U.S. patent application number 16/137791 was filed with the patent office on 2019-01-24 for instrument skill instruction and training system.
The applicant listed for this patent is DH Cubed, LLC. Invention is credited to Deborah Helen McGlynn, Tyler Francisco Washburn.
Application Number | 20190027063 16/137791 |
Document ID | / |
Family ID | 50687666 |
Filed Date | 2019-01-24 |
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United States Patent
Application |
20190027063 |
Kind Code |
A1 |
Washburn; Tyler Francisco ;
et al. |
January 24, 2019 |
INSTRUMENT SKILL INSTRUCTION AND TRAINING SYSTEM
Abstract
Technology is described for a system to provide skill training
in various fields, including professional fields involving handheld
instruments. The system senses a user's manipulation of a handheld
instrument or tool using various sensors, e.g., for a dental tool,
an array of pressure sensors in the tool's tip, grip sensors, and
sensors to track the position and movement of the tool. The system
includes lessons to train users in the proper methods to manipulate
the tool and provides guidance and feedback based on the user's
performance to build the user's skills, prevent injury, and
document competency.
Inventors: |
Washburn; Tyler Francisco;
(Seattle, WA) ; McGlynn; Deborah Helen; (Seattle,
WA) |
|
Applicant: |
Name |
City |
State |
Country |
Type |
DH Cubed, LLC |
Seattle |
WA |
US |
|
|
Family ID: |
50687666 |
Appl. No.: |
16/137791 |
Filed: |
September 21, 2018 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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14210412 |
Mar 13, 2014 |
10109220 |
|
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16137791 |
|
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61779102 |
Mar 13, 2013 |
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Current U.S.
Class: |
1/1 |
Current CPC
Class: |
G09B 23/28 20130101;
G09B 23/283 20130101 |
International
Class: |
G09B 23/28 20060101
G09B023/28 |
Claims
1. A skill training apparatus, comprising: a handheld instrument
that is free standing and comprises a plurality of sensors,
including at least one orientation sensor for detecting an
orientation of the handheld instrument, and at least one contact
sensor for detecting contact with the handheld instrument, wherein
the plurality of sensors are operatively coupled to a processor
that receives sensor data from the plurality of sensors; and a
computer-readable storage medium including a data structure that
characterizes proper orientation of the handheld instrument and
proper contact with the handheld instrument, a first set of
instructions configured to cause the processor to compare the
sensor data to the data structure, and a second set of instructions
configured to cause the processor to provide, through an output
device operatively coupled to the processor, feedback based on the
comparison of the sensor data to the data structure.
2. The skill training apparatus of claim 1, wherein the handheld
instrument is a dental curette or dental scaler.
3. The skill training apparatus of claim 1, wherein the handheld
instrument further comprises an interchangeable tip.
4. The skill training apparatus of claim 1, wherein the handheld
instrument is a scalpel.
5. The skill training apparatus of claim 1, further comprising a
pressure sensor configured to detect user grip.
6. The skill training apparatus of claim 1, wherein the data
structure is part of a lesson plan.
7. The skill training apparatus of claim 6, wherein the lesson plan
comprises a plurality of modules for training a user in a plurality
of skills.
8. The skill training apparatus of claim 1, wherein the handheld
instrument has a grip portion and a working end, wherein the
working end comprises the at least one contact sensor and is
configured to detect contact between the handheld instrument and a
work piece.
9. The skill training apparatus of claim 8, wherein the work piece
simulates a portion of a human body.
10. The skill training apparatus of claim 8, wherein the work piece
is a sharpening stone.
Description
RELATED APPLICATIONS
[0001] This application is a continuation of, and claims priority
to, U.S. Non-Provisional patent application Ser. No. 14/210,412
filed Mar. 13, 2014, titled "Instrument Skill Instruction and
Training System," which claims priority to U.S. Provisional Patent
Application No. 61/779,102 filed Mar. 13, 2013, titled "Method,
System and Apparatus for Professional Skill Instruction and
Training," all of which are incorporated by reference in their
entirety.
TECHNICAL FIELD
[0002] This disclosure relates to embodiments of an apparatus,
method, and system of skill training in various fields, including
professional fields involving hand-held instruments, for training
users in the proper methods to build their skills and document
their competency in the training material.
SUMMARY
[0003] In some embodiments, the technology disclosed herein
includes a skill training apparatus comprising a handheld
instrument and a computer-readable storage medium. The handheld
instrument may have a plurality of sensors, including at least one
sensor for detecting the orientation of the instrument and at least
one sensor for detecting contact with the instrument. The handheld
instrument may be operatively coupled to a processor, such that the
processor can receive sensor data about the detected orientation of
the handheld instrument and detected contact with the handheld
instrument. The computer-readable storage medium may include a data
structure containing information characterizing proper orientation
of the handheld instrument and contact with the handheld
instrument, and instructions configured to cause the processor to
compare sensor data about the detected orientation of the handheld
instrument and detected contact with the handheld instrument to
data structure information characterizing proper orientation of the
instrument and contact with the handheld instrument, as well as
instructions configured to cause the processor to provide, through
an output device operatively coupled to the processor, feedback
based on comparison of the sensor data to data structure
information.
