Learning to See: Enhancing Student Learning through Videotaped Feedback

ERIC Educational Resources Information Center

Yakura, Elaine K.

2009-01-01

Feedback is crucial to developing skills, but meaningful feedback is difficult to provide. Classroom videotaping can provide effective feedback on student performance, but for video feedback to be most helpful, students must develop a type of "visual intelligence"--analytical skills that increase critical thinking and self-awareness. The author…

Using Automated Assessment Feedback to Enhance the Quality of Student Learning in Universities: A Case Study

NASA Astrophysics Data System (ADS)

Biggam, John

There are many different ways of providing university students with feedback on their assessment performance, ranging from written checklists and handwritten commentaries to individual verbal feedback. Regardless of whether the feedback is summative or formative in nature, it is widely recognized that providing consistent, meaningful written feedback to students on assessment performance is not a simple task, particularly where a module is delivered by a team of staff. Typical student complaints about such feedback include: inconsistency of comment between lecturers; illegible handwriting; difficulty in relating feedback to assessment criteria; and vague remarks. For staff themselves, there is the problem that written comments, to be of any benefit to students, are immensely time-consuming. This paper illustrates, through a case study, the enormous benefits of Automated Assessment Feedback for staff and students. A clear strategy on how to develop an automated assessment feedback system, using the simplest of technologies, is provided.

Effect of Performance Feedback on Community Health Workers’ Motivation and Performance in Madhya Pradesh, India: A Randomized Controlled Trial

PubMed Central

Matheke-Fischer, Michael; Lesh, Neal

2016-01-01

Background Small-scale community health worker (CHW) programs provide basic health services and strengthen health systems in resource-poor settings. This paper focuses on improving CHW performance by providing individual feedback to CHWs working with an mHealth program to address malnutrition in children younger than 5 years. Objective The paper aims to evaluate the immediate and retention effects of providing performance feedback and supportive supervision on CHW motivation and performance for CHWs working with an mHealth platform to reduce malnutrition in five districts of Madhya Pradesh, India. We expected a positive impact on CHW performance for the indicator they received feedback on. Performance on indicators the CHW did not receive feedback on was not expected to change. Methods In a randomized controlled trial, 60 CHWs were randomized into three treatment groups based on overall baseline performance ranks to achieve balanced treatment groups. Data for each treatment indicator were analyzed with the other two treatments acting as the control. In total, 10 CHWs were lost to follow-up. There were three performance indicators: case activity, form submissions, and duration of counseling. Each group received weekly calls to provide performance targets and discuss their performance on the specific indicator they were allocated to as well as any challenges or technical issues faced during the week for a 6-week period. Data were collected for a further 4 weeks to assess intertemporal sustained effects of the intervention. Results We found positive and significant impacts on duration of counseling, whereas case activity and number of form submissions did not show significant improvements as a result of the intervention. We found a moderate to large effect (Glass’s delta=0.97, P=.004) of providing performance feedback on counseling times in the initial 6 weeks. These effects were sustained in the postintervention period (Glass’s delta=1.69, P<.001). The counseling times decreased slightly from the intervention to postintervention period by 2.14 minutes (P=.01). Case activity improved for all CHWs after the intervention. We also performed the analysis by replacing the CHWs lost to follow-up with those in their treatment groups with the closest ranks in baseline performance and found similar results. Conclusions Calls providing performance feedback are effective in improving CHW motivation and performance. Providing feedback had a positive effect on performance in the case of duration of counseling. The results suggest that difficulty in achieving the performance target can affect results of performance feedback. Regardless of the performance information disclosed, calls can improve performance due to elements of supportive supervision included in the calls encouraging CHW motivation. PMID:27927607

How we give personalised audio feedback after summative OSCEs.

