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Multiobjective Tuning and Performance Assessment of PID Using Teaching-Learning-Based Optimization.

ABSTRACT: There have been many studies on the optimal tuning and control performance assessment (CPA) of the PID controller. In the optimal tuning, the trade-off between the setpoint tracking and the disturbance rejection performance is a challenge. Minimum output variance (MOV) is very widely used as a benchmark for CPA of PID, but it is difficult to be observed due to the non-convex optimization problem. In this paper, a new multiobjective function, considering both the OV in the CPA problem and integral of absolute error, is proposed to tune PID for this trade-off. The CPA-related non-convex problem and tuning-related multiobjective problem are solved by teaching-learning-based optimization, which guarantees a tighter lower bound for MOV due to the excellent capability of local optima avoidance and has higher computational efficiency due to the low complexity. The numerical examples of CPA problems show that the algorithm can generate better MOV than existing methods with less calculation time. The relationship between the weight of the multiobjective function and the performance, including setpoint tracking, stochastic and step disturbance rejection, is revealed by simulation results of the tuning method applied to two temperature control systems. The proper adjustment of the weight with a multistage strategy can achieve the trade-off to obtain excellent setpoint tracking performance in the initial stage and satisfying disturbance rejection performance in the steady stage.

SUBMITTER: Zhang W

PROVIDER: S-EPMC8638005 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundThe principle of workplace based assessment (WBA) is to assess trainees at work with feedback integrated into the program simultaneously. A student driven WBA model was introduced and perception evaluation of this teaching method was done subsequently by taking feedback from the faculty as well as the postgraduate trainees (PGs) of a residency program.MethodsDescriptive multimethod study was conducted. A WBA program was designed for PGs in Chemical Pathology on Moodle and forms utilized were case-based discussion (CBD), direct observation of practical skills (DOPS) and evaluation of clinical events (ECE). Consented assessors and PGs were trained on WBA through a workshop. Pretest and posttest to assess PGs knowledge before and after WBA were conducted. Every time a WBA form was filled, perception of PGs and assessors towards WBA, time taken to conduct single WBA and feedback were recorded. Faculty and PGs qualitative feedback on perception of WBA was taken via interviews. WBA tools data and qualitative feedback were used to evaluate the acceptability and feasibility of the new tools.ResultsSix eligible PGs and seventeen assessors participated in this study. A total of 79 CBDs (assessors n = 7 and PGs n = 6), 12 ECEs (assessors n = 6 and PGs n = 5), and 20 DOPS (assessors n = 6 and PGs n = 6) were documented. PGs average pretest score was 55.6%, which was improved to 96.4% in posttest; p value< 0.05. Scores of annual assessment before and after implementation of WBA also showed significant improvement, p value 0.039, Overall mean time taken to evaluate PG's was 12.6 ± 9.9 min and feedback time 9.2 ± 7.4 min. Mean WBA process satisfaction of assessors and PGs on Likert scale of 1 to 10 was 8 ± 1 and 8.3 ± 0.8 respectively.ConclusionBoth assessors and fellows were satisfied with introduction and implementation of WBA. It gave the fellows opportunity to interact with assessors more often and learn from their rich experience. Gain in knowledge of PGs was identified from the statistically significant improvement in PGs' assessment scores after WBA implementation.

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Multiobjective Tuning and Performance Assessment of PID Using Teaching-Learning-Based Optimization.

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