotics, and computer science. With such global changes and forecasts, in the labor market, there are ever-evolving demands on employees and employers to gain or update new and/or different skill sets and competencies. Further to the threat of automation and digitalization, international organizations are monitoring and estimating labor market trends considering COVID-19 and its impact on the various economies worldwide. A key challenge will be to reduce unemployment by skills development and training, whether through upskilling to remain acquainted with and ensure skills match present labor market needs, or reskilling. An evidence and gap map (EGM) is a decision making and research prioritization tool used to identify areas of evidence as well as gaps in research to inform social policy, program, and research priorities. This EGM is aligned with the priorities of the Future Skills Centre (FSC), a pan-Canadian initiative, and who will be the map's primary user. FSC's mandate is to connect ideas and innovations generated across Canada so that employees and employers may thrive in the labor market, and to ensure that economies at the local, regional, and national levels flourish. FSC will use this rapid and evidence gap map to direct their future research agenda, which is time-sensitive due to the social and economic consequences of COVID-19. The objective of this EGM is to identify primary studies and systematic reviews on the effects of adult skills development and training on outcomes for the jobseeker/employee, employer and labor market systems in high income countries.

Contribution: A first-year programming course was redesigned with a large, open-ended robotics project. The course design aligns with best practices for promoting development of students' self-efficacy in solving ill-structured software design problems. Background: From Jonassen's theory, problem-solving outcomes are dependent on the problem structure, complexity, and representation; and the characteristics of the solver. These characteristics are diverse, including knowledge, familiarity, and psychometric qualities of the solver (e.g., self-efficacy and motivation). Thus, better problem-solving outcomes are dependent on the development of these traits, and on the problem characteristics. Intended Outcomes: Pre-2010, course learning activities and assessments overly focused on syntax. The course was redesigned with a focus on ill-structured problem solving and design in high-fidelity problem domains. Application Design: Complex and ill-structured lecture examples, assignments, and exams were redesigned to reinforce the importance of software design and problem solving. An open-ended cornerstone project using robotics was added as a structured means of providing students practice with solving ill-structured and open-ended problems. The assignment and exam questions, with the course cornerstone project, achieve instructional alignment in the course. Findings: The results show that students' self-efficacy improved from start to end of term. The course design achieves several objectives: 1) students learned the requisite programming skills; 2) students developed their self-efficacy in programming and design; and 3) students demonstrated strong problem-solving outcomes.

In this work, we describe youth outreach activities carried out under the Chair for Women in Science and Engineering for Ontario (CWSE-ON) program. Specifically, we outline our design and implementation of robotics workshops to introduce and engage middle and secondary school students in engineering and computer science. Toward the goal of increasing the participation of women in science and engineering, our workshop design incorporates strategies presented in work by Rusk et al. (2008) on broadening participation in robotics: focusing on themes, not just challenges; combining art and engineering; encouraging story-telling; and organizing exhibitions, rather than competitions (Rusk et al., 2008, page 1) We discuss three workshop themes designed to highlight creativity and provide choices to participants. Our "Wild in the Rainforest" workshops make use of the PicoCrickets robotics kits and software used and described by Rusk et al. (2008). We also present Lego Mindstorms workshops themed "So You Think Your Robot Can Dance" and "A Day at the Park". Our workshops are presented by female role models with academic backgrounds in science and engineering. Although workshop periods are fairly short (60-90 minutes), participants learn that robots have perception, cognition, and action--and are tasked with designing and programming to highlight these abilities. We present the results of our workshops through images and videos of the teams' creations. Workshop evaluation data provided by participants demonstrate that our approach results in rich connections to engineering and technology for participants of both genders.

This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.

Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.

It has long been recognized that engineers need a variety of skills, including technical and social, to succeed professionally. Attempts to include social skills (i.e., communication, teamwork, and leadership) in engineering education are relatively recent (i.e., within the last decade). Thus, the current study investigates whether social goals influence academic and social outcomes. Four hundred and three high-school aged "FIRST" robotics participants (262 male; 146 female; 22 not specified) completed a survey about their experiences in "FIRST." Prior to completing the survey, participants learned that an important goal of "FIRST" was a) social networking, b) academic learning, or c) no goal. Academic and social outcomes were assessed at the beginning and end of the season, but the goal instructions were administered only at the beginning of the season. The findings show that the goals promoted can dramatically influence social and academic outcomes. The implications this has for engineering programs are discussed.

