Robotics Course Research Articles

Assessing the feasibility and acceptability of a hands-on surgical robotics workshop for medical students and early-career doctors.

Despite the increased adoption of robotic surgery across various specialities, medical students and early-career doctors have limited exposure. This study aims to assess the feasibility and acceptability of a hands-on surgical robotics workshop for those early-career medics. 26 participants with minimal prior exposure to robotic surgery attended a workshop using the Versius© robotic surgical system and Virtual Reality simulation platforms. We analysed pre-workshop registration form and post-workshop feedback form utilising mixed quantitative and qualitative approach. Pre-workshop registration revealed motivations and barriers to attending surgical robotics courses. Post-workshop evaluations showed significant improvements in self-assessment scores, familiarity with robotic surgery, and confidence in using the technology. All participants expressed a strong enthusiasm for greater access to robotic surgery education and 84% of participants strongly agreed this workshop increased their interests in surgical specialities. The study also highlighted the perceived ease of use of robotic systems compared to laparoscopic instruments and explored the potential of virtual reality in surgical training. Further efforts are needed for better integration of robotic surgery training into medical curricula to prepare future surgeons for the evolving surgical landscape.

The impact of standardized robotics course training during colorectal surgery fellowship on post-training practice: a survey of graduates

The Association of Program Directors for Colon and Rectal Surgery (APDCRS) has sponsored a standardized robotics course for colorectal and minimally invasive surgery fellows since 2011. The study objective was to assess the impact of the APDCRS-sponsored course on surgical approaches adopted by young colorectal surgeons before, during, and after fellowship. An internet-based survey was administered to 2014–2022 ACGME-accredited colorectal surgery program graduates. Study variables were summarized using frequencies and proportions. Survey response rate was 43.2%. Laparoscopic and robotic volumes were consistently higher than open and hand-assist laparoscopic volumes over the study period. About 70.0% of fellows performed ≥ 20 laparoscopic cases before 2017, and over 80% had experience with ≥ 20 laparoscopic cases during/after 2017. An increasing trend of performing ≥ 20 robotic colorectal cases during fellowship was observed (before 2017: 75.0%, 2018–2019: 76.9%, and 2021–2022: 84.8%). Multivariate logistic regression analysis showed that higher robotic volume (≥ 25 colorectal cases) during general surgery residency increased odds of performing ≥ 50 robotic cases during fellowship (OR: 4.38, 95% CI 0.88, 26.1). Higher robotic volumes during fellowship correlated with higher robotic volumes in the first year of post-fellowship practice. 88.6% of respondents agree (21.0%) or strongly agree (67.6%) that the APDCRS robotics training course met expectations, and 83.8% agree or strongly agree that the course prepared them for post-graduate robotics practice. The APDCRS-sponsored robotics training course met expectations and prepared colorectal surgery fellows for adopting the robotic approach after graduation, with the majority of respondents reporting that they utilize robotics in their post-graduation colorectal practice.

RoboticSurgery4all: are discovery courses important for robotic surgery skills acquisition?

Cost, logistics, and availability of robotic simulation opportunities suppose a real challenge for robotic surgery training. We aimed to test a new methodology for introduction to robotic surgery pre-congress courses. Two different “introduction to robotic surgery” pre-congress courses were developed. A new methodology using a sleeve/bypass, a ventral TAPP and an inguinal TAPP silicone models was implemented. After the session, the trainees answered a questionnaire to evaluate the course and the methodology using 1–5 Likert scales. A total of 21 participants participated in the courses and (72.2%) had no experience in robotic surgery. All trainees rated the course as good or excellent. There was a strong agreement between participants regarding the adequacy of the silicone models for this type of simulation/course. Trainees agree that the course gave them more confidence to perform a real robotic procedure, increased their interest in robotic surgery and made them feel ready to start their robotic surgery pathway. Congresses are a frequent way of contact between surgeons and robotic systems, mostly in the form of technical demonstrations or pre-congress courses. Our methodology showed that it is possible to allow for this contact in a low-cost way. This kind of courses is well received by congress delegates and have a positive educational impact. Despite of being "Discovery” courses, they have a positive impact on the congress, on the acquisition of robotic surgery skills and increase the interest in robotic surgery.

