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PubMed · 17102352

Developing and evaluating a wireless speech-and-touch-based interface for intelligent comprehensive triage support systems.

Polun Chang·Yu-Hsiang Sheng·Yiing-Yiing Sang·Da-Wei Wang·Yueh-Shuang Hsu·I-Ching Hou
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Abstract

Continuous speech recognition (CSR) technology appears promising in mobile nursing but is not yet well studied. We developed and evaluated bimodal CSR and touchscreen triage support systems in the Emergency department (ED) of a medical center with 2700 beds in 2004-5. Evaluation results show that the average accuracy rates of systems ranged from 94 to 98%. Results suggest that the ED nurses were significantly more willing to use CSR combined with touchscreen systems than the others, such as PDA and CSR alone. A more flexible interface, not efficiency, might be the main reason for this finding.

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Attitude to ComputersHumansMobile Health UnitsSpeech Recognition SoftwareTaiwanTelecommunicationsTriageUser-Computer InterfaceEvaluation StudyJournal Article

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Polun Chang, Yu-Hsiang Sheng, Yiing-Yiing Sang, Da-Wei Wang, Yueh-Shuang Hsu, I-Ching Hou. 2006. Developing and evaluating a wireless speech-and-touch-based interface for intelligent comprehensive triage support systems.. https://pubmed.ncbi.nlm.nih.gov/17102352/

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Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptance.

OBJECTIVE: Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. DESIGN: Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. MEASUREMENTS: Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. RESULTS: Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. CONCLUSIONS: Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

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