PubMed

Harrison, Christopher J; Molyneux, Adrian J; Blackwell, Sara; Wass, Valerie J

2015-04-01

Students often receive little feedback after summative objective structured clinical examinations (OSCEs) to enable them to improve their performance. Electronic audio feedback has shown promise in other educational areas. We investigated the feasibility of electronic audio feedback in OSCEs. An electronic OSCE system was designed, comprising (1) an application for iPads allowing examiners to mark in the key consultation skill domains, provide "tick-box" feedback identifying strengths and difficulties, and record voice feedback; (2) a feedback website giving students the opportunity to view/listen in multiple ways to the feedback. Acceptability of the audio feedback was investigated, using focus groups with students and questionnaires with both examiners and students. 87 (95%) students accessed the examiners' audio comments; 83 (90%) found the comments useful and 63 (68%) reported changing the way they perform a skill as a result of the audio feedback. They valued its highly personalised, relevant nature and found it much more useful than written feedback. Eighty-nine per cent of examiners gave audio feedback to all students on their stations. Although many found the method easy, lack of time was a factor. Electronic audio feedback provides timely, personalised feedback to students after a summative OSCE provided enough time is allocated to the process.

Accuracy and speed feedback: Global and local effects on strategy use

PubMed Central

Touron, Dayna R.; Hertzog, Christopher

2013-01-01

Background Skill acquisition often involves a shift from an effortful algorithm-based strategy to more fluent memory-based performance. Older adults’ slower strategy transitions can be ascribed to both slowed learning and metacognitive factors. Experimenters often provide feedback on response accuracy; this emphasis may either inadvertently reinforce older adults’ conservatism or might highlight that retrieval is generally quite accurate. RT feedback can lead to more rapid shift to retrieval (Hertzog, Touron, & Hines, 2007). Methods This study parametrically varied trial-by-trial feedback to examine whether strategy shifts in the noun-pair task in younger (M = 19) and older adults (M = 67) were influenced by type of performance feedback: none, trial accuracy, trial RT, or both accuracy and RT. Results Older adults who received accuracy feedback retrieved more often, particularly on difficult rearranged trials, and participants who receive speed feedback performed the scanning strategy more quickly. Age differences were also obtained in local (trial-level) reactivity to task performance, but these were not affected by feedback. Conclusions Accuracy and speed feedback had distinct global (general) influences on task strategies and performance. In particular, it appears that the standard practice of providing trial-by-trial accuracy feedback might facilitate older adults’ use of retrieval strategies in skill acquisition tasks. PMID:24785594

Evaluating Internal Model Strength and Performance of Myoelectric Prosthesis Control Strategies.

PubMed

Shehata, Ahmed W; Scheme, Erik J; Sensinger, Jonathon W

2018-05-01

On-going developments in myoelectric prosthesis control have provided prosthesis users with an assortment of control strategies that vary in reliability and performance. Many studies have focused on improving performance by providing feedback to the user but have overlooked the effect of this feedback on internal model development, which is key to improve long-term performance. In this paper, the strength of internal models developed for two commonly used myoelectric control strategies: raw control with raw feedback (using a regression-based approach) and filtered control with filtered feedback (using a classifier-based approach), were evaluated using two psychometric measures: trial-by-trial adaptation and just-noticeable difference. The performance of both strategies was also evaluated using Schmidt's style target acquisition task. Results obtained from 24 able-bodied subjects showed that although filtered control with filtered feedback had better short-term performance in path efficiency ( ), raw control with raw feedback resulted in stronger internal model development ( ), which may lead to better long-term performance. Despite inherent noise in the control signals of the regression controller, these findings suggest that rich feedback associated with regression control may be used to improve human understanding of the myoelectric control system.

Automated near-real-time clinical performance feedback for anesthesiology residents: one piece of the milestones puzzle.

