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Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

• Phoomjai Sornsenee 1 ,
• Pawita Limsomwong 1 ,
• Polathep Vichitkunakorn 1 ,
• Supakorn Sripaew 1 ,
• Supinya Sono 1 ,
• Kanisorn Sungkaro 2 ,
• Theepat Wongkittithaworn 3 ,
• Thadakorn Tantisarasart 4 ,
• Pongphon Chuchuen 5 ,
• Katti Sathaporn 6 &
• Kwanchanok Chantaramanee 7  

BMC Medical Education volume  24 , Article number:  842 ( 2024 ) Cite this article

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The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.

A comprehensive assessment was conducted on first-year medical students ( n  = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).

Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.

Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

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In medical education, assessment extends beyond mere knowledge acquisition. It emphasizes the mastery of essential skills and the medical profession. [ 1 ] Among various approaches, competency-based assessment stands out, [ 2 ] as it encompasses the full range of knowledge, skills, and attitudes. [ 3 ] This approach focuses extensively on Health System Science (HSS), which is globally recognized as the third pillar of medical education. [ 4 ] HSS integrates systems thinking and the complexities of healthcare systems, equipping medical professionals to adeptly navigate and manage the socio-economic, political, and interpersonal factors influencing healthcare. [ 5 ] Furthermore, the cognitive domain is an integral facet of HSS, emphasizing Higher-Order Thinking (HOT) skills, such as critical thinking, problem-solving, and analytical reasoning. [ 6 , 7 ] These skills are crucial to effectively engaging with the broader constructs of HSS.

The challenges brought by the COVID-19 pandemic have reshaped traditional teaching and prompted a re-evaluation of existing assessment methods. [ 8 , 9 , 10 ] Global institutions, faced with the limitations of in-person interactions, have found it essential to transition to digital platforms. [ 10 ] This shift has highlighted the need for adopting Technology Enhanced Assessment (TEA) methods, which align well with the emerging online teaching environment. [ 11 , 12 ] In this new paradigm, it is crucial that TEA methods, especially online video assessments, effectively evaluate competencies for the digital age. However, their efficacy in specific areas like HSS remains under exploration.

Oral presentations, especially in online video formats, may offer unique insights into a student’s HOT capabilities, which are essential for HSS assessments. These evaluations could potentially elucidate core areas within HSS, such as systems thinking, health policy, and the social sciences. Previous studies hint at the efficacy of oral assessments in areas like social sciences [ 13 ] and professionalism. [ 14 ] However, the robustness and reliability of video-based oral presentations as an assessment tool warrant further investigation. Another consideration is the potential bias resulting from varying presentation skills. [ 15 , 16 ] Students with exemplary presentation skills may overshadow essential content gaps, while those less adept at presenting might not be duly acknowledged for their depth of HSS knowledge. To ensure fair and effective assessment, it is critical to carefully differentiate true competency from mere presentation prowess.

In this study, we investigate the effectiveness of online video assessments in capturing medical students’ competency in the HSS curriculum, focusing on topics like systems thinking, health policy, medical ethics, and social health determinants. Our research primarily aims to gauge score consistency across assessors. We employ the Interclass Correlation Coefficient (ICC) to measure inter-rater reliability and use Spearman’s Rho—a statistical method—to determine correlations among assessors. Alongside, we explore the relationship between foundational HSS competenies (C) and presentation skills (P) through mixed-effects modeling. Elucidating the interplay between C and P offers a nuanced perspective for HSS assessments.

Study design, setting, and participants

The study involved a comprehensive assessment of all first-year medical students ( n  = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. The curriculum aims primarily at two objectives. First, it seeks to provide comprehensive medical education enriched with HSS concepts. Second, it intends to attract students from rural areas, nurturing them with the hope they will return and serve their home communities, equipped with a deep understanding of the public health system.

