Transcultural Artificial Intelligence and Robotics in Health and Social Care

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TRANSCULTURAL ARTIFICIAL INTELLIGENCE AND ROBOTICS IN HEALTH AND SOCIAL CARE
TRANSCULTURAL ARTIFICIAL INTELLIGENCE AND ROBOTICS IN HEALTH AND SOCIAL CARE
Copyright
Contents
Contributors
Foreword by Tetsuya Tanioka
Foreword by Matthias Rehm
1 - The fourth industrial revolution and the introduction of culturally competent concepts and values for AI techno ...
1.1 Introduction
1.2 The fourth industrial revolution
1.2.1 What is the fourth industrial revolution and how it is affecting human societies
1.2.2 How is health care and nursing responding to the challenges of the fourth industrial revolution
1.3 The importance of cultural competence and the need for culturally competent socially assistive robots
1.3.1 Definition and need for cultural competence in health, social, and robotic care
1.3.2 Components of cultural competence
1.3.3 Definition of culturally competent socially assistive robots
1.4 The underpinning values, transcultural ethics, and cultural dimensions for culturally competent robots
1.4.1 Human values and how these relate to SARs
1.4.2 Transcultural ethical principles
1.4.3 Hofstede's cultural dimensions
1.4.3.1 Power distance
1.4.3.2 Individualism versus collectivism
1.4.3.3 Uncertainty avoidance
1.4.3.4 Masculinity versus femininity
1.4.3.5 Long-term orientation versus short-term orientation
1.4.3.6 Indulgence versus restraint
1.5 Applying values, principles, definitions, components, and dimensions
1.6 Case study: Mrs. Christou story
1.7 What you will find in this book
1.8 Conclusion
1.9 Reflective questions
References
Further reading
2 - A beginner's guide to how robots work
2.1 Introduction
2.2 Writing computer programs
2.3 Dealing with the complexity of the real world
2.3.1 Making robots autonomous
2.3.2 The behaviorist approach
2.4 Once again: “why can't the robot do that?”
2.4.1 Writing computer programs for autonomous robots
2.4.2 Robots in the wild
2.4.3 A few words about Neural Networks
2.5 Conclusion
2.5.1 Reflective questions
References
3 - What the literature says about social robots and AI technologies in health and social care
3.1 Introduction
3.2 Humanoid and animal-like socially assistive robots
3.3 Surgical robots and robots used in rehabilitation
3.4 Usefulness, appearance, and other cultural characteristics influencing acceptability
3.5 Views of nurses and other health professionals on the use of SARs
3.6 Enablers and barriers to the implementation of SARs
3.7 Conclusion
3.7.1 Reflective questions
References
4 - The ethics of socially assistive robots in health and social care
4.1 Introduction
4.2 Ethical frameworks for socially assistive robots in care
4.3 Ethics in the CARESSES project
4.4 Robots, care recipients, and caregivers: ethical considerations
4.4.1 Autonomy
4.4.2 Dignity
4.4.3 Informed consent and shared decision-making
4.4.4 Data protection and privacy
4.4.5 Deception and attachment
4.4.6 False expectations
4.4.7 Health inequalities
4.4.8 Safety and avoidance of harm
4.4.9 Substitution for social contact
4.4.10 Stigma
4.4.11 Responsibility
4.4.12 Labor replacement
4.5 Governance and legislation
4.6 Conclusion
4.7 Appendices
4.7.1 Case study 1 with reflective questions
4.7.1.1 Reflective questions
4.7.2 Case study 2 with reflective questions
References
5 - A workplan to develop culturally competent robots: the CARESSES case study
5.1 Introduction
5.2 Building social robots for everybody and everywhere: a contemplation of what is missing
5.3 The CARESSES case study told as a radio drama
5.3.1 Laying the ground
5.3.2 Scientific objectives
5.3.3 Technological objectives
5.3.4 Validation objectives
5.3.5 Dissemination and exploitation objectives
5.3.6 Project management and ethics
5.4 Preparing the work plan: the path from scenarios and guidelines to artificial intelligence, from technological development ...
5.5 Conclusion
5.5.1 Reflective questions
References
6 - Stories and scenarios for the development of a culturally competent socially assistive robot for health and soc ...