1170 Bridging the Gap in Surgical Robotics Education

Abstract Aim Despite rapid evolution of surgical robotics systems, training opportunities are very limited especially for medical students and junior doctors. We organised a free-of-charge regional robotics workshop in collaboration with CMR Surgical with the goal of increasing exposure to surgical robotics technology. We also evaluated the delegates’ perception on current surgical robotics training and the workshop. Method CMR Surgical was invited to exhibit their Versius® robot and Virtual-Reality trainer for a one-day workshop at Glenfield Hospital, Leicester. The workshop was advertised across universities and hospital trusts in East Midlands. Registration form included pre-workshop questionnaire which assessed the motivation and barriers to attending surgical robotics courses, and their familiarity with robotics surgery. After 1-hour hands-on exercise supervised by consultants and CMR Surgical trainers, delegates were asked to complete post-workshop questionnaire to evaluate shift in familiarity, interest, and confidence in basic robotic skills. Results 75 delegates registered with 93% having never attended similar workshop before and the barriers were perceiving that robotics surgery skills are for advanced surgeons only (37%), cost (26%), no accessible courses (24%), time constraints (9%) and others (4%). The primary motivation to attend this workshop were learning basic robotic skills (49%), exploring innovative technology (44%) and networking (7%). 30 delegates were shortlisted for 1-hour hands-on experience into six groups consisting of 18 students and 12 junior doctors. Post-workshop feedback showed a positive shift in familiarity, interest, and confidence in basic robotic skills. Delegates also expressed increased interest in surgical specialties after this workshop. They also found VR station was enjoyable and believed it has potential in training future robotic surgeons. Conclusions These findings highlight the feasibility and importance of creating accessible training opportunities to bridge the gap in surgical robotics education.

790 Basic Robotic Technical Skills Course (BRITS): A Critical Evaluation of an Evolving Surgical Curriculum

790 Basic Robotic Technical Skills Course (BRITS): A Critical Evaluation of an Evolving Surgical Curriculum

Robotic-assisted thoracic surgery training in France: a nation-wide survey from young surgeons.

Evaluate theoretical and practical training of thoracic surgeons-in-training in robotic-assisted thoracic surgery (RATS) in France. A survey was distributed to thoracic surgeons-in-training in France from November 2022 to February 2023. We recruited 101 thoracic surgeons-in-training (77% response rate). Over half had access to a surgical robotics system at their current institution. Most (74%) considered robotic surgery training essential, 90% had attended a robotic procedure. Only 18% had performed a complete thoracic robotic procedure as the main operator. A complete RATS procedure was performed by 42% of fellows and 6% of residents. Of the remaining surgeons, 23% had performed part of a robotic procedure. Theoretical courses and simulation are well developed; 72% of residents and 91% of fellows had undergone simulation training in the operating room, at training facilities, or during congress amounting to <10 h (for 73% of the fellows and residents), 10-20 h (17%), 20-30 h (8%) or >30 h (3%). Access to RATS was ≥1 day/week in 71% of thoracic departments with robotic access. Fellows spent a median of 2 (IQR 1-3) semesters in departments performing robotic surgery. Compared with low-volume centres, trainees at high-volume centres performed significantly more complete robotic procedures (47% vs 13%; P = 0.001), as did fellows compared with residents. Few young surgeons perform complete thoracic robotic procedures during practical training, and access remains centre dependent. Opportunities increase with seniority and exposure; however, increasing availability of robotic devices, theoretical formation, and simulation courses will increase opportunities.