[0004] In some embodiments, the technology disclosed herein
includes a system for assisting in skill training when operatively
coupled to at least one processor. The system may comprise an
implement substantially having the form of a professional tool,
means for sensing manipulation of the implement by a user, and at
least one memory storing computer-executable instructions
executable when operatively coupled to the processor. The
computer-executable instructions may include various components,
such as a component configured to convey to a user information
describing skilled manipulation of the implement; a component
configured to detect, via the sensing means, the user's
manipulation of the implement; a component configured to collect
information about the detected user manipulation of the implement;
a component configured to identify, based on the collected
information, improper user manipulation of the implement; and a
component configured to convey to the user feedback regarding the
improper user manipulation of the implement.
[0005] In some embodiments, the technology disclosed herein
includes a computer-readable storage medium having contents
configured to cause at least one computing device having a
processor to perform a method for professional user skill training.
The method may comprise receiving a lesson plan for training the
user in a professional skill, wherein the professional skill
includes handling of an instrument used in the profession;
presenting at least a portion of the lesson plan to a user;
prompting the user to attempt to perform at least a portion of the
professional skill, wherein performing the at least a portion of
the professional skill includes handling the instrument; obtaining
information characterizing the user's handling of the implement in
the user's attempt to perform the at least a portion of the
professional skill; evaluating, by the processor, the information
characterizing the user's handling of the implement; determining,
based on the evaluation, whether the user's attempt to perform the
at least a portion of the professional skill was successful; and if
the user's attempt to perform the at least a portion of the
professional skill was not successful, conveying, on an output
device, feedback regarding the user's handling of the
implement.
BRIEF DESCRIPTION OF DRAWINGS
[0006] The present disclosure will be better understood, and
aspects other than those set forth above will become apparent, when
consideration is given to the following detailed description, which
makes reference to the drawings:
[0007] FIG. 1A is a plan view illustrating external components of
an example assembly in the form of a dental tool in accordance with
embodiments of the present disclosure.
[0008] FIG. 1B is a plan view illustrating internal components of
the example assembly shown in FIG. 1A.
[0009] FIG. 1C is a plan view illustrating additional internal
components of the example assembly shown in FIG. 1A.
[0010] FIG. 1D is a plan view illustrating an interchangeable tip
of the example assembly shown in FIG. 1A.
[0011] FIG. 1E is a plan view illustrating examples of
interchangeable tip shapes and configurations for the example
assembly shown in FIG. 1A.
[0012] FIG. 1F is a plan view illustrating wireless and wired
configurations of the example assembly shown in FIG. 1A.
[0013] FIG. 2A is a block diagram showing components incorporated
in computer systems and other devices on which the technology
executes in accordance with an embodiment of the present
disclosure.
[0014] FIG. 2B is a high-level data flow diagram showing data flow
in a typical arrangement of components of an embodiment of the
technology.
[0015] FIG. 2C is a high-level data flow diagram illustrating an
example of a computing environment in which the technology may be
utilized.
[0016] FIG. 3A is an illustration of an example lesson module user
interface.
[0017] FIG. 3B is a block diagram showing modules of an example
lesson plan in accordance with an embodiment of the present
disclosure.
[0018] FIG. 4A is a detail view illustrating a sensor array of the
example assembly tip shown in FIG. 1D.
[0019] FIG. 4B is a detail view illustrating a sensor array of
another example assembly tip.
DETAILED DESCRIPTION
Overview
[0020] The inventors have recognized that a new approach to skill
training that is faster, less expensive, and more convenient than
traditional approaches would have significant utility. An
apparatus, method, and/or system in accordance with the present
disclosure (an embodiment of "the technology" including software
and/or hardware) helps train users in various skills and skillsets,
particularly skillsets involving handheld implements and
instruments. The technology allows users to achieve higher levels
of skill and implement those skills more quickly than possible
through traditional approaches. By using the technology, users can
develop proper skills faster and with fewer errors, helping them
successfully enter into or continue in their professional
fields.
[0021] Professional longevity through proper ergonomic or safety
protocols is also a benefit of various embodiments of the
technology. For example, embodiments of the technology help users
to identify and learn proper ergonomic instrument orientation,
handling, and manipulation, to understand what corrections to make
in their skills, and to apply corrections immediately in a
simulated environment in order to prevent potential injury. Using
the technology (including, e.g., an application, a training tool,
and a simulated environment) can help users develop and perfect
techniques needed to take their learned skills with them into the
field after instruction has completed, thereby increasing the
longevity of their careers.
[0022] Other benefits of various embodiments of the technology
include reduced cost and increased availability of skill training.
Higher professional education and vocational training are
expensive, and users and institutions look for ways to cut costs.
The technology can lower overall professional educational costs by
reducing the amount and length of training needed to build skills,
by providing lessons that develop correct technique in a simulated
environment to practice on. The technology thus decreases the
student's and/or institution's cost by reducing the time needed to
get and/or provide quality training. The technology can also
augment worldwide availability of quality skill-improvement
education, e.g., providing training where traditional instructional
resources are rare or difficult to access.
[0023] Various embodiments of the technology address such issues
and provide such benefits with respect to professional training by
providing an apparatus, method, and/or system for training users in
the understanding and use of professional devices, including
providing documentation of competency during or after a training
exercise. The technology can also be used to augment worldwide
availability of quality professional education. For example, in
developing countries, nurses who do not have access to specialized
dental hygiene instruction could learn basic techniques and
professional skills to improve dental health in their
community.