6.1 Introduction
6.2 The use of stories
6.3 Writing stories for cultural groups
6.4 Explaining and discussing the construction of scenarios and their content
6.4.1 Human section (light grey part of each table)
6.4.2 Robot section (dark grey part of each table)
6.5 Discussion
6.6 Conclusion
6.7 Reflective questions
References
7 - From stories to scenarios and guidelines for the programming of culturally competent, socially assistive robots
7.1 Introduction
7.2 Theoretical underpinnings
7.2.1 National and individual culture
7.2.2 The cultural iceberg theory
7.2.3 Daily routines and the hidden part of our consciousness
7.2.4 The cultural iceberg trigger theory
7.3 The observation study: the processes used for the development of observation tools
7.3.1 Step 1
7.3.2 Step 2
7.3.3 Step 3
7.4 Creation of the observation tools and how to use them
7.4.1 Tool 1 (Fig. 7.5)
7.4.1.1 General information
7.4.1.2 Verbal communication
7.4.1.3 Nonverbal communication
7.4.1.4 Other elements
7.4.1.5 Definitions of verbal communication
7.4.1.6 Other elements
7.4.1.7 Definitions of nonverbal communication
7.4.2 Tool 2 (Fig. 7.6)
7.4.2.1 Triggers
7.4.2.2 Possible observable “surfaced” behaviors of subconscious/hidden cultural elements
7.5 Video recordings
7.5.1 Sample size and procedures for the observation study
7.5.2 Cultural experts and their role
7.5.3 The “analysis tool”
7.5.4 Profiles of cultural experts
7.5.5 Participants' profiles
7.5.6 Summary of the process of analysis of the data from the cultural experts
7.6 Summary of selected example results
7.6.1 Common videos: Indian experts
7.6.1.1 Triggers
7.6.1.2 Behaviors
7.6.2 Noncommon videos: Indian experts
7.6.2.1 Triggers
7.6.2.2 Behaviors
7.6.3 Examples from the English expert
7.6.3.1 Triggers
7.6.3.2 Behaviors
7.7 The ADORE model
7.8 Examples of the final guidelines produced
7.9 Evaluation of the videoed encounters of robot with actor-users
7.9.1 Creating short scripts
7.9.2 Online evaluation platform
7.9.3 Evaluation questionnaire
7.9.4 Data collection
7.9.5 Comment on the results
7.10 Conclusions
7.10.1 Were our methods appropriate and effective?
7.10.2 Does what we learned enabled us to identify and make the changes to the basic guidelines in a significant way?
7.10.3 Finally…
7.11 Reflective questions
References
8 - From guidelines to culturally competent artificial intelligence
8.1 Introduction
8.2 Representing knowledge
8.2.1 Ontologies from parmenides to artificial intelligence
8.2.2 Probabilistic knowledge from reverend Bayes to Bayesian networks
8.3 How to embed cultural competence into robots
8.3.1 Following guidelines to design artificial intelligence programs: knowledge representation without stereotypes
8.3.2 From knowledge representation to language generation and dialog management
8.3.3 From language generation to dialogue management
8.3.4 Acquiring new cultural knowledge
8.4 Conclusions
8.4.1 Reflective questions
References
9 - Development of a fully autonomous culturally competent robot companion
9.1 Introduction: autonomous robots revisited from Shakey to Boston dynamics legged robots
9.2 Yet some more words about 24/7 autonomy and robustness
9.2.1 Programming autonomy: things that “good robots” should never do
9.2.2 Tricks and cheats revealed
9.2.3 One more trick: choosing a robot not resident in the “Uncanny Valley.”
9.3 A seemingly autonomous robot: the CARESSES case study
9.3.1 Sensing, knowledge, planning, and acting
9.3.2 The long and winding road to experiments with people
9.4 Cultural competence everywhere and the cloud hypothesis
9.5 Conclusion
9.5.1 Reflective questions
References
10 - The CARESSES trial and results
10.1 Introduction
10.2 Trial design
10.2.1 Participants
10.2.2 Allocation and blinding
10.2.3 Trial preparation
10.2.4 The interventions
10.2.5 The testing procedures
10.2.6 Data collection tools
10.2.7 Ethical issues and considerations
10.3 Trial feasibility
10.4 Quantitative results and interpretations
10.4.1 Data characteristics
10.4.2 Physical and mental health
10.4.3 User satisfaction and attitudes
10.4.4 Perceptions of cultural competence
10.5 Study limitations
10.6 Reflective questions
References
11 - The role of culturally competent robots in major health disasters
11.1 Introduction
11.2 The need for transcultural AI robotics in major health disasters
11.2.1 Disaster robots: a quick glance
11.2.2 Robots to the rescue
11.2.3 Emergency carers
11.2.4 AI devices and robots during the COVID-19 pandemic
11.2.4.1 Before COVID: the Ebola outbreak
11.2.4.2 COVID-19 as turning point in MHDs robotics
11.2.4.2.1 Prevention
11.2.4.2.2 Testing and examination
11.2.4.2.3 Health care and telemedicine
11.2.4.2.4 Health informatics
11.2.4.2.5 Socially assistive robots
11.2.4.3 The potential of transcultural robots in an existential disaster: Gamila's story
11.3 Developing a transcultural AI robotics strategy for major health disasters
11.4 Training and preparing for transcultural AI robotics in major health disasters
11.4.1 The importance of being prepared
11.4.2 General considerations about training
11.4.3 A proposal for a training curriculum for MHD using transcultural AI
11.4.3.1 Topic 1—knowledge about the robot's purpose, functionality, and capabilities
11.4.3.2 Topic 2—how to operate the robot
11.4.3.3 Topic 3—legal and ethical issues
11.5 Conclusion
11.6 Reflective questions
References
12 - Future gazing
12.1 Introduction
12.2 My time-machine is parked in 2025: how technology will develop in the near future
12.3 Let us now gaze a little further into the future
12.4 The urgent need for training and engagement of health and social care staff
12.5 Conclusion
12.6 Reflective questions
References
Index
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