PubMed

Ehrenfeld, Jesse M; McEvoy, Matthew D; Furman, William R; Snyder, Dylan; Sandberg, Warren S

2014-01-01

Anesthesiology residencies are developing trainee assessment tools to evaluate 25 milestones that map to the six core competencies. The effort will be facilitated by development of automated methods to capture, assess, and report trainee performance to program directors, the Accreditation Council for Graduate Medical Education and the trainees themselves. The authors leveraged a perioperative information management system to develop an automated, near-real-time performance capture and feedback tool that provides objective data on clinical performance and requires minimal administrative effort. Before development, the authors surveyed trainees about satisfaction with clinical performance feedback and about preferences for future feedback. Resident performance on 24,154 completed cases has been incorporated into the authors' automated dashboard, and trainees now have access to their own performance data. Eighty percent (48 of 60) of the residents responded to the feedback survey. Overall, residents "agreed/strongly agreed" that they desire frequent updates on their clinical performance on defined quality metrics and that they desired to see how they compared with the residency as a whole. Before deployment of the new tool, they "disagreed" that they were receiving feedback in a timely manner. Survey results were used to guide the format of the feedback tool that has been implemented. The authors demonstrate the implementation of a system that provides near-real-time feedback concerning resident performance on an extensible series of quality metrics, and which is responsive to requests arising from resident feedback about desired reporting mechanisms.

Automated Near Real-Time Clinical Performance Feedback for Anesthesiology Residents: One Piece of the Milestones Puzzle

PubMed Central

Ehrenfeld, Jesse M.; McEvoy, Matthew D.; Furman, William R.; Snyder, Dylan; Sandberg, Warren S.

2014-01-01

Background Anesthesiology residencies are developing trainee assessment tools to evaluate 25 milestones that map to the 6 core competencies. The effort will be facilitated by development of automated methods to capture, assess, and report trainee performance to program directors, the Accreditation Council for Graduate Medical Education and the trainees themselves. Methods We leveraged a perioperative information management system to develop an automated, near-real-time performance capture and feedback tool that provides objective data on clinical performance and requires minimal administrative effort. Prior to development, we surveyed trainees about satisfaction with clinical performance feedback and about preferences for future feedback. Results Resident performance on 24,154 completed cases has been incorporated into our automated dashboard, and trainees now have access to their own performance data. Eighty percent (48 of 60) of our residents responded to the feedback survey. Overall, residents ‘agreed/strongly agreed’ that they desire frequent updates on their clinical performance on defined quality metrics and that they desired to see how they compared to the residency as a whole. Prior to deployment of the new tool, they ‘disagreed’ that they were receiving feedback in a timely manner. Survey results were used to guide the format of the feedback tool that has been implemented. Conclusions We demonstrate the implementation of a system that provides near real-time feedback concerning resident performance on an extensible series of quality metrics, and which is responsive to requests arising from resident feedback about desired reporting mechanisms. PMID:24398735

Effects of Differential Feedback on Students' Examination Performance

ERIC Educational Resources Information Center

Lipnevich, Anastasiya A.; Smith, Jeffrey K.

2009-01-01

The effects of feedback on performance and factors associated with it were examined in a large introductory psychology course. The experiment involved college students (N = 464) working on an essay examination under 3 conditions: no feedback, detailed feedback that was perceived by participants to be provided by the course instructor, and detailed…

Real-time feedback can improve infant manikin cardiopulmonary resuscitation by up to 79%--a randomised controlled trial.

PubMed

Martin, Philip; Theobald, Peter; Kemp, Alison; Maguire, Sabine; Maconochie, Ian; Jones, Michael

2013-08-01

European and Advanced Paediatric Life Support training courses. Sixty-nine certified CPR providers. CPR providers were randomly allocated to a 'no-feedback' or 'feedback' group, performing two-thumb and two-finger chest compressions on a "physiological", instrumented resuscitation manikin. Baseline data was recorded without feedback, before chest compressions were repeated with one group receiving feedback. Indices were calculated that defined chest compression quality, based upon comparison of the chest wall displacement to the targets of four, internationally recommended parameters: chest compression depth, release force, chest compression rate and compression duty cycle. Baseline data were consistent with other studies, with <1% of chest compressions performed by providers simultaneously achieving the target of the four internationally recommended parameters. During the 'experimental' phase, 34 CPR providers benefitted from the provision of 'real-time' feedback which, on analysis, coincided with a statistical improvement in compression rate, depth and duty cycle quality across both compression techniques (all measures: p<0.001). Feedback enabled providers to simultaneously achieve the four targets in 75% (two-finger) and 80% (two-thumb) of chest compressions. Real-time feedback produced a dramatic increase in the quality of chest compression (i.e. from <1% to 75-80%). If these results transfer to a clinical scenario this technology could, for the first time, support providers in consistently performing accurate chest compressions during infant CPR and thus potentially improving clinical outcomes. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Improving Student Performance Using Nudge Analytics