[0024] An apparatus in accordance with one or more embodiments of
the technology includes a handheld device with interchangeable
tips, either free standing, or connected to a base unit, which
contains one or more of various sensor technologies. For example,
in various embodiments, sensors are included in one or more of the
body, the tip (or tips), a connected base unit, a remote sensor or
scanner unit, or any combination or all of the above, which
transmit sensor data (including, e.g., positional, directional, and
sensory feedback data) information to the software (e.g.,
wirelessly or by a wired connection), providing the user with real
time feedback about their correct use of a professional tool or
instrument in a given professional application. Means for sensing
manipulation of the implement by a user include all of the sensor
technologies described in this disclosure and their
equivalents.
[0025] The method of the present disclosure is usable in connection
with various computing devices, e.g., a television, computer
laptop, desktop, station, terminal, tablet, phone, PDA, wearable
computer, or other personal computing device. Software on the
computing device, for example, can provide the user via a personal
computing display device with a visual representation of their
applicable professional environment and current lesson plan. An
apparatus incorporating the technology provides data feedback to
the software to facilitate the user interaction with the training
software. Using a method as described herein, the user is able to
access, load, and start a module or lesson plan relevant to his or
her professional field or area of study. The lesson plans or
modules present the user with, for example, a simulated 3D
environment where the user may use the above-mentioned apparatus to
manipulate or interact with a 3D image on the screen in order to
complete a given scenario correctly. For example, the user could
begin a lesson describing how to sharpen an instrument properly.
The software depicts an image of a virtual dental tool, based on
positional data gathered from the apparatus in the user's hand.
When the user moves a replica sharpening stone against the hand
held apparatus, the images on screen are able to mimic the
movements of the apparatus and display a result indicating proper
or improper sharpening technique. The technology in this example
describes proper technique, use, and information about the given
professional lesson and situation, tracks the user's progress
through a lesson, and gives the user a documented result of
competency in the lesson or module after it has been completed. The
user is able to retake competency checks and revisit lessons or
modules at his or her discretion or as indicated by an
instructor.
[0026] A system for teaching proper technique and skillsets in a
variety of professional scenarios in accordance with embodiments of
the technology includes a hand held interface apparatus to provide
input, and electronic sensor data information, and a computer
program to allow the user to interact with professional lesson
plans or modules that are made up of real world examples (e.g., 3D
scenarios) to train or improve professional skillsets. For example,
an electronic hand held device modeled after a surgical instrument
interacts with a medical lesson (e.g., a scalpel for a particular
surgical procedure) on the computing device (e.g., a television,
computer laptop, desktop, station, terminal, tablet, phone, PDA,
wearable computer, or other personal computing device) and uses
sensor hardware in the device to provide real time feedback for the
user interacting with the software to train or improve professional
skills. Features of the embodiments can be implemented in numerous
ways, including as a system, a method, an apparatus, or a computer
readable medium such as a hard drive, disk, read-only or rewritable
memory, or other storage device. Aspects of the system may utilize
a communication infrastructure, for example, a broadband
connection, Wi-Fi network, Bluetooth short range wireless,
near-field communication (NFC), Universal Serial Bus (USB),
Ethernet, or other local area network for centralized control or
remote activity. As a computer system the technology can include or
interacts with special purpose hardware or a general use processor
unit with associated hardware and associated display device such as
a standard desktop computer and display monitor. As a computer
readable medium containing program instructions for providing
interactive training, an embodiment of the technology includes
computer readable code to provide a training module or professional
lesson plan. Part or all of the training session or results can be
stored locally or sent electronically and maintained on a remote
computing device (e.g., a secure Web server) for confidential
access (e.g., through secure authentication using a typical Web
browser).
[0027] Embodiments of the present disclosure provide a user
friendly, easy to understand, three-dimensional, responsive,
interactive hardware and/or software package that brings
professional skillset training designed to facilitate simulated
hands on instruction for proper technique and professional injury
prevention to the user. For example, the technology encompasses a
dental training program designed to reduce work-related injury in
the dental field by teaching proper techniques.
DESCRIPTION OF FIGURES
[0028] Several embodiments of the technology are described in more
detail in reference to the Figures. Embodiments in accordance with
the present disclosure are set forth hereinafter to provide a
thorough understanding and enabling description of a number of
particular embodiments. Numerous specific details of various
embodiments are described below. In some instances, well-known
structures or operations are not shown, or are not described in
detail to avoid obscuring aspects of this technology. A person
skilled in the art will understand, however, that the technology
may have additional embodiments, or that the technology may be
practiced without one or more of the specific details of the
embodiments as shown and described.
[0029] Aspects of the present disclosure address needs in
professional training by providing a hands-on module-based training
system with contextually specific hand-held input hardware for
training users in the understanding and use of professional devices
in specialized fields such as, e.g., dental hygiene. In the
illustrated examples, the technology utilizes a client/server
environment to provide module-based lessons to run on devices such
as a laptop, desktop PC, or microcontroller. The user uses custom
task-specific input hardware in a hand-held format, operating with
the software to allow the user to interact with and complete the
training modules.