Roman Tutor is a tutoring system that uses sophisticated domain knowledge to monitor the progress of students and advise them while they are learning how to operate a space telerobotic system. It is intended to help train operators of the Space Station Remote Manipulator System (SSRMS) including astronauts, operators involved in ground-based control of SSRMS and technical support staff. Currently, there is only a single training facility for SSRMS operations and it is heavily scheduled. The training staff time is in heavy demand for teaching students, planning training tasks, developing teaching material, and new teaching tools. For example, all SSRMS simulation exercises are developed by hand and this process requires a lot of staff time. Once in an orbit ISS astronauts currently have only simple web-based material for skill development and maintenance. For long duration space flights, astronauts will require sophisticated simulation tools to maintain skills. Roman Tutor addresses these challenges by providing a portable training tool that can be installed anywhere and anytime to provide "just in time" training. It incorporates a model of the system operations curriculum, a kinematic simulation of the robotics equipment, and the ISS, a high performance path planner and an automatic task demonstration generator. For each element of the curriculum that the student is supposed to master, Roman Tutor generates example tasks for the student to accomplish within the simulation environment and then monitors its progression to provide relevant feedback when needed. Although motivated by the SSRMS application, Roman Tutor remains applicable to any telerobotics system application. (Contains 7 figures and 1 footnote.)

Within a constructivist philosophy of learning, teachers, as students, are introduced to different perspectives of teaching with robotic technology while immersed in what Papert called a "constructionist" environment. Robotics allows students to creatively explore computer programming, mechanical design and construction, problem solving, collaboration, physics, motion, music--all within an active, enjoyable, and nonthreatening setting. The theoretical motivation for integrating robotics into the teacher education program comes from Jonassen's (2000) argument that technology tools can be viewed as cognitive tools or "Mindtools" that enhance the learning process. Students are given ownership for their learning within a constructionist environment and allowed to discover and make choices as they explore countless avenues for solving design challenges. Through the use of innovative LEGO[R] "RoboLab"[TM] technology, students learn various facets of problem solving while simultaneously mastering numerous mathematical and scientific concepts. This article describes a case study of a pilot teacher education course in robotic technology. The goal was to design and develop a course that provides current and prospective teachers with a solid understanding of robot design, construction, and programming--as well as a demonstration and understanding of teaching using constructionist pedagogical strategies. (Contains 11 figures.)

Children who interacted with a robot that spoke reciprocally to them uttered more speech that maintained the topic of conversation, and engaged in more verbally mediated social play than children who interacted with a randomly speaking robot. Gender differences in children's looking at their mother in the room were observed. (BC)

At Glendale School in the Calgary Board of Education, Grade 1 students worried that they were too distracted with their studies and other activities to remember to water their plant. So they made other arrangements. The students invented and built Ralph, a robot that waters the plant, as part of their study of robotics, a subject that all Glendale students address each year in their inquiry-based curriculum. When in their robotics mode, students spend long periods of sustained, uninterrupted classes--usually three weeks of three classes per week--designing, planning, constructing, testing, and reporting on a device that responds to a real-life need. Rather than absorbing volumes of predigested information, much of it distant from their own experience, Glendale students are learning how to learn. This is part of the school's ethos, Ms. Susan Marinucci, who joined Glendale ten years ago as a teacher, explains, and teachers and students explore and learn together.

Although there is a growing literature on the use of telepresence robots in institutional dementia care settings, limited research focused on the perspectives of frontline staff members who deliver dementia care. Our objective was to understand staff perspectives on using telepresence robots to support residents with dementia and their families. Guided by the Consolidated Framework for Implementation Research, we conducted four focus groups and 11 semi-structured interviews across four long-term care (LTC) homes and one hospital in Canada. We included 22 interdisciplinary staff members (e.g., registered nurses, social workers, occupational therapists, recreational therapists) to understand their experiences with telepresence robots. Thematic analysis identified three key themes: 1) Staff Training and Support; 2) Robot Features; 3) Environmental dynamics for Implementation. Our results underscore the imperative of structural support at micro-, meso- and macro-levels for staff in dementia care settings to effectively implement technology. This study contributes to future research and practice by elucidating factors facilitating staff involvement in technology research, integrating staff voices into technology implementation planning, and devising strategies to provide structural support to staff, care teams, and care homes. [ABSTRACT FROM AUTHOR]

Students with disabilities are far less likely than their peers to participate in work-integrated learning (WIL). This gap may contribute to the high levels of unemployment for people with disabilities. Unemployment rates compound when accounting for intersectional identities, with disabled people of color experiencing even higher rates of unemployment. Skill development through opportunities such as WIL is critical to ensure equity -deserving groups can transition successfully from post-secondary institutions into the workforce. Without a transparent, collaborative accommodations process in an environment that is actively reducing stigma and ableism, it is likely students with disabilities will continue to be underrepresented in WIL and the workforce after graduation. This paper presents an overview of disability, barriers to participation, and relevant Canadian legislation. The authors then propose an outline for developing a collaborative accommodations process for WIL opportunities. [ABSTRACT FROM AUTHOR]