TEACHING MATHEMATICS WITH VIRTUAL ROBOTS TO STUDENTS

The study introduces the case of development of mathematics oriented 20-h robotics course for students (n=50) with educational program of “6B01501 - Mathematics”. The research aimed at exploring the impact of robotics on students’ motivation and engagement by learning math using robotics activities. These activities include controlling virtual robots while learning Algebra concepts. Overall, the aim of practicing math using robots is to investigate the effectiveness of this approach to teaching math, and to identify ways to improve math education using technology. During the study, the researchers examined the global application of robotics and conducted a review of academic databases to collect relevant literature. The findings revealed a dearth of knowledge in the academic literature concerning this particular subject. The study was carried out for three months on the basis of NJSC "Zhetysu University named after Ilyas Zhansugurov" (Taldykorgan), during which the training program "Learning Mathematics with the help of robotics" was developed and tested. Example of lessons at roboblocky.com implemented by students presented in this article. Roboblocky is an educational platform that integrates robotics and programming to facilitate the instruction of mathematical and scientific concepts to students. The platform employs a block-based programming approach, which enhances the accessibility and comprehension of these concepts among students.Based on the available research, it can be concluded that teaching math with Roboblocky is a promising approach. Studies on using robotics to teach mathematics have shown that it can improve student engagement, achievement, problem-solving skills, and spatial reasoning. Additionally, the use of virtual robots in the classroom can promote positive attitudes towards learning among students

RANCANG BANGUN TRAINER ROBOT LENGAN UNTUK PRAKTIKUM ROBOTIKA PADA PRODI S1 TEKNIK ELEKTRO FAKULTAS TEKNIK UNIVERSITAS TADULAKO

Robotic arms are a type of robot that is currently developing rapidly in industry, this has caused robotics technology to become one of the mandatory subjects taught in universities. In the Undergraduate Department of Electrical Engineering, Faculty of Engineering, Tadulako University, the robotics course is a mandatory subject studied by students, especially students who take the weak current concentration (TEN). This research aims to provide students with an understanding of how to control a robot arm. The design of a robot arm system with 4 degrees of freedom is made using several types of control such as control using Arduino IDE software, push buttons and potentiometers. The results of testing the robot arm trainer after controlling it with three types of control were successful. In the first control using the Arduino IDE software control it shows that the direction of rotation of the motor rotates according to the program target given, in the second control using a push button it shows that the speed and acceleration are directly proportional to changes in motor degrees, then in the third control using a potentiometer it shows that the degree mapping on the potentiometer is directly proportional to the degree of the stepper motor. However, in the test there were differences in degree values ​​when the motor rotated which caused the resulting data to be inaccurate. This is due to a mismatch in tooth size between the belt and the stepper motor gear, causing wear on the belt.

A VR-based Industrial Robot Platform for Interactive Teaching Specialized Courses of Mechatronic Engineering

The primary objective of Industry 4.0 is to establish seamless connections between the physical and digital domains. Virtual Reality technology is widely acknowledged as a revolutionary advancement that offers significant technical assistance to many different fields including industry, agriculture and individuals. Since its inception, VR-based education has not gone out of that trend. The paper outlines a methodology for developing virtual interactive applications for the purpose of teaching Mechatronics. Unity software is utilized for creating a three-dimensional virtual robot and its corresponding environment. Subsequently, a user-friendly interface for controlling a robot is constructed. Finally, a lesson plan was developed for the virtual interactive teaching approach in the industrial robot course for the undergraduate Mechatronics Engineering program. The integration of a quantitative evaluation approach, along with the subsequent self-assessment conducted by students upon completion of the module, has unequivocally shown enhancements and efficacy across several competencies with increases ranging from 85 to 92%. The utilization of virtual reality and interactive learning within virtual environments, together with the guidance of instructors, has significantly improved the learning experience and problem-solving abilities of engineering and technology students, enabling them to fulfill the required performance criteria.