[0030] The following discussion provides an illustrative example of
the technology and components in connection with dental tools and
procedures. It is noted, however, that the technology is not
limited to dental tools and procedures, and the technology is
applicable to other handheld tools, components, procedures,
systems, and methods.
[0031] FIG. 1A is a plan view illustrating external components of
an example assembly in the form of a dental tool in accordance with
an embodiment of the present disclosure. The hand held dental tool
or device 100 includes a body 102, which holds various components
in an external hardware casing. In this example device 100, the
casing is shaped to closely resemble a periodontal scaler or
curette. The device 100 can vary in size and shape depending on the
professional training being provided. The example form factor is
designed for the technology to provide dental skill training. By
having the device 100 approximate or replicate a particular tool
design, the technology provides the most relevant training
experience to a user.
[0032] The device 100 has a tip portion and an intermediate
gripping portion 104a that the user grips during use. In the
illustrated embodiment, the device 100 can have bumps, dimples,
ridges, or other grip enhancing features. The expanded view 101 of
the body 102 shows various example components of the body 102. The
grip portion 104a has a pressure sensor membrane or area 104 (which
may or may not be attached or integrated into the main body of the
hand held device) that allows the technology to measure finger or
grip position, strength, or tension. An attachment point 106 allows
an interchangeable tip 136 (shown, e.g., in FIG. 4A) to be attached
to the body 102. A data and/or power connection port 108 permits
powering of the device 100 or charging of a battery to power the
device 100, as well as enabling data to be uploaded to or
downloaded from the device 100. For example, power connection port
108 may be a micro USB port for transmitting sensor data to an
attached base station or an external computer running associated
training software. A connection status LED 110 conveys information
about the status of a data connection to the device 100, and a
battery level LED 112 conveys information about the strength of
charge of a battery powering the device 100.
[0033] FIG. 1B is a plan view illustrating internal components of
the example assembly shown in FIG. 1A. An expanded cutaway view 103
of the device 100 shows an example printed circuit board (PCB) 114
inside the body 102. The PCB 114 includes components such as an
external pressure sensor chip 116 and sensor connector pins 118
that connect the pressure sensor chip 116 to the pressure sensor
membrane or area 104 illustrated in FIG. 1A. An accelerometer 120
is used to give relational positioning information such as
instrument position and/or movement information. Tip sensor chips
122 acquire data via a set of tip connection pins 124 from sensors
(not shown) at the fixed or interchangeable tip or working end of
the device 100. A control chip 126 (e.g., a programmable read-only
memory (PROM) or a central processing unit (CPU) or
microcontroller) manages the flow of data and power within the
device 100 and to and from the device 100. A wireless transmitter
128 transmits data to (and receives data from) another computing
device associated with the user or the technology, or additional
(e.g., remote) sensors (not shown). Other components 130 include,
e.g., sensors of various types (e.g., tension, temperature,
position, or direction), memory, and/or other circuitry to fulfill
the purpose of the device and to interface with other portions of
the technology. As illustrated in FIG. 1A, the PCB 114 also
includes indicator LED lights 110 and 112 to visually present
battery, connection, error, power, or other warnings, levels, or
signals to the user, and a USB or other power or data transmission
port 108 for purposes of charging a battery in the unit, and/or
transmitting data to or from the device 100. Data transmission port
108 and wireless transmitter 128 allow the device to communicate
with a base station (shown, e.g., in FIG. 1F) and/or a computer
running a program for evaluating the user's manipulation of the
device 100.
[0034] FIG. 1C is a plan view illustrating additional internal
components of the example assembly shown in FIG. 1A. An expanded
cutaway view 105 of the device 100 shows power- and battery-related
components including a battery 132 (e.g., a rechargeable
lithium-ion battery) or a battery pack, and related power control
or regulation circuitry 134. In the illustrated example, the
battery 132 and power control or regulation circuitry 134 are
located behind PCB 114.
[0035] FIG. 1D is a plan view illustrating an interchangeable tip
of the example assembly shown in FIG. 1A. The detachable tip 136
connects to the body 102 and is configured for dental hygiene
educational modules. An expanded cutaway view 107 of the device 100
shows electronic components such as accelerometers, magnetometers,
gyroscopes, or other positioning systems 138 within the tip 136. At
the working end of the tip 136 is a sensor array 140, which is
illustrated in greater detail in FIG. 4. Wires 142 connect the
elements of the sensor array 140 to a physical connector 144 by
which the tip 136 is attached to attachment point 106 of the body
102 as illustrated in FIG. 1A.
[0036] Using data from various internal and/or external sensors,
the example handheld device 100 is able to determine grip pressure
as well as the position and movement of the device 100 on several
axes. The interchangeable tips 136 (in the illustrated example,
tips for a dental hygiene instrument) contain a series of sensors
to provide area specific information through, e.g., electrical
resistance or capacitance sensors, such as an electric probe
sensing an interruption in current, or any other sensor type that
can provide real time feedback related to the professional training
module lesson being presented to the user.
[0037] FIG. 1E is a plan view illustrating examples of possible
interchangeable tip shapes and configurations for the example
assembly shown in FIG. 1A. Each of a number of training modules can
require one or more special tips that mimic professional tools for
training purposes. For example, the illustrated tips 136a, 136b,
and 136c represent specific dental or periodontal tools. Each tip
136 connects to the custom input hardware body 102 as described in
connection with FIG. 1D, and make use of any combination of sensors
in or available to the apparatus to provide positional data to the
technology to measure real time user competency during a lesson.