Children commonly experience pain and distress in healthcare settings related to medical procedures such as blood tests and intravenous insertions (IVIs). Inadequately addressed pain and distress can result in both short- and long-term negative consequences. The use of socially assistive robotics (SARs) to reduce procedure-related distress and pain in children's healthcare settings has shown promise; however, the current options lack autonomous adaptability. This study presents a descriptive qualitative needs assessment of healthcare providers (HCPs) in two Canadian pediatric emergency departments (ED) to inform the design an artificial intelligence (AI)-enhanced social robot to be used as a distraction tool in the ED to facilitate IVIs. Semi-structured virtual individual and focus group interviews were conducted with eleven HCPs. Four main themes were identified: (1) common challenges during IVIs (i.e., child distress and resource limitations), (2) available tools for pain and distress management during IVIs (i.e., pharmacological and non-pharmacological), (3) response to SAR appearance and functionality (i.e., personalized emotional support, adaptive distraction based on child's preferences, and positive reinforcement), and (4) anticipated benefits and challenges of SAR in the ED (i.e., ensuring developmentally appropriate interactions and space limitations). HCPs perceive AI-enhanced social robots as a promising tool for distraction during IVIs in the ED. [ABSTRACT FROM AUTHOR]

BACKGROUND: There is equivocal evidence regarding the effectiveness of robotic guidance on the (re)learning of voluntary motor skills. Robotic guidance can improve the performance of continuous/ tracking skills, although being seldom more effective than unassisted practice alone. However, most of the previous studies employed robotic guidance on all intervention trials. Recently, we showed that mixing robotic guidance with unassisted practice (i.e., mixed practice) can significantly improve the learning of a golf putting task. Yet, these mixed practice studies involved self-paced movements in a standing posture, thus less applicable to rehabilitation contexts. OBJECTIVE: The current study aimed to investigate the influence of mixed practice on the timing accuracy of an upper-limb, rhythmic, sequential task. The goal was to assess the feasibility of integrating mixed practice with music-based interventions. METHODS: Two groups of participants performed circle-drawing sequences in synchrony with rhythmic auditory signals. They completed a pre-test and an acquisition phase, followed by immediate retention and transfer tests. One group received robotic guidance on 50% of the acquisition trials (i.e., mixed practice), whereas another group always practiced unassisted. The pre-test, retention, and transfer tests were performed unassisted. RESULTS: Both groups significantly improved their timing accuracy and precision between the pre-test and the retention test. CONCLUSION: This study provides further evidence that mixed practice can facilitate the (re)learning of voluntary actions, especially with the type of externally paced upper-limb movements employed in music-based interventions. [ABSTRACT FROM AUTHOR]

Computers and applications of computers into our world have changed dramatically during the past five decades, from early days of minimal central processing unit capacity, limited memory and without advantage of global networking. In this article, the author highlights the application of predictive artificial intelligence in use globally over the last 40 years in process industries. It discusses the novel application of process automation and robotics in health clinical high-volume laboratory use that began as a Canadian innovation initiative and followed by similar innovation extending to other countries., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Objective: To compare international opioid prescribing patterns for patients undergoing robotic assisted laparoscopic prostatectomy. To our knowledge, this is the first study to assess international opioid prescribing trends among urologists.Methods: An anonymous Web-based survey assessing the frequency and quantity of opioid prescriptions for robotic assisted laparoscopic prostatectomy was designed using Qualtrics software. The survey was distributed to urologists internationally via Twitter and email in early 2021. Prescribing patterns were analyzed based on country of practice in three groups: United States, Canada, and all other countries.Results: 160 participants from 26 countries completed the survey including the United States (51%), Greece (19%), Canada (9%), Israel (3.1%). The percentage of providers prescribing post-discharge opioids significantly differed between Canada, the United States, and other countries (86%, 63%, and 11%, respectively, P <.0001). There was a significant difference between years of experience in those who provide opioids compared to those who do not (8 years vs 5 years, P = .0004). The average morphine milligram equivalents (MME) provided in those who did prescribe opioids was greatest in the United States but was not significantly different between groups (mean MME: United States 58 mg, Canada 46 mg, all others 54 mg; P = .63). Attending physicians prescribed more MME than trainees (residents, fellows) on average (attending mean MME = 75 mg, trainee mean MME = 40 mg, P = .017).Conclusion: Opioid prescriptions after robotic assisted prostatectomy are common in North America and used sparingly in the rest of the world. [ABSTRACT FROM AUTHOR]