Empowering Students in Medical Device Design: An Interdisciplinary Soft Robotics Course

Experiential learning in biomedical engineering curricula is a critical component to developing graduates who are equipped to contribute to technical design tasks in their careers. This paper presents the development and implementation of an undergraduate and graduate-level soft material robotics design course focused on applications in medical device design. The elective course, offered in a bioengineering department, includes modules on technical topics and hands-on projects relevant to readings, all situated within a human-centered design course. After learning and using first principles governing soft robot design and exploring literature in soft robotics, students propose a new advance in the field in a hands-on design and prototype project. The course described here aims to create a structure to engage students in fabrication and the design approaches taken by practitioners in a specific field, applied here in soft robotics, but applicable to other areas of biomedical engineering. This teaching tips article details the pedagogical tools used to facilitate design and collaboration within the course. Additionally, we aim to highlight ways in which the course creates (1) opportunities to engage undergraduates in design in preparation for capstone courses, (2) outward facing opportunities to connect with practitioners in the field, and (3) the ability to adapt this hands-on experience within a typical lecture structure as well as a hybrid online and in-person offering, thus expanding its utility in bioengineering departments. We reflect on course elements that can inform future design-based course offerings in soft robotics and other design-based multidisciplinary fields in bioengineering.

Computer simulation and hands-on labs: A case study of teaching robotics and AI

When teaching robotics, instructors face the challenge of finding an effective approach to bridge theoretical concepts and practical applications. Both computer simulations and hands-on laboratory experiments provide learners with opportunities for active, immersive, and experiential learning. As students progress from introductory to advanced topics and from theory to practice, their performance is contingent upon earlier knowledge and may increase, remain unchanged, or decrease. The question that arises is whether computer simulation can serve as a viable foundation for fostering an understanding of theory that enables the subsequent grasp of advanced practical concepts in robotics. Put another way, when students are introduced to the field of robotics through computer simulation, how will they perform when presented with advanced hands-on tasks involving the construction of physical robots to solve problems in physical space? To answer this question, we examined undergraduate student performance ( n = 107) across two robotics courses—an introductory course using computer simulation (Robot Operating System, Rviz, and GAZEBO) and an advanced course using physical hardware (Puzzlebot), leveraging the hardware's capability for AI tasks such as machine vision (Nvidia Jetson Nano development kit). Our findings suggest that student performance increased as they progressed from using computer simulation to engaging with hardware in the physical environment, further suggesting that teaching with computer simulations provides an adequate foundation to learn and complete more advanced tasks.

'She is failing; he is learning': Gender-differentiated attributions for girls' and boys' errors.

According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys. This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers' hesitancy to offer educational robotics (ER) courses to them. The predictions were as follows: (1) the likelihood of teachers' hesitancy would be related to gender-differentiated internal attributions of errors based on expectations of a low natural aptitude for girls; and (2) teachers with high levels of gender stereotypes would be more hesitant about offering ER to girls than to boys via the mediation of internal attributions of errors as being due to girls' low levels of natural aptitude for ER. In this experimental study, 155 Italian teachers (M = 38.59 years, SD = 8.20) responded to a questionnaire at the end of a course on ER in 2022. Teachers randomly read one of two vignettes describing a girl's or a boy's error during an ER course. Results of multiple regression and moderated mediation analyses confirmed both predictions. In order to reduce the gender STEM gap, the tendency to attribute girls' errors to internal and natural causes should be better inspected.

Early Implementation of Robotic Training in Surgical and Surgical Subspecialty Residency.

Robotic surgery has emerged as an operative tool for many elective and urgent surgical procedures. The purpose of this study was to evaluate early surgical trainees' experiences and opinions of robotic surgery. An introductory robotic training course consisting of online da Vinci Xi/X training and in-person, hands on training was implemented for residents and medical students across surgical subspecialties at a single institution. A voluntary survey evaluating perceptions of and interest in robotic surgery and prior robotic surgery experience, as well as a basics of robotics quiz, was distributed to participants prior to the start of the in-person session. Descriptive statistics were used to evaluate the cohort. 85 trainees participated in the course between 2020 and 2023, including 58 first- and second-year surgical residents (general surgery, urology, OB/GYN, and thoracic surgery) and 27 fourth-year medical students. 9.4% of participants reported any formal robotic surgery training prior to the session, with only 19% of participants reporting robotic operative experience. 52% of the participants knew of and/or had completed the da Vinci online course modules prior to the scheduled training session. Participants unanimously (100%) agreed that robotic surgery should be implemented into surgical training. There is rising enthusiasm for robotic surgery, yet early exposure and training remain infrequent and inconsistent amongst medical students and new surgical residents. A standardized introduction of multi-disciplinary robotic surgery training should be incorporated into medical school and/or early residency education to ensure surgical residents receive appropriate exposure and training to achieve competency.