Examination process

First-year medical students undertook three distinct exams, each designed to assess various dimensions and complexities of Higher-Order Thinking (HOT) skills within the Health System Science (HSS) curriculum. For a detailed breakdown of exam formats, materials, and timing, refer to Table  1 .

Exam 1 on Social Health Determinants (SDHs) : This exam assesses foundational HOT skills such as understanding, recall, and application, in addition to critical thinking and problem-solving. It integrates theoretical and practical elements to evaluate how students apply systems thinking to real-world health challenges.

Exam 2 on Health Care Policy : This exam focuses on deeper analytical and synthetic HOT skills, evaluating students’ abilities to critically engage with and construct reasoned arguments regarding health policy issues.

Exam 3 on Medical Ethics : Similarly, this exam tests the students’ ability to analyze, synthesize, and evaluate ethical dilemmas in medical practice, enhancing their understanding of the ethical frameworks essential to health system science.

Each exam incorporates elements of systems thinking, foundational to mastering HSS. The assessments were developed by an impartial educator and are conducted over a standardized 40-minute session, utilizing a Learning Management System (LMS) developed by the faculty of medicine.

Assessment technique and evaluation

After the three exams, students’ response videos were assessed by a panel of seven expert assessors specializing in medical education. The assessment process utilized a detailed rubric, designed to capture the depth and nuance of HOT as intended in each exam. This rubric, informed by the principles of HOT and HSS, combined a numerical scale (ranging from 1 to 10) with explicit descriptors for each score, providing clarity on performance expectations. This ensured evaluations were consistent and adequately represented the depth of student understanding in relation to the complexities integrated into the three exams. The training of our panel of assessors focused on the foundational principles of Health System Science (HSS) and the effective application of the assessment rubric. The initial session introduced the assessors to the rubric, highlighting its alignment with key HSS competencies such as systems thinking and value based care. This included a detailed explanation of the scoring system and performance standards.

The students were assessed based on two primary criteria. First , their competency skills were evaluated using the rubric formulated by the educational research team to capture the nuances of HOT. Second , their presentation skills were assessed, focusing on accuracy, clarity, and the effectiveness of their communication, drawing from criteria established in previous research. [ 16 ]

Statistical analysis and reliability assessment

Assessor Score Correlation : We utilized the Spearman rank correlation method to understand the interrelationships among assessor scores. Data for each of the three exams (Exams 1–3) are presented in tables, which display the Spearman’s rho coefficients for competency (C) scores and presentation (P) scores. A rho value near 1 signifies a strong correlation; a value between 0.5 and 0.75 indicates a moderate correlation; a value between 0.3 and 0.5 suggests a weak correlation; and a value close to 0 implies negligible correlation.

Reliability Estimation : The level of agreement among assessors was quantified using the Interclass Correlation Coefficient (ICC). Each ICC value was complemented with its respective 95% confidence interval. It is essential to note the interpretative context of the ICC values: those below 0.5 signify poor reliability; values ranging from 0.5 to 0.75 denote moderate reliability; values between 0.75 and 0.9 are indicative of good reliability; and values exceeding 0.9 are demonstrative of excellent reliability.

Relationship between Presentation and Competency : A jitter plot depicted individual student performances, with colors differentiating each assessor. A mixed-effects model was implemented to consider potential variability due to individual assessors. The model’s coefficient indicated the anticipated shift in competency relative to presentation skills.

Software and Packages : All analytical processes, from data visualization to heat map creation, were executed using R software, version 4.3.1 with packages. [ 17 , 18 , 19 , 20 ]

Our evaluation offers insights into both the correlation and reliability of assessments. The 10 participants, scores across the three exams were evaluated by seven expert assessors. Spearman’s Rho values, as illustrated in Tables  2 and 3 , indicate correlations for competency scores (C) and presentation scores (P). All correlations emerged as positive; however, there were discernible variations in strength from weak to strong for both competency and presentation scores across different assessors and exams. The Interclass Correlation Coefficient (ICC) values for C scores across exams were 0.42 (95% CI = 0.18–0.74) for Exam 1, 0.27 (95% CI = 0.09–0.61) for Exam 2, and 0.35 (95% CI = 0.12–0.68) for Exam 3. P scores for these exams were 0.44 (95% CI = 0.20–0.75) for Exam 1, 0.32 (95% CI = 0.12–0.66) for Exam 2, and 0.48 (95% CI = 0.24–0.78) for Exam 3. When considering the 95% confidence intervals for both competency and presentation scores, these ICC values suggest a range of reliability from poor to moderate.