Background The waiting room represents families' first point of contact with the emergency department (ED). We wished to study if a humanoid robot technology presence in the waiting room would improve satisfaction and decrease anxiety for caregivers in the paediatric ED. Methods This observational cohort study was conducted from September to December 2018 at a Canadian paediatric ED. All caregivers and children >11 years in the ED waiting room were eligible. We compared a robotic intervention (RI) to standard of care (SOC) education in the waiting room. The RI was a 5-minute psychoeducational program describing the ED process and flow. Specific days were designated for RI or SOC. An anonymous survey was administered twice, at the same times, on both SOC and RI days. The primary outcomes were (a) caregiver satisfaction with waiting room experience using a 5-point Likert scale; and (b) caregiver-reported anxiety in the waiting room, as measured by the State Trait Anxiety Inventory – State Scale. Results Six hundred and thirty-three caregivers participated, with a median age of 37 years (IQR 32 to 42); 80 children participated, with a median age of 15 years (IQR 13 to 16). Caregivers reported greater overall satisfaction in the RI cohort (174/200, 87.0%) compared to the SOC cohort (144/229, 62.9%; P<0.0001). Caregivers also reported lower anxiety in the RI cohort (39.38±11.38) compared to the SOC cohort (42.04±11.99; P=0.009). Conclusions A humanoid robot-based psycho educational intervention in the paediatric ED waiting room has a positive impact on caregiver satisfaction and anxiety. [ABSTRACT FROM AUTHOR]

Objective: To illustrate how experts efficiently navigate a "slowing down moment" to obtain optimal surgical outcomes using the neurovascular bundle sparing during a robotic prostatectomy as a case study., Design: A series of semistructured interviews with four expert uro-oncologists were completed using a cognitive task analysis methodology. Cognitive task analysis, CTA, refers to the interview and extraction of a general body of knowledge. Each interview participant completed four 1 to 2-hour semistructured CTA interviews. The interview data were then deconstructed, coded, and analyzed using a grounded theory analysis to produce a CTA-grid for a robotic prostatectomy for each surgeon, with headings of: surgical steps, simplification maneuvers, visual cues, error/complication recognition, and error/complication management and avoidance., Setting: The study took place at an academic teaching hospital located in an urban center in Canada., Participants: Four expert uro-oncologists participated in the study., Results: Visual cues, landmarks, common pitfalls, and technique were identified as the 4 key components of the decision-making happening during a slowing down moment in the neurovascular bundle sparing during a robotic prostatectomy., Conclusion: The data obtained from the CTA is novel information identifying patterns and cues that expert surgeons use to inform their surgical decision-making and avoid errors. This decision-making knowledge of visual cues, landmarks, common pitfalls and techniques is also generalizable for other surgical subspecialties. Surgeon educators, surgical teaching programs and trainees looking to improve their decision-making skills could use these components to guide their educational strategies., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Objective: This study describes the first use of a robotic walker in youth and young adults with cerebral palsy (CP) Gross Motor Function Classification (GMFCS) IV. Methods: Semi-structured interviews were conducted before and after each robotic walker trial. Interviews were recorded, then transcribed and subjected to thematic analysis. Results: Five participants (4 male, 13–22 years of age) with quadriplegia secondary to CP were recruited. Four individuals with mixed tone quadriplegia GMFCS IV were able to independently walk with the device. One individual with significant dyskinesia was unable to utilize the device. The assessment team included two physiotherapists, an occupational therapist, a physiatrist and three engineers. Major themes related to physical and social impacts were identified. Some physical advantages include the ability to walk hands-free and promotion of physical fitness. Examples of physical barriers include limited harness design and large device size. Social advantages include increased independence and peer engagement. Finally, a social disadvantage identified was limited use on uneven terrains. Discussion: Suggestions for modifications for identified challenges and disadvantages include decreasing the size of the robotic walker, more harness designs, decreasing the force required to take an initial step, adding a joy stick for user control and creating a more versatile base that can be used on different terrains such as ice or baseball fields. Conclusion: Robotics holds great hope for individuals with CP where mobility options are limited. Physical and social advantages are evident. Recommendations for future improvement and studies of use in exercise and participation are provided. As youth and young adults with cerebral palsy age, options for mobilization can become limited with challenges in placing them in a walking device due to size and numerous other physical limitations. A robotic walker with a built-in mechanical lift is available for individuals with cerebral palsy. This study was able to gather important information and recommendations to tailor a new robotic walker prototype specifically for individuals with cerebral palsy. [ABSTRACT FROM AUTHOR]