Some tips require additional sensors, e.g., a sensor inside the
handheld device body 102 as well as sensors in the tip 136 of the
device 100 and/or a scanner external to the device 100 to measure
accuracy with respect to the lesson being presented.
[0038] FIG. 1F is a plan view illustrating wireless and wired
configurations of the example assembly shown in FIG. 1A. The top
device 100a is connected wirelessly to one or more other components
of the technology, e.g., a user training platform (not shown), a
base station 146, or other external sensors (e.g., included in the
base station 146 or not shown) or internal components of the device
100a. The bottom device 100b is connected to the base station 146
and/or one or more other components of the technology via a wired
connection, e.g., through data and/or power connection port 108
illustrated in FIG. 1A. Various internal components of the device
100 may be incorporated into the base station 146 to allow the
device 100 to be of minimal size. The device 100 in the illustrated
example (including both a wireless device 100a and a wired device
100b, whether or not via a base station 146) is connected to and
communicates with a processor of a computing device (e.g., a
personal computer) running instructions such as a software program
for monitoring and evaluating sensor data describing the user's
manipulation of the device 100 and providing feedback to the user
based on the communicated data.
[0039] The base station 146 is connectable to (e.g., via a wired or
wireless data connection), and communicates with, a computer
executing instructions to track the user's handling of the device
100 and provide user feedback. The base station 146 may include
various sensors for tracking the user's manipulation of the device
100, e.g., visual (e.g., a tracking camera), laser, radar,
infrared, ultrasound, or electromagnetic field sensors. In various
embodiments of the technology, the base station 146 can provide
power and data to the device 100, and can include a processor to
process sensor data, run lesson plan modules, and provide a
self-contained secure system to receive user data and provide skill
training.
[0040] FIG. 2A is a block diagram showing components incorporated
in computer systems and other devices on which the technology
executes in accordance with an embodiment of the present
disclosure. These computer systems and devices 200 may include one
or more central processing units (CPUs) 201 for executing computer
programs; a computer memory 202 for storing programs and
data--including data structures, database tables, other data
tables, etc.--while they are being used; a persistent storage
device 203, such as a hard drive, for persistently storing programs
and data; a computer-readable media drive 204, such as a memory
card reader or CD-ROM drive, for reading programs and data stored
on a computer-readable medium; and a network connection 205 for
connecting the computer system to other computer systems, such as
via the Internet, to exchange programs and/or data--including data
structures. The terms "memory" and "computer-readable storage
medium" include any combination of temporary and/or permanent
storage, e.g., read-only memory (ROM) and writable memory (e.g.,
random access memory or RAM), writable non-volatile memory such as
flash memory, hard drives, removable media, magnetically or
optically readable discs, nanotechnology memory, biological memory,
and so forth, but do not include a propagating signal per se. The
computing devices on which the described technology may be
implemented may also include various input devices (e.g., keyboard
and pointing devices) and output devices (e.g., display devices) In
various embodiments, the technology can be accessed by any suitable
user interface including Web services calls to suitable APIs. While
computer systems configured as described above are typically used
to support the operation of the technology, one of ordinary skill
in the art will appreciate that the technology may be implemented
using devices of various types and configurations, and having
various components.
[0041] FIGS. 2A-2C and the discussion herein provide a brief,
general description of a suitable computing environment in which
the technology can be implemented. Although not required, aspects
of the system are described in the general context of
computer-executable instructions, such as routines executed by a
general-purpose computer, e.g., a mobile device, a server computer,
or a personal computer. Those skilled in the relevant art will
appreciate that the technology can be practiced using other
communications, data processing, or computer system configurations,
e.g., hand-held devices (including tablet computers, personal
digital assistants (PDAs), and mobile phones), wearable computers,
vehicle-based computers, multi-processor systems,
microprocessor-based consumer electronics, set-top boxes, network
appliances, mini-computers, mainframe computers, etc. The terms
"computer," "host," and "device" are generally used interchangeably
herein, and refer to any such data processing devices and
systems.
[0042] Aspects of the technology can be embodied in a special
purpose computing device or data processor that is specifically
programmed, configured, or constructed to perform one or more of
the computer-executable instructions explained in detail herein.
Aspects of the system may also be practiced in distributed
computing environments where tasks or modules are performed by
remote processing devices that are linked through a communications
network, such as a local area network (LAN), wide area network
(WAN), or the Internet. In a distributed computing environment,
modules may be located in both local and remote memory storage
devices.
[0043] FIG. 2B is a high-level data flow diagram showing data flow
in a typical arrangement of components of an embodiment of the
technology. A number of client computer systems 210 that are under
various users' control generate and send resource requests 231 to
one or more logical servers 230 via a network such as the Internet
120, such as page requests for Web pages that include information
about lesson modules provided by the technology. Within the server,
these requests may either all be routed to a single server computer
system, or may be load-balanced among a number of server computer
systems. The server typically replies to each with served data 232.
Servers 230 may include computing nodes, or such computing nodes
may be remote from the servers and simply make information
determined by the technology available to the servers.
