Su Yin, Myat

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Su Yin, Myat
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Su Yin, Myat
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    Item type:Publication,
    Dental tutorbot: Exploitation of dental textbooks for automated learning
    (RWTH Aachen, 2021)
    Tauqeer, Fizza
    ;
    Raza, Muhammad Khubaib
    ;
    Su Yin, Myat
    ;
    Hassan, Saeed-Ul
    ;
    Haddawy, Peter
    Active learning has been shown to provide benefits over traditional didactic approaches to teaching and learning. These benefits are particularly important in fields in which students must master large amounts of information and effectively operationalize it, as in medicine and dentistry. While online learning platforms have the potential to provide students with active learning without taxing scarce faculty resources, a recognized challenge in producing such systems is the engineering of the domain knowledge needed for engaging interaction. In this paper we address this problem by developing an open-source chatbot-based tutoring system trained on dental textbooks in the area of endodontics, one of the most challenging areas of dentistry. Dental TutorBot is built using Rasa for modular training purposes. It asks short questions from students and evaluates their answers. If the student cannot answer a question, the system provides a hint, rather than immediately giving the student the answer. In this way, it coaches the student to find the answer and thus helps them to understand the connections between concepts while creating a more intellectually stimulating learning experience.
    conference paper
      11  23
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    Item type:Publication,
    Objective assessment and feedback generation in dental surgical simulation : a framework based on correlating procedure and outcome
    (2018-02-07)
    Su Yin, Myat
    ;
    Haddawy, Peter
    ;
    Freksa, Christian
    ;
    Freksa, Christian
    Fine motor skill is indispensable for a dentist. As in many other medical fields of study, the traditional surgical master-apprentice model is widely adopted in dental education. Recently, virtual reality (VR) simulators have been employed as supplementary components to the traditional skill-training curriculum, and numerous dental VR systems have been developed academically and commercially. However, the full promise of such systems has yet to be realized due to the lack of sufficient support for formative feedback. Without such a mechanism, evaluation still demands dedicated time of experts in scarce supply. With the aim to fill the gap of formative assessment using VR simulators in skill training in dentistry, this thesis presents a framework to objectively assess the surgical skill and generate formative feedback automatically. VR simulators enable collecting detailed data on relevant metrics throughout a procedure. Our approach to formative feedback is to correlate procedure metrics with the procedure outcome in order to identify the portions of a procedure that need to be improved. Prior to the correlation, the procedure outcome needs to be evaluated. The scoring algorithm designed in this thesis provides an overall score and identifies specific errors and their severity. Building upon this, we developed techniques to identify the portion of the procedure responsible for the errors. Specifically, for the errors in the outcome the responsible portions of the procedure are identified based on correlation of location of the error. For some types of feedback one mode may be more suitable than another. Tutoring formative feedback are provided using the video- and haptic- modalities. The effectiveness of the feedback systems have been evaluated with the dental students with randomized controlled trials and the findings show the feedback mechanisms to be effective and have potentials to use as valuable supplemental training resources.
    doctoral thesis
      375  130