BACKGROUND: Science, technology and innovation (STI) governance concerns itself with the societal impact of STI. Occupation, whether used with the meaning of paid, unpaid work or any activity that is considered meaningful to the individual on an everyday basis, is one area of societal impact of STI. Fields such as occupational therapy, occupational science and occupational health and safety concern themselves with the relationship between occupation and the health and well-being of human beings albeit all with different foci. OBJECTIVE: To ascertain the knowledge of students from two Occupational Therapy programs on STI governance, specific STI products and their views on the impact of STI governance and STI products on occupational therapy and its clients. METHODS: Online survey employing Yes/No' questions with comment boxes and open-ended textbox questions. Descriptive quantitative and thematic qualitative data was generated. RESULTS: Students were unfamiliar with STI governance discourses but felt that they should be aware of them. Students stated that how one governs STI impacts occupational therapy on all levels and that the occupational therapy community has expertise that would enrich STI governance discourses around occupation. CONCLUSION: Education actions seem to be warranted on the level of students and practitioners by the occupational therapy and STI governance communities. [ABSTRACT FROM AUTHOR]

Purpose: Despite the benefits of wheelchair-mounted robotic arms (WMRAs), occupational therapists are not yet widely involved in the recommendation or implementation of these assistive devices. The purpose of this study was to investigate and compare the current practices and perspectives of occupational therapists who had and had not recommended a WMRA on the recommendation, training, and implementation of WMRAs., Methods: This was a descriptive cross-sectional study. An online survey was sent to Canadian, European, and American occupational therapists who had or had not worked with WMRAs. Respondents were asked close-ended questions about their experience, role, barriers, motivations, and future needs regarding WMRAs. We compared results between respondents who had and had not recommended WMRAs using descriptive statistics., Results: Ninety-three North American and European occupational therapists completed the survey. Of those, 29 (31.2%) had recommended a WMRA, mostly the JACO robotic arm ( n  = 26, 89.7%) in rehabilitation centres ( n  = 18, 62.1%). Their perspectives on their role and barriers related to WMRAs were similar to those who had never recommended a WMRA. All respondents recognised the relevance of occupational therapists' contribution, and most reported interest in WMRAs ( n  = 76, 81.7%). However, many barriers emerged, mainly related to limited funding ( n  = 49, 76.6%), lack of training and knowledge ( n  = 38, 59.4%), and resource constraints ( n  = 37, 54.4%). Future needs identified matched these barriers., Conclusion: This survey provides novel insight into occupational therapists' perspectives on WMRAs. It highlights that health professionals need to have easier access to funding, formal training, and resources to support their involvement with WMRAs.Implications for rehabilitationMost occupational therapists are interested in working with WMRAs, considering the potential of these devices to support individuals with upper extremity impairments in their daily activities. They also recognise their unique contribution to the assessment, recommendation, and implementation process among multidisciplinary teams.WMRA recommendation is relevant in various clinical settings and with a wide range of client populations. Nevertheless, it appears that occupational therapists working with adults, in rehabilitation centres or specialised clinics, may have more opportunities to get involved in this process and to attend formal training on this technology, as compared to other settings.Many barriers remain, impeding occupational therapists' role in the recommendation and implementation of WMRAs. Addressing these barriers may increase the number of devices that are successfully adopted and utilised by individuals with upper extremity impairments. In particular, future research and health policies should focus on access to sufficient funding, formal training, and resources for occupational therapists relative to their role in recommending and implementing WMRAs.

Objective: To present 6‐month safety and effectiveness data from a multicentre prospective study of aquablation in men with lower urinary tract symptoms (LUTS) attributable to benign prostatic hyperplasia (BPH) with prostate volumes between 80 and 150 mL. Methods: Between September and December 2017, 101 men with LUTSattributable to BPHwere prospectively enrolled at 16 centres in Canada and the USA. Results: The mean prostate volume was 107 mL. The mean length of hospital stay after the aquablation procedure was 1.6 days (range: same day to 6 days). The primary safety endpoint (Clavien–Dindo grade 2 or higher or any grade 1 event resulting in persistent disability) at 3 months occurred in 45.5% of men, which met the study design goal of < 65% (P < 0.001). At 6 months, 22% of the patients had experienced a Clavien–Dindo grade 2, 14% a grade 3 and 5% a grade 4 adverse event. Bleeding complications requiring intervention and/or transfusion were recorded in eight patients prior to discharge and in six patients after discharge. The mean International Prostate Symptom Score improved from 23.2 ± 6.3 at baseline to 6.7 ± 5.1 at 3 months, meeting the study's primary efficacy endpoint goal (P < 0.001). The maximum urinary flow rate increased from 8.7 to 18.8 mL/s (P < 0.001) and post‐void residual urine volume decreased from 131 at baseline to 47 at 6 months (P < 0.0001). At 6 months, prostate‐specific antigen concentration reduced from 7.1 ± 5.9 ng/mL at baseline to 4.0 ± 3.9 ng/mL, a 44% reduction. Conclusions: Aquablation is safe and effective in treating men with larger prostates (80–150 mL), without significant increase in procedure or resection time. [ABSTRACT FROM AUTHOR]

