Battling Bias in Primary Care Encounters: Informatics Designs to Support Clinicians

CHI 2022 To understand the perspectives of clinicians on the design of effective educational strategies and for tools to help identify implicit bias, we conducted 21 semi-structured interviews with primary care clinicians about their perspectives and design recommendations for tools to improve patient-centered communication and to help mitigate implicit bias.

Making Hidden Bias Visible: Designing a Feedback Ecosystem for Primary Care Providers

CHI 2022 - QT-BIPOC PD Workshop We present wireframes displaying communication metrics that negatively impact patient-centered care divided into the following categories: digital nudge, dashboard, and guided reflection. Our wireframes provide quantitative, real-time, and conversational feedback promoting provider reflection on their interactions with patients.

ARTEMIS: A Collaborative Mixed-Reality System for Immersive Surgical Telementoring

CHI 2021In this paper, we describe ARTEMIS' design process with a summary of specific user goals ARTEMIS addresses. We also describe the system implementation and show an early validation of how the system addresses user goals.

Do You Really Need to Know Where “That” Is? Enhancing Support for Referencing in Collaborative Mixed Reality Environments

CHI 2021 This paper presents a 2x2 mixed factorial experiment that explores the effects of providing spatial information and system-generated guidance to task objects. It also investigates the effects of such guidance on the remote collaborators need for spatial information.

Facilitating Remote Design Thinking Workshops in Healthcare: the Case of Contouring in Radiation Oncology

CHI 2021 Co-location matters, especially when running collaborative design thinking workshops. What if participation cannot occur in person? How can we conduct these workshops remotely?

“It Feels Like I am Talking into a Void”: Understanding Interaction Gaps in Synchronous Online Classrooms

CHI 2021 This paper investigates in-class interactions in synchronous online classrooms when the choice of modality is discretionary, such that students choose when and if they turn on their cameras and microphones