ERIC Educational Resources Information Center

Feild, Jacqueline

2015-01-01

Providing students with continuous and personalized feedback on their performance is an important part of encouraging self regulated learning. As part of our higher education platform, we built a set of data visualizations to provide feedback to students on their assignment performance. These visualizations give students information about how they…

Praise in Public, Criticize in Private? An Assessment of Performance Feedback Transparency in a Classroom Setting

ERIC Educational Resources Information Center

Seevers, Matthew T.; Rowe, William J.; Skinner, Steven J.

2014-01-01

Conventional wisdom in sales management encourages public delivery of positive feedback, and private delivery of negative feedback. In stark contrast, U.S. educators typically provide all performance feedback in relative (if not strict) privacy to comply with the Family Educational Rights and Privacy Act (FERPA). To investigate this discrepancy,…

Physician Perceptions of Performance Feedback in a Quality Improvement Activity.

PubMed

Eden, Aimee R; Hansen, Elizabeth; Hagen, Michael D; Peterson, Lars E

Physician performance and peer comparison feedback can affect physician care quality and patient outcomes. This study aimed to understand family physician perspectives of the value of performance feedback in quality improvement (QI) activities. This study analyzed American Board of Family Medicine open-ended survey data collected between 2004 and 2014 from physicians who completed a QI module that provided pre- and post-QI project individual performance data and peer comparisons. Physicians made 3480 comments in response to a question about this performance feedback, which were generally positive in nature (86%). Main themes that emerged were importance of accurate feedback data, enhanced detail in the content of feedback, and ability to customize peer comparison groups to compare performance to peers with similar patient populations or practice characteristics. Meaningful and tailored performance feedback may be an important tool for physicians to improve their care quality and should be considered an integral part of QI project design.

The effects of outcome and process feedback

NASA Technical Reports Server (NTRS)

Johnson, Debra Steele

1990-01-01

A study was conducted to examine the effects of process and outcome feedback on performance during a skill acquisition phase and a transfer test phase. The research also examined the role of two moderators: self-efficacy and intrinsic motivation. Subjects were college students participating for course credit. The task involved using a computerized simulation of the Space Shuttle's Remote Manipulation System (RMS). Results provided evidence of the beneficial effects of process feedback during skill acquisition. Results also provided evidence that self-efficacy and intrinsic motivation moderate the effects of feedback type on performance.

Physical examination skills training: Faculty staff vs. patient instructor feedback-A controlled trial.

PubMed

Krautter, Markus; Diefenbacher, Katja; Schultz, Jobst-Hendrik; Maatouk, Imad; Herrmann-Werner, Anne; Koehl-Hackert, Nadja; Herzog, Wolfgang; Nikendei, Christoph

