*indicates that both authors contributed equallyThe present research examines how a robot's physical anthropomorphism interacts with perceived ability of robots to impact the level of realistic and identity threat that people perceive from robots and how it affects their support for robotics research. Experimental data revealed that participants perceived robots to be significantly more threatening to humans after watching a video of an android that could allegedly outperform humans on various physical and mental tasks relative to a humanoid robot that could do the same. However, when participants were not provided with information about a new generation of robots' ability relative to humans, then no significant differences were found in perceived threat following exposure to either the android or humanoid robots. Similarly, participants also expressed less support for robotics research after seeing an android relative to a humanoid robot outperform humans. However, when provided with no information about robots' ability relative to humans, then participants showed marginally decreased support for robotics research following exposure to the humanoid relative to the android robot. Taken together, these findings suggest that very humanlike robots can not only be perceived as a realistic threat to human jobs, safety, and resources, but can also be seen as a threat to human identity and uniqueness, especially if such robots also outperform humans. We also demonstrate the potential downside of such robots to the public's willingness to support and fund robotics research.Keywords: human-robot interaction, anthropomorphism, ability, threat, uncanny valley Yogeeswaran et al., Robot Anthropomorphism and Performance 30 IntroductionFor years now, robots have been quite visible in popular culture. This is evident going back decades to classic films, such as Star Wars (1977), Star Trek (1987), Blade Runner (1982), and Terminator (1984, as well as more recent films, including Ex-Machina (2015), Robot & Frank (2012), and Surrogates (2008). However, recent technological advancements have turned what was once an imaginative creation of Hollywood into an impending reality. While robots already play an active role in patient care, factories, and military operations, prominent roboticists (Kiesler & Hinds, 2004) argue that robots will soon become fully integrated into human society, in what is dubbed the 'robot revolution' (Ripley, 2014;Stewart, 2011). Robots are expected to serve with an increasing presence in our homes, healthcare, elderly care, rescue operations, and combat. Currently, hundreds of millions of dollars are spent worldwide on robotics research to design these technologies. However, despite scientific advances to create the technology, questions remain about the acceptance of robots by the general public. While some scientists develop technology to make these advancements possible, others try to understand what factors impact how people think, feel, and behave toward such technology. The present research examines ...
IntroductionIn an increasingly international and interdependent world, the need for global health teaching is becoming more recognized, both for current and prospective medical students. In this study, we looked to assess available information about global health teaching provision at UK medical schools in the context of the new GMC guidance. MethodsWe collected data about global health teaching in medical schools using three methodologies: 1. Information advertised on medical school websites; 2. Emailing medical school admissions offices; 3. Circulating a survey to medical students through Students for Global Health (then Medsin). We then assessed each university in 5 domains: Student-selected components, intercalated degrees, clearly defined teaching provision within the curriculum, extracurricular activity and dedicated institutes of global health. ResultsThe most common provision was extracurricular activities, the least a dedicated Institute of Global Health. Over half of all UK medical schools offered a Student Selected Component (SSC) option or Masters degree in global health. Only 11 of 33 UK medical schools had specific evidence of global health teaching within the core curriculum. When compared to previous literature regarding professional guidelines, global health teaching provision and information regarding it falls short of the required standards. ConclusionsInformation about global health teaching, both on the curriculum and extra-curricula, at UK medical schools is not universally available for prospective medical students. Although increased teaching within the core curriculum at every medical school may be impractical due to time restrictions, a global health SSC should be available to all students to provide the opportunity of further in-depth study for those who wish to further their knowledge and skills
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