Background. While occupational therapy's inception was from the Arts and Crafts movement and the moral treatment movement with war veterans, the profession has evolved to requiring a professional entry-level master's degree to practice, and involves complex relationships with clients across the life span. Throughout history, a consistent impact of each industrial revolution has been the loss of jobs to automation. This consequence is even more profound today with the exponential growth of innovations and automation. Purpose. The objectives of this article are to (a) set the context by reviewing the evolution, or five eras, of occupational therapy in Canada; (b) present what is meant by the "Fourth Industrial Revolution"; and (c) examine the technological innovations faced by occupational therapists and our clients as we enter the "sixth" era of occupational therapy in Canada. Key Issues. Although occupational therapy, as a profession, has low risk for automation, a great number of our clients will not be able to reskill fast enough to keep up with job market requirements. Telerehabilitation, the Internet of Things, virtual reality, 3-D printing, robotics, artificial intelligence, and autonomous vehicles are challenging ways occupational therapists provide services to clients. Implications. It is recommended that occupational therapists engage with disciplines beyond current typical connections, as our expertise is called upon to advocate for ourselves and our clients who are end users of these technologies. [ABSTRACT FROM AUTHOR]

Breast conserving surgery plus accelerated partial breast irradiation is increasingly popular for early-stage breast cancer patients with promising clinical outcomes. However, the identification of the seroma cavity on CT can be challenging, leading to inaccuracy and inconsistency in seroma contouring. For brachytherapy techniques this presents additional challenges. Three-dimensional ultrasound (3DUS) technology will significantly improve target visualization and implant accuracy. In this work, we introduce a robotic 3DUS system with a spatial tracking arm that has great potential for improved visual guidance in breast brachytherapy, and describe the calibration and commissioning process for this system. The robotic 3DUS system consists of a 3D-printed probe holder, customizable for any commercial ultrasound transducer (BKMedical 8811 for our system), a motor that drives the probe simultaneously both linearly and rotationally to acquire hybrid 3DUS images, an ultrasound transparent TPX plate that supports the probe motion, a spatially-tracked counterbalanced arm, and software for visualization and target segmentation (Figure 1a). The tracking arm consists of five encoded joints, shown in Figure 1a, and allows arm movement to provide sufficient tracking space in clinical use. The linear accuracy of the 3DUS scan was evaluated using a phantom composed of strings separated by 10.00±0.05 mm in three dimensions in a 7.25% isopropyl alcohol solution (22°C). Volume segmentation accuracy was evaluated by imaging and segmenting a sphere (1.2cc) embedded in an ultrasound phantom. Lavenberg-Marquardt based nonlinear regression was used to determine the optimal calibration parameters for each joint, which corrects the rotational deviations of each joint and translational offsets of the end-effector (the transducer). An optical tracking device (Polaris Spectra, Northern Digital Inc., Canada) was used for arm calibration. A total of 202 data points distributed in a 360×650×95mm3 working space were collected, among which, 80% (162 points) were used to calibrate the encoder parameters. The rest were used to evaluate spatial tracking accuracy. The 3DUS scanning volume is 5cm × 10cm × scan depth (from 5.2cm to 8.0cm). For a commonly used scan depth (6.0cm), the image resolution is 0.075mm, 0.082mm, and 0.33mm in lateral, axial, and elevational direction, respectively. The mean linear scan accuracy was within 2% in all directions, and the volume segmentation accuracy was 3%, all below TG128 action levels. Mean deviations between the mechanical and optical tracking are 0±0.5mm, 0±0.7mm, and0±0.8mm in three dimensions (plotted in Figure1b), with a mean Euclidean distance of 1.0±0.5mm. We have developed, calibrated and commissioned a robotic 3DUS system for breast brachytherapy. The imaging and tracking accuracies were both excellent for clinical use. The spatial tracking arm has exciting potential to achieve rigid registration to other imaging modalities or the implant templates that are used in interstitial partial breast brachytherapy. The authors would like to thank the support of NSERC and the OICR Imaging Program. [ABSTRACT FROM AUTHOR]

While assistive robots receive growing attention as a potential solution to support older adults to live independently, several scholars question the underlying social, ethical and health policy assumptions. One perplexing issue is determining whether assistive robots should be introduced to supplement caregivers or substitute them. Current state of knowledge indicates that users and caregivers consider that robots should not aim to replace humans, but could perform certain tasks. This begs the question of the nature and scope of the tasks that can be delegated to robots and of those that should remain under human responsibility. Considering that such tasks entail a range of actions that affect the meaning of caregiving and care receiving, this article offers sociological insights into the ways in which members of the public reason around assistive actions, be they performed by humans, machines or both. Drawing on a prospective public deliberation study that took place in Quebec (Canada) in 2014 with participants (n = 63) of different age groups, our findings clarify how they envisage what robots can and cannot do to assist older people, and when and why delegating certain tasks to robots becomes problematic. A better understanding of where the publics draw a limit in the substitution of humans by robots refocuses policymakers' attention on what good care entails in modern healthcare systems. [ABSTRACT FROM AUTHOR]