2017-01-01

Standardized patients are widely used in training of medical students, both in teaching and assessment. They also frequently lead complete training sessions delivering physical examination skills without the aid of faculty teaching staff-acting as "patient instructors" (PIs). An important part of this training is their ability to provide detailed structured feedback to students which has a strong impact on their learning success. Yet, to date no study has assessed the quality of physical examination related feedback by PIs. Therefore, we conducted a randomized controlled study comparing feedback of PIs and faculty staff following a physical examination assessed by students and video assessors. 14 PIs and 14 different faculty staff physicians both delivered feedback to 40 medical students that had performed a physical examination on the respective PI while the physicians observed the performance. The physical examination was rated by two independent video assessors to provide an objective performance standard (gold standard). Feedback of PI and physicians was content analyzed by two different independent video assessors based on a provided checklist and compared to the performance standard. Feedback of PIs and physicians was also rated by medical students and video assessors using a questionnaire consisting of 12 items. There was no statistical significant difference concerning overall matching of physician or PI feedback with gold standard ratings by video assessment (p = .219). There was also no statistical difference when focusing only on items that were classified as major key steps (p = .802), mistakes or parts that were left out during physical examination (p = .219) or mistakes in communication items (p = .517). The feedback of physicians was significantly better rated than PI feedback both by students (p = .043) as well as by video assessors (p = .034). In summary, our study demonstrates that trained PIs are able to provide feedback of equal quantitative value to that of faculty staff physicians with regard to a physical examination performed on them. However, both the students and the video raters judged the quality of the feedback given by the physicians to be significantly better than that of the PIs.

Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory.

PubMed

Korn, Christoph W; Rosenblau, Gabriela; Rodriguez Buritica, Julia M; Heekeren, Hauke R

2016-01-01

A considerable literature on attribution theory has shown that healthy individuals exhibit a positivity bias when inferring the causes of evaluative feedback on their performance. They tend to attribute positive feedback internally (e.g., to their own abilities) but negative feedback externally (e.g., to environmental factors). However, all empirical demonstrations of this bias suffer from at least one of the three following drawbacks: First, participants directly judge explicit causes for their performance. Second, participants have to imagine events instead of experiencing them. Third, participants assess their performance only after receiving feedback and thus differences in baseline assessments cannot be excluded. It is therefore unclear whether the classically reported positivity bias generalizes to setups without these drawbacks. Here, we aimed at establishing the relevance of attributions for decision-making by showing an attribution-related positivity bias in a decision-making task. We developed a novel task, which allowed us to test how participants changed their evaluations in response to positive and negative feedback about performance. Specifically, we used videos of actors expressing different facial emotional expressions. Participants were first asked to evaluate the actors' credibility in expressing a particular emotion. After this initial rating, participants performed an emotion recognition task and did--or did not--receive feedback on their veridical performance. Finally, participants re-rated the actors' credibility, which provided a measure of how they changed their evaluations after feedback. Attribution theory predicts that participants change their evaluations of the actors' credibility toward the positive after receiving positive performance feedback and toward the negative after negative performance feedback. Our results were in line with this prediction. A control condition without feedback showed that correct or incorrect performance alone could not explain the observed positivity bias. Furthermore, participants' behavior in our task was linked to the most widely used measure of attribution style. In sum, our findings suggest that positive and negative performance feedback influences the evaluation of task-related stimuli, as predicted by attribution theory. Therefore, our study points to the relevance of attribution theory for feedback processing in decision-making and provides a novel outlook for decision-making biases.

Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory

PubMed Central

Rodriguez Buritica, Julia M.; Heekeren, Hauke R.

2016-01-01

A considerable literature on attribution theory has shown that healthy individuals exhibit a positivity bias when inferring the causes of evaluative feedback on their performance. They tend to attribute positive feedback internally (e.g., to their own abilities) but negative feedback externally (e.g., to environmental factors). However, all empirical demonstrations of this bias suffer from at least one of the three following drawbacks: First, participants directly judge explicit causes for their performance. Second, participants have to imagine events instead of experiencing them. Third, participants assess their performance only after receiving feedback and thus differences in baseline assessments cannot be excluded. It is therefore unclear whether the classically reported positivity bias generalizes to setups without these drawbacks. Here, we aimed at establishing the relevance of attributions for decision-making by showing an attribution-related positivity bias in a decision-making task. We developed a novel task, which allowed us to test how participants changed their evaluations in response to positive and negative feedback about performance. Specifically, we used videos of actors expressing different facial emotional expressions. Participants were first asked to evaluate the actors’ credibility in expressing a particular emotion. After this initial rating, participants performed an emotion recognition task and did—or did not—receive feedback on their veridical performance. Finally, participants re-rated the actors’ credibility, which provided a measure of how they changed their evaluations after feedback. Attribution theory predicts that participants change their evaluations of the actors’ credibility toward the positive after receiving positive performance feedback and toward the negative after negative performance feedback. Our results were in line with this prediction. A control condition without feedback showed that correct or incorrect performance alone could not explain the observed positivity bias. Furthermore, participants’ behavior in our task was linked to the most widely used measure of attribution style. In sum, our findings suggest that positive and negative performance feedback influences the evaluation of task-related stimuli, as predicted by attribution theory. Therefore, our study points to the relevance of attribution theory for feedback processing in decision-making and provides a novel outlook for decision-making biases. PMID:26849646