Further exploration of the correlation between C and P scores across the three exams is depicted in Figs.  1 and 2 , and 3 , respectively. Each figure presents a jitter plot that highlights individual data points; different colors represent individual assessors. The overall mixed-effects model prediction is captured by a red dotted line, flanked by the 95% confidence interval (CI). For Exam 1, the model indicates a positive correlation between C and P scores with a coefficient of 0.16, but this is not statistically significant ( p  = 0.073). In contrast, both Exams 2 and 3 consistently showed statistically significant positive correlations between C and P scores, with all assessors reflecting this trend.

Jitter plot of exam 1 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Jitter plot of exam 2 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Jitter plot of exam 3 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Medical education, especially in areas like HSS, has significantly evolved due to global trends. As digital platforms have surged in popularity, exacerbated by the COVID-19 pandemic, the emphasis on online assessments has grown. Our study, deeply rooted in HSS, sheds light on the broader challenges of online evaluations. Specifically, it underscores the balance required between content mastery and effective presentation in an environment where both are paramount.

One key finding from our study is the role of assessor calibration. Using statistical measures like ICC and Spearman’s rho, we observed a positive correlation in inter-rater reliability, accompanied by variations. It is imperative to recognize that our research’s primary objective was not solely to evaluate the efficiency of our rubric scores but to scrutinize the efficacy of our video assessment design for HSS. Prior studies support our conclusions, suggesting that rubric-based grading can have varying reliability. [ 21 , 22 , 23 ] Such deviations can arise due to factors including the content under examination, the adopted grading criteria, statistical evaluation methods, the nature of the test, and the number of involved assessors or participants. [ 21 , 24 ]

In addressing the challenges of evaluating complex topics such as healthcare politics and policies, our assessor training was tailored to enhance the use of a comprehensive rubric and objective assessment skills. The training included detailed reviews of HSS case studies and scenario-based exercises, emphasizing strategies to mitigate personal biases and maintain consistency across varied content. This approach helped ensure that all assessors were equipped to objectively assess responses, even in subjects prone to subjective interpretation. Upon deeper observation, we found that Exam 2 showed a lower correlation among scorers compared to Exams 1 and 3. This could be attributed to the content of Exam 2, which focused on healthcare politics and policies. Such policy-oriented topics can lead to varied interpretations among assessors, making it challenging to determine a universally acceptable answer. [ 25 ]

Our research underscores the crucial balance between competency and presentation skills. With the rise of digital platforms, the ability to articulate and communicate effectively has become indispensable for professional competency. [ 26 ] A related study, utilizing platforms like Zoom for assessments, aligns with our findings. [ 27 ] It emphasizes that when evaluating online, it is essential to distinguish domains like metacognition and creativity. Many evaluation methodologies prioritize oral presentation capabilities, relegating content knowledge to a secondary role. [ 14 , 15 , 28 ] In disciplines demanding HOT skills, such as HSS, merging these domains could potentially obscure the importance of specific competencies. Therefore, to ensure fair and effective assessments, it is vital to carefully differentiate between true competency and the enhancement effect of presentation prowess. This vigilance is crucial because exemplary presentation skills can sometimes overshadow gaps in content knowledge, while less polished presentation skills might lead to underestimation of a student’s understanding and competence. In response to this challenge, educational institutions should incorporate robust communication and presentation training modules into their curricula. [ 28 ] This would ensure that graduates are not only well-versed in their fields but also adept at articulating their knowledge.