Introduction Assistive robots may allow children with physical disabilities to manipulate objects and provide a means to participate in cognitive assessments of problem-solving skills. This study aimed to test the problem-solving skills of typically developing children when using a LEGO® robot to solve a reverse sequencing task. Additionally, the study aimed to determine the chronological ages at which typically developing children can effectively solve the levels of difficulty. Method An experimental crossover study was conducted, where 30 typically developing children aged from 3 to 7 years old were randomly assigned to a first condition (either robot or direct hand manipulation using a toy truck). Results This pilot study demonstrated that older children outperformed younger children when they used both the truck and the robot, and that the robot was best suited for children over the age of five. Conclusion Children were able to use the robot to manipulate objects and perform the problem-solving task. A robot may be an alternative assessment tool to identify problem-solving skills for children with disabilities. A larger sample size is required to build a database of results when typically developing children use robots, to gauge the level of understanding of children with disabilities. [ABSTRACT FROM AUTHOR]

Purpose:Youth with disabilities are under-represented in science, technology, engineering, and math (STEM) in school and in the workforce. One encouraging approach to engage youth’s interest in STEM is through robotics; however, such programs are mostly for typically developing youth. The purpose of this study was to understand the development and implementation of an adapted robotics program for children and youth with disabilities and their experiences within it. Method:Our mixed methods pilot study (pre- and post-workshop surveys, observations, and interviews) involved 41 participants including: 18 youth (aged 6–13), 12 parents and 11 key informants. The robotics program involved 6, two-hour workshops held at a paediatric hospital. Results:Our findings showed that several adaptations made to the robotics program helped to enhance the participation of children with disabilities. Adaptations addressed the educational/curriculum, cognitive and learning, physical and social needs of the children. In regards to experiences within the adapted hospital program, our findings highlight that children enjoyed the program and learned about computer programming and building robots. Conclusions:Clinicians and educators should consider engaging youth with disabilities in robotics to enhance learning and interest in STEM. Implications for RehabilitationClinicians and educators should consider adapting curriculum content and mode of delivery of LEGO® robotics programs to include youth with disabilities.Appropriate staffing including clinicians and educators who are knowledgeable about youth with disabilities and LEGO® robotics are needed.Clinicians should consider engaging youth with disabilities in LEGO® to enhance learning and interest in STEM. [ABSTRACT FROM PUBLISHER]

Objective. To analyze the learning curves of the different stages of robotic-assisted laparoscopic hysterectomy. Design. Retrospective analysis. Design Classification. Canadian Task Force classification II-2. Setting. Kaohsiung Medical University Hospital, Kaohsiung, Taiwan. Patient Intervention. Women receiving robotic-assisted total and subtotal laparoscopic hysterectomies for benign conditions from May 1, 2013, to August 31, 2015. Measurements and Main Results. The mean age, body mass index (BMI), and uterine weight were 46.44±5.31 years, 23.97±4.75 kg/m2, and 435.48±250.62 g, respectively. The most rapid learning curve was obtained for the main surgery console stage; eight experiences were required to achieve duration stability, and the time spent in this stage did not violate the control rules. The docking stage required 14 experiences to achieve duration stability, and the suture stage was the most difficult to master, requiring 26 experiences. BMI did not considerably affect the duration of the three stages. The uterine weight and the presence of adhesion did not substantially affect the main surgery console time. Conclusion. Different stages of robotic-assisted laparoscopic hysterectomy have different learning curves. The main surgery console stage has the most rapid learning curve, whereas the suture stage has the slowest learning curve. [ABSTRACT FROM AUTHOR]

Background: Partial preservation of sensory and motor functions in the contralateral extremities after hemispherectomy is likely secondary to cortical reorganization of the remaining hemisphere and can be improved by rehabilitation. This study aims to investigate behavioral changes that may occur after a 2-week novel robotic rehabilitation program in 18 children with prior anatomic hemispherectomy. Other conventional rehabilitation methods were also reviewed and compared., Methods: This study examined the impact of a novel robotic rehabilitation 2-week program on 18 hemispherectomy patients (average age 14.3 ± 3.9 years; age at hemispherectomy 5.6 ± 4.5 years)., Results: Statistically significant improvements were seen in the six-minute walk test (29 m, p < 0.001), Canadian Occupational Performance Measure performance (1.64 points, p = 0.002) and satisfaction (2.49 points, p = 0.001), and individual perceived performance on survey (1.72 points, p = 0.042). Fifteen patients showed improvement in the upper extremity Fugl-Meyer scores with an average increase of 3 points (p = 0.006)., Conclusion: This study demonstrates clinically meaningful and statistically significant improvements in motor function and behavior following a novel robotic rehabilitation two-week program., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Published by Elsevier Ltd.)