Excited, Proud, and Accomplished: Exploring the Effects of Feedback Supplemented with Web-Based Peer Benchmarking on Self-Regulated Learning in Marketing Classrooms

ERIC Educational Resources Information Center

Raska, David

2014-01-01

This research explores and tests the effect of an innovative performance feedback practice--feedback supplemented with web-based peer benchmarking--through a lens of social cognitive framework for self-regulated learning. The results suggest that providing performance feedback with references to exemplary peer output is positively associated with…

Develop feedback system for intelligent dynamic resource allocation to improve application performance.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gentile, Ann C.; Brandt, James M.; Tucker, Thomas

2011-09-01

This report provides documentation for the completion of the Sandia Level II milestone 'Develop feedback system for intelligent dynamic resource allocation to improve application performance'. This milestone demonstrates the use of a scalable data collection analysis and feedback system that enables insight into how an application is utilizing the hardware resources of a high performance computing (HPC) platform in a lightweight fashion. Further we demonstrate utilizing the same mechanisms used for transporting data for remote analysis and visualization to provide low latency run-time feedback to applications. The ultimate goal of this body of work is performance optimization in the facemore » of the ever increasing size and complexity of HPC systems.« less

The Nature of Feedback: How Different Types of Peer Feedback Affect Writing Performance

ERIC Educational Resources Information Center

Nelson, Melissa M.; Schunn, Christian D.

2009-01-01

Although providing feedback is commonly practiced in education, there is no general agreement regarding what type of feedback is most helpful and why it is helpful. This study examined the relationship between various types of feedback, potential internal mediators, and the likelihood of implementing feedback. Five main predictions were developed…

The Effects of Different Levels of Performance Feedback on "TOEFL iBT"® Reading Practice Test Performance. TOEFL iBT Research Report. TOEFL iBT-29. ETS Research Report. RR-17-31

ERIC Educational Resources Information Center

Sawaki, Yasuyo

2017-01-01

The purpose of the present study is to examine whether performance on the "TOEFL iBT"® Reading practice test is affected by 3 different levels of feedback provided to learners upon completion of reading exercises: (a) correctness of learner response (the knowledge of correct results [KCR] feedback), (b) KCR feedback and rationales for…

Nurses' perceptions of feedback to nursing teams on quality measurements: An embedded case study design.

PubMed

Giesbers, A P M Suzanne; Schouteten, Roel L J; Poutsma, Erik; van der Heijden, Beatrice I J M; van Achterberg, Theo