Reflecting on our video assessment approach in HSS, the novel method we employed to understand the nexus between competency and presentation skills emerges as a strength. With the prevailing trend of transitioning to digital platforms in medical education, our insights stress the essence of both thorough content comprehension and proficient communication.

In our study, we employed a numeric scoring scale to quantify student performances, which provides precision and facilitates straightforward comparison. This method offers the advantage of detailed quantification, allowing for fine distinctions between levels of competency. However, it may introduce inconsistencies, especially when assessing complex competencies that require nuanced judgment. Alternatively, ordinal rating systems, which categorize performances into descriptive levels such as excellent, good, fair, or poor, can simplify assessments and potentially enhance consistency by more clearly delineating broad performance categories. Each system has its merits, with numeric scales offering granularity and ordinal scales providing clearer benchmarks. [ 29 ] This distinction underscores a key aspect of our current methodology and presents a valuable area for future research to explore the optimal balance between detailed quantification and categorical assessment in evaluating both competency and presentation skills in medical education.

In this study, we intentionally employed a diverse panel of seven expert assessors rather than the conventional use of two raters. This decision was guided by the aim to enhance the reliability and depth of our evaluations, particularly given the complex competencies involved in HSS. A larger panel allows for a more comprehensive range of perspectives on student performances, which is critical in a field where subjective judgment can significantly influence scoring. However, this approach can also introduce variability in scoring due to differences in each rater’s interpretation and emphasis, which might not be as pronounced with a smaller, more uniform panel. By using seven raters, we aimed to capture a broader spectrum of interpretations, which, while enriching the assessment, could also lead to increased score dispersion and affect the overall consistency of the results. This aspect of our methodology could have influenced the outcomes by either mitigating or exaggerating individual biases, thus impacting the inter-rater reliability as reported. To address these challenges, integrating AI technology could provide a valuable tool. Artificial intelligence can assist in standardizing evaluations by consistently applying predefined criteria, potentially reducing the variability introduced by multiple human assessors. [ 30 , 31 ] This hybrid approach, blending human insight with AI precision, represents a promising direction for future research, aiming to balance depth and reliability in complex competency assessments.

Considering the observed shift towards online assessments in medical education, this study sought to evaluate the efficacy of video assessments in measuring both competency and presentation skills within the Health System Science (HSS) framework. Our findings reveal positive correlations between these skills, indicating that effective presentation can enhance the perception of competency. However, variations in inter-rater reliability highlight the necessity for standardized assessment criteria and consistent assessor training. By implementing these strategies, educational institutions can ensure greater accuracy and reliability, which is crucial for accurately assessing student competencies in a digital learning environment. Thus, our study substantiates the importance of both thorough competency assessment and the enhancement of presentation skills in online medical education.

Data availability

The dataset analysed in the current study is available upon request from the corresponding author.

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Acknowledgements

We wish to thank the Department of Family Medicine and Preventive Medicine at Prince of Songkla University for supporting our research endeavors. Our gratitude is also extended to Assistant Professor Kanyika Chamniprasas, Vice Dean for Education, and Assistant Professor Supaporn Dissaneevate for their roles in creating and backing the health system reform curriculum for medical students, which contributed to this study.

No funding was received for this research.