The Application of CoppeliaSim EDU in Robot Course Teaching

CoppeliaSim EDU, as a powerful tool for robot teaching, is changing the traditional teaching mode. This software provides a comprehensive robot simulation environment where users can explore different scenarios, models, and programming interfaces to gain a deeper understanding of robot technology. Its advantage lies in reducing the cost and potential security risks of physical robots, making robot education more widespread and secure. In actual teaching, teachers can use CoppeliaSim EDU for course design, guide students to carry out robot programming and simulation experiments, and improve teaching effectiveness. Through case analysis, it can be found that using CoppeliaSim EDU can better stimulate students' interest in learning, improve their practical ability and innovative thinking. In the future, with the continuous development of robotics technology, the application prospects of CoppeliaSim EDU will be even broader, bringing more possibilities for robot education.

A Laboratory-Based Multidisciplinary Approach for Effective Education and Training in Industrial Collaborative Robotics

The rapid evolution of robotics across various sectors, including healthcare, manufacturing, and domestic applications, has underscored a significant workforce skills gap. The shortage of qualified professionals in the labor market has had adverse effects on production capacities. Therefore, the significance of education and training for cultivating a skilled workforce cannot be overstated. This research work presents the development of a pedagogical approach centered on laboratory infrastructure designed specifically with multidisciplinary technologies and strategic human–machine interaction protocols to enhance learning in industrial robotics courses. Progressive competencies in laboratory protocols are developed, focusing on programming and simulating real-world industrial robotics tasks, to bridge the gap between theoretical education and practical industrial applications for higher education students. The proposed infrastructure includes a user-configurable maze comprising different colored elements, defining starting points, endpoints, obstacles, and varying track sections. These elements foster a dynamic and unpredictable learning environment. The infrastructure is fabricated using Computer Numerical Control (CNC) machining and 3D printing techniques. A collaborative robot, the Universal Robots UR3e, is used to navigate the maze and solve the track with advanced computer vision and human–machine communication. The amalgamation of practical experience and collaborative robotics furnishes students with hands-on experience, equipping them with the requisite skills for effective programming and manipulation of robotic devices. Empowering human–machine interaction and human–robot collaboration assists in addressing the industry’s demand for skilled labor in operating collaborative robotic manipulators.

Reform and Practice of Mathematical Foundation Courses in Robotics at Agricultural and Forestry Universities—A Case Study of Algebraic Graduate Students at Northeast Forestry University

Reform and Practice of Mathematical Foundation Courses in Robotics at Agricultural and Forestry Universities—A Case Study of Algebraic Graduate Students at Northeast Forestry University

USING OF MICROCONTROLLER FOR STUDENT LEARNING PROCESS

Use of the latest achievements in the field of microcontroller programming, such as the Arduino platform, allows to qualitatively change the educational process, makes it more intense, increases student motivation, and makes it possible to implement an individual approach, which is important. And this, in turn, improves the efficiency and quality of microcontroller programming. The purpose of this study is to propose an effective methodology for using Arduino Atmega 328 microcontrollers for teaching students and evaluate the effectiveness of teaching programming based on the use of Arduino Atmega 328 microcontrollers based on the Kirkpatrick model. The paper presents a broad review of works that consider the interaction of a person and microcontrollers. In addition, the impact of this approach on the process of learning and teaching is being evaluated. More than 95 students took part in this experiment. First, during the semester, students were taught programming using Arduino Atmega 328 microcontrollers, after which they evaluated this learning. The evaluation was carried out at three levels of the Kirkpatrick model [1], and as a result, the second and third levels showed almost the same results with an error of 3 percent. This study concluded that such teaching methodology is very important in the process of student learning. Interaction and collaboration in the field of microcontroller programming has also been used to introduce non-traditional curricula, including courses in robotics as a tool for addressing the social aspects of robotics and artificial intelligence.