Introduction: Telerobotic ultrasound technology allows radiologists and sonographers to remotely provide ultrasound services in underserved areas. This study aimed to compare costs associated with using telerobotic ultrasound to provide ultrasound services in rural and remote communities to costs associated with alternate models., Methods: A cost-minimization approach was used to compare four ultrasound service delivery models: telerobotic ultrasound (Model 1), telerobotic ultrasound and an itinerant sonographer (Model 2), itinerant sonographer without telerobotic ultrasound (Model 3), and travel to another community for all exams (Model 4). In Models 1-3, travel was assumed when exams could not be successfully performed telerobotically or by an itinerant sonographer. A publicly funded healthcare payer perspective was used for the reference case and a societal perspective was used for a secondary non-reference case. Costs were based on the literature and experience using telerobotic ultrasound in Saskatchewan, Canada. Costs were expressed in 2020 Canadian dollars., Results: Average cost per ultrasound exam was $342, $323, $368, and $478 for Models 1, 2, 3, and 4, respectively, from a publicly funded healthcare payer perspective, and $461, $355, $447, and $849, respectively, from a societal perspective. In one-way sensitivity analyses, Model 2 was the lowest cost from a payer perspective for communities with population >2075 people, distance >350 km from the nearest ultrasound facility, or >47% of the population eligible for publicly funded medical transportation., Conclusion: Health systems may wish to consider solutions such as telerobotic ultrasound and itinerant sonographers to reduce healthcare costs and improve access to ultrasound in rural and remote communities., (© 2022 American Institute of Ultrasound in Medicine.)

Rural and remote communities within the Circumpolar World have been challenged to provide on-site opportunities for post-secondary education due to geographical barriers and a lack of available resources. Distributed learning is defined as the separation of time and/or space in teaching and learning and therefore off ers possibilities that can be tailored for programs, faculty, and individual students. Distributed learning not only mitigates geographical and resource challenges but, most importantly, it provides learning experiences that are context relevant. The intent of this report is to illustrate how one western Canadian nursing education program has moved beyond traditional methods of educational distance delivery to include a more learner-centred approach. The "learn where you live" program was developed to provide accessible, quality undergraduate nursing education to northern rural and remote communities. This novel educational approach supports the educator to be in two places at one time in a synchronous, face-to-face delivery in which students are taught from a distance rather than having to relocate. This approach to nursing education is based on the premise that it is the educator and not the student who is remotely situated. The authors advise that there is no normative preference for a particular type of technology. Best practices are evolving through circumpolar collaborative partnerships in northern nursing education. This report is part of a special collection from members of the University of the Arctic Thematic Network on Northern Nursing Education. The collection explores models of decentralized and distributed university-level nursing education across the Circumpolar North. [ABSTRACT FROM AUTHOR]

Background: Persons living with dementia and their care partners place a high value on aging in place and maintaining independence. Socially assistive robots - embodied characters or pets that provide companionship and aid through social interaction - are a promising tool to support these goals. There is a growing commercial market for these devices, with functions including medication reminders, conversation, pet-like behaviours, and even the collection of health data. While potential users generally report positive feelings towards social robots, persons with dementia have been under-included in design and development, leading to a disconnect between robot functions and the real-world needs and desires of end-users. Furthermore, a key element of social and emotional connectedness in human relationships is emotional alignment - a state where all partners have congruent emotional understandings of a situation. Strong emotional alignment between users and robots will be necessary for social robots to provide meaningful companionship, but a computational model of how to achieve this has been absent from the field. To this end, we propose and test Affect Control Theory (ACT) as a framework to improve emotional alignment between older adults and social robotics., Method: Using a Canadian online survey, we introduced respondents to three exemplar social robots with older adult-specific functionalities and evaluated their responses around features, emotions, and ethics using standardized and novel measures (n=171 older adults, n=28 care partners, and n=7 persons living with dementia)., Result: Overall, participants responded positively to the robots. High priority uses included companionship, interaction, and safety. Reasoning around robot use was pragmatic; curiosity and entertainment were motivators to use, while a perceived lack of need and the mechanical appearance of the robots were detractors. Realistic, cute, and cuddly robots were preferred while artificial-looking, creepy, and toy-like robots were disliked. Most importantly, our evidence supported ACT as a viable model of human-robot emotional alignment., Conclusion: This work supports the development of emotionally sophisticated, evidence-based, and user-centered social robotics with older adult- and dementia-specific functionality., (© 2022 the Alzheimer's Association.)