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Department of Family Medicine and Preventive Medicine, Faculty of Medicine, Prince of Songkla University, 15 Karnjanavanich Rd., Hat Yai, 90110, Songkhla, Thailand

Phoomjai Sornsenee, Pawita Limsomwong, Polathep Vichitkunakorn, Supakorn Sripaew & Supinya Sono

Division of Neurosurgery, Department of surgery, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Kanisorn Sungkaro

Division of Head and neck surgery, Department of otolaryngology, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, Songkhla, Thailand

Theepat Wongkittithaworn

Department of Anesthesiology, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Thadakorn Tantisarasart

Department of Rehabilitation Medicine, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Pongphon Chuchuen

Department of Psychiatry, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Katti Sathaporn

Department of Emergency Medicine, Faculty of medicine, Prince of Songkhla University, Kho Hong, Hat Yai District, 90110, Songkhla, Thailand

Kwanchanok Chantaramanee

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Contributions

All authors made a significant contribution to the reported work. P.S., P.L. S.So., T.T., P.C, K.S., K.C. designed the study and obtained research ethics approval; P.S., P.V., S.Sr., K.S., and T.W., analysed and visualized the data; all authors interpreted the results, drafted, and revised the manuscript, and read and approved the final version of the manuscript.

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Correspondence to Phoomjai Sornsenee .

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This study was approved by the Human Research Ethics Committee (HREC), Faculty of Medicine, Prince of Songkla University, on March 12, 2022. (Approval Number: REC REC.65-114-9-1). HREC is official institute responsible for the ethical review and supervision of human research. The study was conducted in accordance with the Declaration of Helsinki. All participants and/or their legal guardian(s) provided electronic informed consent before participating in the study, in accordance with established procedures. All questionnaires were fully computerised by the researchers and anonymised to ensure confidentially.

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Sornsenee, P., Limsomwong, P., Vichitkunakorn, P. et al. Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education. BMC Med Educ 24 , 842 (2024). https://doi.org/10.1186/s12909-024-05808-1

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Paris 2024 breaking: All results, as B-Girl Ami wins inaugural Olympic gold - and then some

Picture by 2024 Getty Images

In about five hours on Friday (9 August) at La Concorde, AmI ’s life changed.

With a win over reigning world champion Nicka in the Paris 2024 final, the Japanese B-Girl became the first women’s breaking champion in Olympic history.

When she returns to Japan in a couple of days, it will all hit Ami hard and fast. The attention. The money. The flood of media requests. She will be Ami the Olympic gold medallist. No longer just B-Girl Ami.

But Ami would prefer that everything stays the same - other than breaking gaining more recognition at home and abroad.

“I don’t want my life to change,” Ami told Olympics.com , after sweeping Nicka 3-0 to top the podium. “I mean it in a good way, but I don’t want to change much myself.

“I’m happy breaking will get more attention as a result but it’s not all about the winners in this sport. It so happens that I won today when everyone showed what they were made of. Another day, another time, things could have turned out entirely differently.

“I couldn’t be happier if people learn about the beauty of breaking - and not only about the gold medal.”

• Hello world: Breaking set to take center stage at Paris 2024 as Games wind down
• Breaking at Paris 2024: Preview, full schedule and how to watch live
• Breaking at Paris 2024 Olympics: Frequently Asked Questions

From left, silver medallist Nicka, gold medallist Ami and 671, winner of the bronze medal.

Japan coach Katsu One says Ami is as stubborn as they come. Katsu One has worked with Ami, now 25, ever since she got serious about breaking even before becoming a teenager.

“She hasn’t changed the least bit,” he said. “But it’s that stubbornness which keeps her focused. And now she’s No. 1 in the world.

“She has incredible instincts. She’s never fazed by who she’s up against. Mentally she was in a good place throughout the entire day. That, and the preparation she put in, all came together.”

Throughout four phases of competition, Ami was her usual self. She wouldn’t have it any other way. There was no extra from her.

But that’s how Ami operates. Her most memorable battle of the day was not the final, but the quarter-final against France’s Syssy because she realised she could be herself on the grandest stage the sport hadn’t seen.

“It still hasn’t sunk in yet but I’m over the moon. Really. I’m probably happier than I think I am. I’m just on cloud nine at the moment so once I come down to earth, I’ll try to take it in bit by bit.

“More than the final, when I won the quarter-final, I thought to myself, wow, I can do this - on this stage. In the semi-final, I was really at ease because win or lose, I’d still have the third-place battle.