[0044] Embodiments disclosed herein describe an interaction between
a server and a client. It will be understood that the client could
perform many of the operations described as performed by the
server. Alternatively, a server could perform many of the
operations described as performed by the client. Furthermore, the
embodiments described herein could be performed by an application
on a single device, using local data or receiving data from a
network, without requiring the use of a server.
[0045] The technology is operational with numerous other general
purpose or special purpose computing system environments or
configurations. Examples of well-known computing systems,
environments, and/or configurations that may be suitable for use
with the technology include, but are not limited to, personal
computers, server computers, handheld or laptop devices, cellular
telephones, tablet devices, multiprocessor systems,
microprocessor-based systems, set-top boxes, programmable consumer
electronics, network PCs, minicomputers, mainframe computers, cloud
based systems, virtualized systems, or distributed computing
environments that may include any of the above systems or devices,
and the like.
[0046] While various embodiments are described in terms of the
environment described above, those skilled in the art will
appreciate that the facility may be implemented in a variety of
other environments including a single, monolithic computer system,
as well as various other combinations of computer systems or
similar devices connected in various ways including cloud computing
resources. In various embodiments, a variety of computing systems
or other different client devices may be used in place of the web
client computer systems, such as mobile phones, personal digital
assistants, televisions and associated video sources, cameras,
tablet computer systems, laptop computer systems, desktop computer
systems, etc.
[0047] FIG. 2C is a high-level data flow diagram to illustrate an
example relationship between client software, a website, and server
software. The example shows how a user can log into a website
associated with the technology, download client software, and use
the client to purchase, interact with, use and complete
module-based lessons. The example client software system includes a
locally installed software package that authenticates with a
server-based application, e.g., a program that uses the Internet to
allow access, to obtain, interact with and complete module based
lessons. The modules include, e.g., a lesson plan that utilizes a
suitable apparatus such as the device described in FIGS. 1A-1F and
is completed on the user's client device 250 after the user obtains
the lesson. For example, users use the client software on their
personal, professional, borrowed or owned device 250 to connect
(e.g., via the Internet, a local area network, a wide area network,
broadband, Wi-Fi, cellular, or a point-to-point dial-up connection)
252 to a secure authentication server 254.
[0048] The server system portion of this embodiment of the
technology includes a dedicated application on a hosted service
through the Internet that accepts authenticated client connections.
An example of this is a program installed on a user's personal
device the client software connects to through the internet to
verify that the user has an active account with privileges to
access and obtain lesson modules. Through a secure connection the
server provides the user with an authentication interface that
allows the user to log in and then sort, view, start, purchase
and/or interact with module based lessons. For example, when the
client software is run, the server will present a screen which asks
for a valid username and password prior to granting access to the
secure lesson plans. This protects private user information and
lesson plans from being accessed from outside sources. Access to
each lesson or module may require a user to pay an annual
subscription fee to access the module and/or a variable fee based
on the number of credits it will reward when completed. Once the
user has successfully logged in, the user will determine which
module they would like to "take" via download and use.
[0049] A secure server 254 may include a remotely or locally
accessed computer workstation, desktop, laptop, rack mounted server
or other computing device protected from physical and/or electronic
intrusion, and serves to validate the user's provided credentials
against those stored in a database 256 to gain access to a
computing device 258 that provides information about, e.g., the
user's profile and purchases, as well as new content, modules,
updates or other software packages 260 available for download.
While browsing content available on this server, the user can
purchase a module or other software via a third party or local
purchasing service 262 and download modules or other software
packages from a content storage database 264 to the local or client
device 250. After the user has obtained the lesson plan he or she
can interact with it while offline (not logged into the Internet)
or online (logged into the Internet) to utilize and complete the
lesson, allowing users to access their training material regardless
of Internet connectivity.
[0050] FIG. 3A is an illustration of an example lesson module user
interface. Screen 300 shows different sections of a user interface
that the technology can present to the user to provide a lesson in
module format. The module lesson portion of this technology
includes a software-generated user interface screen 300 that
presents the user with a skillset building lesson plan. For
example, a program window open on their personal device contains
several components such as a main window 301, which presents a
graphical representation of the lesson content being taught to the
user, such as a tooth and instrument interacting; a narrative pane
302, which describes lesson instructions or provides contextual
feedback; a navigation control set or pane 303, which provides
`back`, `forward`, `stop`, `pause`, and other navigational controls
to the user; a detail pane 304, which provides a graphical enhanced
(e.g., `zoomed in`) look at the current lesson content; and a
lesson pane 305, which provided the user with a look at current,
past and future topics in the lesson they are interacting with.
These lesson plans focus on real time competency feedback based
training using a specialized input device (e.g., the device 100
illustrated in FIGS. 1A-1F and FIGS. 4A-4B) that is an accurate
representation of the real world instrument used in the situation
being practiced in the lesson module, such as a custom device
designed to mimic a dental instrument. These lesson modules focus
on presenting the user with a 3D model of a simulated scenario
using real time feedback from a hand held device described later in
this section to replicate and practice real word scenarios.
Additional feedback can be provided (such as via sensors or the
like) from a work piece regarding the physical engagement between
the work piece and the hand held device 100. For example, the
handheld device configured to replicate a dental hygiene instrument
through the insertion of a simulated dental hygiene instrument tip
into the input device would provide real time on screen feedback
while the user adapts the hand held input device to a dental model.
