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• Compares human-operated and autonomous rideshares for people with visual impairment. • Analyzes desires for social AIs "at the wheel" of autonomous vehicles. • Differentiates results between legally blind and low-vision participants. • Provides recommendations to guide information for promoting situational awareness. • Offers insight for the presentation modality across different types of information. As self-driving technology advances, there is enormous potential to optimize fully autonomous vehicles (FAVs) for use by people who are blind and visually impaired (BVI). Today, BVI users often rely on ridesharing services for daily travel, which present both challenges and opportunities for researchers interested in the accessible design of FAVs. The parallels between current BVI travel experiences in rideshares and predictions that FAV services will adopt rideshared models presents an enticing opportunity to use ridesharing as a proxy for understanding BVI needs in future FAV transportation. However, a key challenge is identifying the extent to which FAVs should be designed to provide the same assistance that human drivers currently provide for BVI travelers in rideshares. To address this issue, ridesharing users with visual impairment (n = 187) within the United States completed a survey instrument designed to assess and compare desires for interactions, information, and assistance between human operated and fully autonomous rideshare vehicles, as well as the modality of information delivery (auditory and/or haptic). Results indicate strong support for access to environmental information (e.g., spatial information about the destination) and contextual information (e.g., progress along the route) across the trip with automated vehicles via natural language interactions. Although results suggest significantly less desire for social interaction with the AI "at the wheel" of FAVs when compared to human drivers, findings indicate that participants desire some social collaboration and human-in-the-loop control during autonomous driving. By empirically comparing human and autonomous ridesharing and exploring both the information needs and modality preferences across information category, the study provides much-needed guidance for future design of humanlike, anthropomorphized, FAV AIs with important implications for social autonomous agents more generally. This study also speaks to the ways in which inclusive and accessible user interfaces should best support user needs across the range of vision loss in future transportation networks. [ABSTRACT FROM AUTHOR]

Purpose The primary goal of this project was to describe the level of knowledge acquisition using detailed test performance outcomes of the EBD SAPL curriculum over its first 7-years of implementation at the NYU College of Dentistry. A secondary goal was to compare performance outcomes impact of the full 60 h base SAPL curriculum as taught to 4-year DDS students vs an abbreviated 30 h base SAPL curriculum as taught to 3-year Advanced Placement DDS students. Methods The findings for the period 2004–2010 are reported for 1647 dental students (63.6% 4-year DDS students, 36.3% 3-year Advanced Placement DDS students). The database consisted of the score earned by each student on each individual question of the SAPL course's 4 h final examination in which each student read an original research article and answered all questions on the Literature Analysis Form. Results The major findings were overall high performance by both groups of students (SAPL exam scores of 85.8 vs 83.7, respectively) as well as very similar outcomes between these two student groups on: 1) recognizing research design elements and on interpreting those design elements for clinical application, 2) detailed performance of knowledge within the specific five traditional sections of research articles, and 3) detailed performance across 18 identified research design topics. Conclusion In conclusion, both course formats appear to be highly effective for their respective student groups, but should not be interpreted as evidence favoring the shorter format given the different characteristics of the two student groups. [ABSTRACT FROM AUTHOR]