“So I knew then I could dance to the best of my ability and from there I just wanted to have fun. Looking back on it now, I wasn’t thinking about a medal that much - and it worked to my favour.”

Breaking: Women's podium

Gold: Ami , Japan

Silver: Nicka , Lithuania

Bronze: 671 , People's Republic of China

See full results on Olympics.com

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Regenerative Braking System

Feb 08, 2020

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Regenerative braking system is a small, but an eventual method for converting unwanted heat energy into electrical energy. The energy generated is stored in the battery. This helps in reducing the usage of the external battery for charging purposes. These types of brakes helps in increasing the driving range for the electric vehicles as they can travel for longer periods. Regenerative braking system also in improving the fuel economy. It is a way of increasing the efficiency rate of the vehicles. Instead, of converting the kinhetic energy into thermal energy through friction braking this system can convert a good fraction of kinetic energy into electric energy and charge the battey using the principle of alternator. Mr. Shivam Sharma | Ashish Narayan Singh | Rahul Yadav | Abhinav Jha | Kumar Vanshaj | Md. Fahim "Regenerative Braking System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23546.pdf Paper URL: https://www.ijtsrd.com/engineering/mechanical-engineering/23546/regenerative-braking-system/mr-shivam-sharma<br>

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International Journal of Trend in Scientific Research and Development (IJTSRD) Volume: 3 | Issue: 4 | May-Jun 2019 Available Online: www.ijtsrd.com e-ISSN: 2456 - 6470 Regenerative Braking System Mr. Shivam Sharma1, Ashish Narayan Singh2, Rahul Yadav2, Abhinav Jha2, Kumar Vanshaj2, Md. Fahim2 1Assistant Professor, 2Student 1,2ABES Engineering College, Ghaziabad, Uttar Pradesh, India How to cite this paper: Mr. Shivam Sharma | Ashish Narayan Singh | Rahul Yadav | Abhinav Jha | Kumar Vanshaj | Md. Fahim "Regenerative Braking System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456- 6470, Volume-3 | Issue-4, June 2019, pp.298-300, URL: https://www.ijtsrd. com/papers/ijtsrd2 3546.pdf Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/ by/4.0) Regenerative braking is defined as a process in which a small portion of kinetic energy is stored in the system of the vehicle. The energy dissipated in the brakes is directed by power transmission to energy store during decelaration. The energy is held for the further requirement by the vehicle, whereby it is converted into kinetic energy to accelerate the vehicle. This results in increasing the efficiency of the vehicle and the drving of the vehicles in the cities involve more braking events representing a much higher loss with greater potential savings. With buses, taxis, delivery vans and so on there is even more potential for economy. ABSTRACT Regenerative braking system is a small, but an eventual method for converting unwanted heat energy into electrical energy. The energy generated is stored in the battery. This helps in reducing the usage of the external battery for charging purposes. These types of brakes helps in increasing the driving range for the electric vehicles as they can travel for longer periods. Regenerative braking system also in improving the fuel economy. It is a way of increasing the efficiency rate of the vehicles. Instead, of converting the kinhetic energy into thermal energy through friction braking; this system can convert a good fraction of kinetic energy into electric energy and charge the battey using the principle of alternator. KEYWORDS: kinetic energy, regenerative system, Conservation of friction energy, alternator, electrical battery, efficiency rate, potential INTRODUCTION When a conventional vehicle applies brakes then the kinetic energy gets converted into heat as friction comes into play between brake pads and wheel. The heat is carried away in the airstream and some effective energy gets wasted. The amount of energy wasted depends on how long and how hard the brakes are applied. IJTSRD23546 Since, Renegerative Braking System has resulted in increasing the output rate of a vehicle, it has also increased the efficiency of the vehicle. With this system the energy required by engine gets reduced and in turn reducing the energy required to propel the vehicle. The energy stored int the system must be compact in nature, highly durable and capable of handling high power levels efficiently and the energy transfer or energy conversion must be efficient compact at affordable cost. For an ideal Regenerative Braking System they should follow the following properties ?Efficient energy conversion ?An energy stored in high capacity with weight and volume ?Should not complicate the vehicle system ?Smooth delivery of power ?Should store the energy as proptional to the braking applied on vehicle NEED OF REGENERATIVE BRAKING SYSTEM In low speed and stop and go traffic where the little decelaration is required, the regenerative braking system can provide the maximum output of the total braking force.This highly improves the efficiency and also results in improving @ IJTSRD | Unique Paper ID - IJTSRD23546 | Volume – 3 | Issue – 4 | May-Jun 2019 Page: 298