This provides the user with the opportunity to assess their
adaptation and immediately correct errors with real time competency
feedback from the described lesson module.
[0051] FIG. 3B is a block diagram showing modules of an example
lesson plan in accordance with an embodiment of the present
disclosure. Lesson plan 350 includes various lesson subjects or
groupings 360 and individual lesson modules, e.g, modules 361 and
362. The modules can be broken down into, e.g., an introduction, a
main lesson body, and a summary that provides a score in real time
used to calculate official competency in the subject matter. The
competency score generated during each lesson can grant credits
towards continuing education when applicable. Once the user begins
the module they will be presented with the list of expected
objectives to be reached by the end of the lesson. The user will
then listen and watch a video of a hygienist performing the
procedure being taught. For example, modules for use of a dental
explorer may cover the use of the explorer in the mouth and the
correct hand position on the explorer.
[0052] The technology can present a video guide including a 3D
close up of the explorer properly adapted to the tooth and the
proper hand position on the tool with a narrative laying out the
steps to the use of the explorer. The user is then directed to pick
up the simulation device, hold it properly given a series of
helpful guides, and then to adapt it to the companion tooth and use
it around the circumference of the tooth. Throughout this procedure
the technology assesses via the plurality of sensors whether the
user is holding the instrument correctly, whether the instrument is
maintaining the correct adaption to the tooth, and whether the
instrument is properly engaging the tooth. If the user is not
holding the instrument correctly or adapting it to the tooth
properly, the system shows on the screen what the user is doing
incorrectly and what to change, giving the user (or an instructor
or evaluator) immediate feedback. Once the user has reached
competency using the instrument the proper way, the user can move
on to the next aspect or module of the lesson. The user will
continue throughout the lesson plan until competency has been
reached in each section and/or module. Once this complete
competency has been shown, the user will be directed to sync their
completed module results to the server and then given the option to
complete a competency based `test` on that module while logged into
the secure server. After successfully passing this test the user
can be given continuing education credits for the completed module.
The technology allows the user to repeat the lesson as many times
as they want, e.g., up to an assigned number of weeks or months
before having to pay for the module again.
[0053] FIG. 4A is a detail view illustrating a sensor array of the
example assembly tip shown in FIG. 1D. Tip 136 is as shown in FIG.
1D's expanded cutaway view 107. The detail view shows a sensor
array 402, such as a pressure sensor array or other sensor array,
designed for multi zone feedback, used to provide feedback for
multiple areas of a professional tool that requires varying amounts
of pressure along a small area to utilize correctly. The
illustrated example is adapted for use in dental hygiene education
via custom tip 136 and a work piece, such as a model tooth 410. The
example configuration includes a custom multi-zone sensor array 402
(a sensor which could pick up information from multiple points)
utilizing electrical resistive or capacitive `nodes` that provide
feedback to differentiate between which points of the tool `tip`
have come in contact with another object via a method of a change
in electrical current. The sensor array 402 allows the technology
to provide real time feedback for multiple areas of a professional
tool.
[0054] For example, in dental hygiene, only one to two millimeters
of a given instrument are adapted to the tooth for correct
instrumentation. The multi-zone sensor array 402 is configured to
look like a professional tool attached as a tip 136 to a host
device 100. This multi-zone sensor array 402 can include one or a
series of pressure, resistive, capacitive, electrical sensitive or
any other sensor modules, zones or nodes 402 which could vary in
size, shape, composition alignment or material, aligned along the
face of a tip 136 meant to replicate the look and feel of a real
world instrument. These sensor modules, zones, or nodes, on their
own or coupled with additional electronic components 138, send
signals or data along traces, wiring or other connection methods
404 to a connection point 144 on the main body of the device 100 in
order to establish communication to the control or program module
126 inside the main body 102 of the device 100.
[0055] This multi-zone sensor array 402 can be configured for use
on its own or in conjunction with an object 410 made of a metallic
or other material compatible with the sensor array on the tip
(e.g., having various metallic portions to indicate the location of
contact between the device 100 and the object 410). The object may
be designed to stand on its own or to be inserted into an existing
training apparatus to provide the sensor array a surface to detect
pressure, resistive, capacitive, electrical or other sensory
changes on. The object may simulate a portion of a human body. For
example, when sensors of sensor array 402 come in contact with
various portions of an artificial or model tooth 410 that the user
is practicing on, electronic data is sent to the main body of the
device 100 which transmits data (e.g., via a wired or wireless
connection, or via a base station 146) to the computing device
running the module lesson. The object 410 can also include sensors
of various types (e.g., pressure sensors) to sense and allow the
technology to determine whether the user is correctly engaging the
work piece object 410. The technology translates that incoming data
into a graphical representation of how well the user is performing
certain tasks on the artificial tooth with the instrument simulator
and provides interactive feedback to the user on which adjustments
to make in their techniques. For example, the technology may use
the model tooth 410 to teach and evaluate a user regarding skills
for detection of caries, removal of calculus, and exploration of
pocket or tooth characteristics, for drilling and/or doing fillings
or other restorative procedures, or for oral surgery skills (using
devices 100 in the form of various dental tools, e.g., a dental
drill). Other types of models can be used to teach, e.g., the
administration of anesthetic or surgical skills for various
portions of the human body.