2016-12-01

Providing nursing teams with feedback on quality measurements is used as a quality improvement instrument in healthcare organizations worldwide. Previous research indicated contradictory results regarding the effect of such feedback on both nurses' well-being and performance. Building on the Job Demands-Resources model this study explores: (1) whether and how nurses' perceptions of feedback on quality measurements (as a burdening job demand or rather as an intrinsically or extrinsically motivating job resource) are respectively related to nurses' well-being and performance; and (2) whether and how team reflection influences nurses' perceptions. An embedded case study. Four surgical wards within three different acute teaching-hospital settings in the Netherlands. During a period of four months, the nurses on each ward were provided with similar feedback on quality measurements. After this period, interviews with eight nurses and the ward manager for each ward were conducted. Additionally, observational data were collected from three oral feedback moments on each of the participating wards. The data revealed that individual nurses perceive the same feedback on quality measurements differently, leading to different effects on nurses' well-being and performance: 1) feedback can be perceived as a job demand that pressures nurses to improve the results on the quality measurements; 2) feedback can be perceived as an extrinsically motivating job resource, that is instrumental to improve the results on quality measurements; 3) feedback can be perceived as an intrinsically motivating job resource that stimulates nurses to improve the results on the quality measurements; and 4) feedback can be perceived neither as a job demand, nor as a job resource, and has no effect on nurses' well-being and performance. Additionally, this study indicates that team reflection after feedback seems to be very low in practice, while our data also provides evidence that nursing teams using the feedback to jointly reflect and analyse their performance and strategies will be able to better translate information about quality measurements into corrective behaviours, which may result in more positive perceptions of feedback on quality measurements among individual nurses. To better understand the impact of feedback to nursing teams on quality measurements, we should take nurses' individual perceptions of this feedback into account. Supporting nursing teams in team reflection after them having received feedback on quality measurements may help in eliciting positive perceptions among nurses, and therewith create positive effects of feedback on both their well-being and performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Beneficial "halo effects" of surgical resident performance feedback.

PubMed

Lau, Brandyn D; Streiff, Michael B; Hobson, Deborah B; Kraus, Peggy S; Shaffer, Dauryne L; Popoola, Victor O; Farrow, Norma E; Efron, David T; Haut, Elliott R

2016-09-01

Venous thromboembolism (VTE) prevention is one of the most frequent measures of quality in hospital settings. In 2013, we began providing individualized feedback to general surgery residents about their VTE prophylaxis prescribing habits for general surgical patients. The purpose of this study was to investigate the indirect, or "halo effects" of providing individualized performance feedback to residents regarding prescription of appropriate VTE prophylaxis. This retrospective cohort study compared appropriate VTE prophylaxis prescription for all patients admitted to the adult trauma service from July 1, 2012 to May 31, 2015 at The Johns Hopkins Hospital, an academic hospital and Level 1 trauma center in Baltimore, Maryland. On October 1, 2013, we began providing monthly performance feedback to general surgery residents regarding their VTE prophylaxis prescribing habits for general surgery patients. Data were not provided about their prescription practice for trauma patients, or to any other prescribers within the hospital. During the study period, 931 adult trauma patients were admitted to the adult trauma service. After providing individualized feedback about general surgery patients, general surgery residents' prescribing practice for writing appropriate VTE prophylaxis orders for adult trauma patients significantly improved (93.9% versus 78.1%, P < 0.001). Prescription practice significantly improved among all other prescribers although they did not receive any specific individualized feedback, (84.9% versus 75.1%, P = 0.025); however, practice was significantly better among general surgery residents versus other providers (93.9% versus 84.9%, P = 0.003). There is a beneficial "halo effect" for patients treated by residents receiving individualized feedback about practice habits. Individualized feedback regarding practice habits for one patient type has both a direct and indirect effect on the quality of care patients receive and should be implemented for all providers. Copyright © 2016 Elsevier Inc. All rights reserved.

Enhancing the Performance of Passive Teleoperation Systems via Cutaneous Feedback.

PubMed

Pacchierotti, Claudio; Tirmizi, Asad; Bianchini, Gianni; Prattichizzo, Domenico

2015-01-01

We introduce a novel method to improve the performance of passive teleoperation systems with force reflection. It consists of integrating kinesthetic haptic feedback provided by common grounded haptic interfaces with cutaneous haptic feedback. The proposed approach can be used on top of any time-domain control technique that ensures a stable interaction by scaling down kinesthetic feedback when this is required to satisfy stability conditions (e.g., passivity) at the expense of transparency. Performance is recovered by providing a suitable amount of cutaneous force through custom wearable cutaneous devices. The viability of the proposed approach is demonstrated through an experiment of perceived stiffness and an experiment of teleoperated needle insertion in soft tissue.