International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 the fuel economy of a vehicle, further enhances the attractiveness of vehicles using regenerative braking for city driving. At high speed too, regenerative braking system has shown the improvement in the fuel economy as much as 20%.Hybrids and electric cars also do have friction brakes that act as a type of back-up system in scenarios where regenerative braking can't supply enough power to stop. In these cases, drivers should aware that the brake pedal could respond differently to pressure. It will sometimes depress farther towards the floor than usual -- a feeling that can momentarily cause drivers to panic. ALTERNATOR The working principle of alternator is very simple. It is just like basic principle of DC generator. It also depends upon Faraday’s law of electromagnetic induction which says the current is induced in the conductor inside a magnetic field when there is a relative motion between that conductor and the magnetic field. Having understood the very basic principle of an alternator, let us now have an insight into its basic operational principle of a practical alternator. During discussion of basic working of an alternator, we have considered that the magnetic field is stationary and conductors (armature) is rotating. But generally in practical construction of alternator, armature conductors are stationary and field magnets rotate between them. The rotor of an alternator or a synchronous generator is mechanically coupled to the shaft or the turbineblades, which being made to rotate at synchronous speed Ns under some mechanical force results in magnetic flux cutting of the stationary armature conductors housed on the stator. As a direct consequence of this flux cutting an induced emf and current starts to flow through the armature conductors which first flow in one direction for the first half cycle and then in the other direction for the second half cycle for each winding with a definite time lag of 120o due to the space displaced arrangement of 120o between them as shown in the figure below. This particular phenomenon results in three phase power flow out of the alternator which is then transmitted to the distribution stations for domestic and industrial uses. Advantages of regenerative braking system ?Improves Fuel Economy ?Emissions Reduction ?Improves performance of vehicle ?Reduce engine wear ?Reduce brake wear ?Accessories required are small ?Operational range is better than conventional braking The possible disadvantages of Regenerative Braking System ?Extra weight added in vehicle ?Complex Arrangement of the system ?Available at reasonable cost if this has mass production ?Noise production depends on the system ?It adds extra maintainence requirement HYBRID VEHICLES Hybrid electric vehicles use both an electric motor as well as an internal combustion engine to provide a best of both system driving experience. They combine the driving range of an internal combustion engine with the fuel efficiency and emissions-free characteristics of an electric motor. If a hybrid is to have maximum fuel efficiency and produce as few carbon emissions as possible, it's important that the battery remain charged as long as possible. If a hybrid vehicle battery were to lose its charge, the internal combustion engine would be entirely responsible for powering the vehicle. At that point, the vehicle is no longer acting as a hybrid but rather just another car burning fossil fuels. DESCRIPTION Regenerative braking systems recover useful kinetic energy (into electrical potential energy) only to immediately set apart against electric propelling force motors. While this seems very appropriate and logical in a dedicated hybrid system, it may be possible to recover the useful energy in conventional vehicles. Detailed Overview The idea of this project is to capture kinetic energy from a moving vehicle during the region of adjoining operations and convert it into electrical energy using the vehicle's existing alternator. This energy is to be stored in a user-removable 'battery' of 12V that can be used for secondary purposes. @ IJTSRD | Unique Paper ID - IJTSRD23546 | Volume – 3 | Issue – 4 | May-Jun 2019 Page: 299