Design of a Multitask and Terrestrial Robot Challenge for Course Project of Intelligent Robots

Robotics is a highly practical, multidisciplinary, and rapidly developing field of study which lies at the intersection of computer science, automatic control, mechanical engineering, and materials science, as well as other disciplines. Designing a suitable yet challenging robotics course project is incredibly important and beneficial for teaching the subject effectively. Carrying out a practical robotics project helps students consolidate their knowledge and connect concepts across disparate areas of computer science and mechatronics engineering as they design and develop an integrated robotic system. Additionally, a practical project helps deepen a student’s understanding of how recent ground-breaking results in Artificial Intelligence (AI) can be implemented in a real robotic system. This paper provides an overview of a project for the Intelligent Robots graduate course. In the proposed course project, each team programs a small-scale humanoid robot to carry out a multi-task robot challenge on a terrestrial map. The course project is organized into a series of milestones, each of which is related to the corresponding module of the robot (e.g., joint motion, visual servoing, etc.). The students’ performance in the course project over the past three years has been summarized and reviewed. The evaluation results and the student feedback show that the proposed course project is interesting and engaging, and provides the students with a comprehensive opportunity to apply their theoretical knowledge in robotics, as well as to implement the findings of contemporary research in AI, to a real robotic system.

An Effective Virtual Reality Paradigm for Robotic Assembly in First-Year Engineering Curriculum

An effective Augmented Reality and Virtual Reality paradigm is proposed to facilitate introductory robotics course in the first-year engineering curriculum. The AR/VR Application utilization and its impact on the students' learning with respect to robotic assembly and robotic application programming is emphasized in this article. The paper delves into a comprehensive review of the related works presented in the literature. The requirements for the physical assembly and virtual assembly of movable robots are meticulously highlighted. To facilitate course learning a robotic workshop involving steps introduction to robotics, and practical experience on the robot is conducted. The delivery of the course content is made much more effective by inculcating the Virtual experience of the Robotic assembly process. The virtual robotic assembly and manual physical robotic assembly process processes have their own uniqueness and importance and it is left to the students to pick them on a priority basis. Finally, the effectiveness of the proposed course is determined by conducting an online quiz, collecting student feedback, tabulating and analyzing the results.The results demonstrate the effectiveness of the proposed method in creating interest in robotics and related courses among first-year engineering students. Keywords— Augmented Reality(AR), Virtual Reality(VR), Build Your Own Robot(BYOR), Robotic assembly.

MILITARY SURVEILLANCE BOT

This research describes a cutting-edge method for border and distant surveillance using multipurpose robots that are based on the most recent 3G technology used in defense and military applications. This autonomous vehicle has the capacity to conduct surveillance in border regions in place of soldiers. Using the internet as a communication tool, the robotic vehicle may be operated both manually and autonomously. This multimodal robot is employed in distant and combat zones to detect fire, explosives, hazardous gasses, and people. Traditional wireless security robots are rendered obsolete by their constrained human control and frequency range. The use of 3G technology, which has an infinite range, allows one to overcome these restrictions. By using solar panels, this system further improves the usage of renewable energy sources. Infrared and ultrasonic sensors are used to operate autonomously. The DTMF decoder controls the manual operation, and mobile phones are employed as video cameras by initiating 3G video calls and modifying the robot's course based on surrounding real-time information. The experimental findings of the solar panel's tilt angle selection and power consumption in both automated and manual modes are also shown in this study. Under certain conditions, this robotic vehicle may be used for both surveillance and reconnaissance.