[0056] FIG. 4B is a detail view illustrating a sensor array of
another example assembly tip. The tip 450 contains components
similar to tip 136 but has a different shape to resemble a
different tool. The tip 450 may contain different types and/or
arrangements of sensors 452 for sensing and testing different
skills.
[0057] Various embodiments of the technology include devices 100 of
different forms than the dental tools illustrated in the Figures.
For example, the device 100 could resemble a surgical tools such as
scalpels, forceps, or anesthetic injection needles. The device 100
could be in the form of an interface for laparoscopic, robotic, or
remote surgery. It could also include, e.g., haircutting implements
such as scissors, to train individuals to handle such implements in
ways that promote proper and efficient use of the implements. In
some embodiments, the device 100 is built to resemble or be a
non-medical or -dental tool related to other fields or professions,
to teach a user how to hold and use the tool correctly.
[0058] From the foregoing, it will be appreciated that specific
embodiments of the technology have been described herein for
purposes of illustration, but that various modifications may be
made without deviating from the spirit and scope of the technology.
Further, certain aspects of the technology described in the context
of particular embodiments may be combined or eliminated in other
embodiments. Moreover, while advantages associated with certain
embodiments of the technology have been described in the context of
those embodiments, other embodiments may also exhibit such
advantages, and not all embodiments need necessarily exhibit such
advantages to fall within the scope of the technology. Accordingly,
the disclosure and associated technology can encompass other
embodiments not expressly shown or described herein. Thus, the
disclosure is not limited except as by the appended claims.
[0059] Unless the context clearly requires otherwise, throughout
the description and the claims, the words "comprise," "comprising,"
and the like are to be construed in an inclusive sense, as opposed
to an exclusive or exhaustive sense; that is to say, in the sense
of "including, but not limited to." As used herein, the terms
"connected," "coupled," or any variant thereof means any connection
or coupling, either direct or indirect, between two or more
elements; the coupling or connection between the elements can be
physical, logical, or a combination thereof. Additionally, the
words "herein," "above," "below," and words of similar import, when
used in this application, refer to this application as a whole and
not to any particular portions of this application. Where the
context permits, words in the above Detailed Description using the
singular or plural number may also include the plural or singular
number respectively. The word "or," in reference to a list of two
or more items, covers all of the following interpretations of the
word: any of the items in the list, all of the items in the list,
and any combination of the items in the list.
[0060] The above Detailed Description of examples of the disclosure
is not intended to be exhaustive or to limit the disclosure to the
precise form disclosed above. While specific examples for the
disclosure are described above for illustrative purposes, various
equivalent modifications are possible within the scope of the
disclosure, as those skilled in the relevant art will recognize.
For example, while processes or blocks are presented in a given
order, alternative implementations may perform routines having
steps, or employ systems having blocks, in a different order, and
some processes or blocks may be deleted, moved, added, subdivided,
combined, and/or modified to provide alternative or sub
combinations. Each of these processes or blocks may be implemented
in a variety of different ways. Also, while processes or blocks are
at times shown as being performed in series, these processes or
blocks may instead be performed or implemented in parallel, or may
be performed at different times. Further, any specific numbers
noted herein are only examples: alternative implementations may
employ differing values or ranges.
[0061] The teachings of the disclosure provided herein can be
applied to other systems, not necessarily the system described
above. The elements and acts of the various examples described
above can be combined to provide further implementations of the
disclosure. Some alternative implementations of the disclosure may
include not only additional elements to those implementations noted
above, but also may include fewer elements.
[0062] These and other changes can be made to the disclosure in
light of the above Detailed Description. While the above
description describes certain examples of the disclosure, and
describes the best mode contemplated, no matter how detailed the
above appears in text, the disclosure can be practiced in many
ways. Details of the system may vary considerably in its specific
implementation, while still being encompassed by the disclosure
disclosed herein. As noted above, particular terminology used when
describing certain features or aspects of the disclosure should not
be taken to imply that the terminology is being redefined herein to
be restricted to any specific characteristics, features, or aspects
of the disclosure with which that terminology is associated. In
general, the terms used in the following claims should not be
construed to limit the disclosure to the specific examples
disclosed in the specification, unless the above Detailed
Description section explicitly defines such terms. Accordingly, the
actual scope of the disclosure encompasses not only the disclosed
examples, but also all equivalent ways of practicing or
implementing the disclosure under the claims.
[0063] To reduce the number of claims, certain aspects of the
disclosure are presented below in certain claim forms, but the
applicant contemplates the various aspects of the disclosure in any
number of claim forms. For example, while only one aspect of the
disclosure is recited as a computer-readable memory claim, other
aspects may likewise be embodied as a computer-readable memory
claim, or in other forms, such as being embodied in a
means-plus-function claim. (Any claims intended to be treated under
35 U.S.C. .sctn. 112(f) will begin with the words "means for", but
use of the term "for" in any other context is not intended to
invoke treatment under 35 U.S.C. .sctn. 112(f).) Accordingly,
Applicants reserve the right to pursue additional claims after
filing this application to pursue such additional claim forms, in
either this application or in a continuing application.
* * * * *