International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 Processing Consider an example, your vehicle is travelling at a moderately fast speed at highways speeds. At some point, you need to exit the highway (using a typical offramp). Instead of mechanical braking (converting the vehicle kinetic energy into thermal energy), an on vehicle DC-DC converter is activated which takes electrical energy from the vehicle's alternator to the 'battery'. The logic is composed of an onboard CANbus( Controlled Area Network) monitor which is continuously monitoring the fuel consumption by vehicle, throttle input, brake input, and speed. The simplified algorithm considers these 4 inputs and decides if there is a 'near-zero' fuel consumption condition in which activating the DC-DC converter will affect the fuel consumption rate. Testing To simplify the project, I looked at the effects the Air Conditioner has on the fuel consumption rate. Since both the A/C and alternator are both belt- driven off of the auxiliary power output of the engine, the A/C appeared to be a good 'equivalent' loading method to simulate a DC-DC converter system (which I don't actually have), pulling somewhere between 5-10HP (3.7-7.5kW) at full load. After connecting to the vehicle CANbus, I took a typical commute route with the AC and HVAC fan on HIGH, recording a variety of parameters. On this typical commute, about 8% of the journey was in a reported 'zero' fuel consumption rate, always while coasting to a stop or turn. If the fuel consumption rate is real (from the CAN messages) - this means that the AC was delivering 'free' energy during these coasting situations. Results 1.Yes - it is totally feasible and does offer significant energy reclamation opportunities up to (≃280Wh) 2.No - it does not appear to be cost effective, as the electronics and battery would never pay for itself. Reference: [1].SudhakarLichade, Nitish Kumar, S. D. Thakare, Dr. A. V. Vanalkar, “Introduction to HV by Using Regenerative Braking System”, International Journal of Innovative Science, Engineering & Technology, Vol. 1 Issue 9, November 2014 [2].M. R. Hairi -Yazdi1, B. Haghpanah-Jahromi2, V. Esfahanian1, M. Amiri1 and A. R. Jafari1,” Design of an Anti -Lock Regenerative Braking System for a Series Hybrid Electric Vehicle”, International Journal of Automotive Engineering Vol. 1, Number 2, June 2011 [3].S. J. Clegg, “A Review of Regenerative Braking System”, Institute of Transport Studies, University of Leeds, Working paper of 471, 1996 [4].Siddharth K. Patil.. “Regenerative Braking System in Automobiles”, Vishwakarma Institute of Information Technology, IJRMET Vol. 2, Issue 2, May-Oct2012. [5].C. Sankavaram, B. Pattipati, A. Kodali, K. Pattipati, M. Azam, and S. Kumar, "Model-based and data- driven prognosis of automotive and electronic systems, 5th Annual IEEE Conference on Automation Science and Engineering, Bangalore, India, August 22-25, 2009. [6].http://www.transportation.anl.gov/modeling_simulati on/PSAT/index.html, accessed on October 10th, 2011. [7].P. Nomikos, ―Detection and diagnosis of abnormal batch operations based on multi-way principal component analysis,‖ ISA Transactions, Vol. 35, pp.259 – 266, 1996. [8].R. 0. Duda, P. E. Hart, and D. G. Stork, Pattern Classification, second Wileylnterscience, 2001. edition, New York: [9].C. M. Bishop, Pattern Recognition and Machine Learning, Springer, 2006 [10].M. Ehsani, Y. Gao, and J. M. Miller,―Hybrid electric vehicles: architecture and motor drives ‖, Proceedings of the IEEE, vol.95, no.4, pp.719-728, April 2007. [11].http://www.transportation.anl.gov/pdfs/HV/412.pdf,a ccessed on October 10th, 2011 @ IJTSRD | Unique Paper ID - IJTSRD23546 | Volume – 3 | Issue – 4 | May-Jun 2019 Page: 300

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