Physical examination skills training: Faculty staff vs. patient instructor feedback—A controlled trial

PubMed Central

Diefenbacher, Katja; Schultz, Jobst-Hendrik; Maatouk, Imad; Herrmann-Werner, Anne; Koehl-Hackert, Nadja; Herzog, Wolfgang; Nikendei, Christoph

2017-01-01

Background Standardized patients are widely used in training of medical students, both in teaching and assessment. They also frequently lead complete training sessions delivering physical examination skills without the aid of faculty teaching staff–acting as “patient instructors” (PIs). An important part of this training is their ability to provide detailed structured feedback to students which has a strong impact on their learning success. Yet, to date no study has assessed the quality of physical examination related feedback by PIs. Therefore, we conducted a randomized controlled study comparing feedback of PIs and faculty staff following a physical examination assessed by students and video assessors. Methods 14 PIs and 14 different faculty staff physicians both delivered feedback to 40 medical students that had performed a physical examination on the respective PI while the physicians observed the performance. The physical examination was rated by two independent video assessors to provide an objective performance standard (gold standard). Feedback of PI and physicians was content analyzed by two different independent video assessors based on a provided checklist and compared to the performance standard. Feedback of PIs and physicians was also rated by medical students and video assessors using a questionnaire consisting of 12 items. Results There was no statistical significant difference concerning overall matching of physician or PI feedback with gold standard ratings by video assessment (p = .219). There was also no statistical difference when focusing only on items that were classified as major key steps (p = .802), mistakes or parts that were left out during physical examination (p = .219) or mistakes in communication items (p = .517). The feedback of physicians was significantly better rated than PI feedback both by students (p = .043) as well as by video assessors (p = .034). Conclusions In summary, our study demonstrates that trained PIs are able to provide feedback of equal quantitative value to that of faculty staff physicians with regard to a physical examination performed on them. However, both the students and the video raters judged the quality of the feedback given by the physicians to be significantly better than that of the PIs. PMID:28692703

Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

PubMed

Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke

2017-04-05

Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

Elite Youth Soccer Players' Physiological Responses, Time-Motion Characteristics, and Game Performance in 4 vs. 4 Small-Sided Games: The Influence of Coach Feedback.

PubMed

Brandes, Mirko; Elvers, Sebastian

2017-10-01

The purpose of this study was to determine the impact of mild vs. strongly pushed coach feedback on the physiological response, ratio of perceived exertion (RPE), and time-motion characteristics in soccer training with small-sided games (SSGs). Sixteen elite youth soccer players (aged 17.2 ± 0.7 years, V[Combining Dot Above]O2max 62.1 ± 3.8 ml·kg·min) played two 4 vs. 4 small-sided games each. In random order, the coach provided a mild, unobtrusive, or a strongly pushed feedback throughout the game. Physiological measurements included heart rate expressed in mean values and intensity zones, blood lactate concentration, and RPE. The distance traveled, number of sprints, and work:rest ratio were captured by global positioning systems at 5 Hz. Game performance, such as volume of play and efficacy index, was estimated using the Team Sports Assessment Procedure. No differences were found for the physiological response and time-motion characteristics, but effect sizes demonstrated an increase in RPE (+0.4, p = 0.27) and a decrease in game performance (e.g., volume of play, -2.5, p = 0.08) under pushed feedback. Although a pushed feedback raises RPE, it negatively affected the players' game performance, without necessarily provoking higher physiological responses. These results should help coaches to understand that modifying the type of feedback provided during SSG does not impact the physiological response if SSG are already played with high intensity but that the feedback affects RPE and game performance. To keep a better game performance, soccer coaches are encouraged to provide smooth feedback during SSG.

Model depicting aspects of audit and feedback that impact physicians' acceptance of clinical performance feedback.

PubMed

Payne, Velma L; Hysong, Sylvia J

2016-07-13

Audit and feedback (A&F) is a strategy that has been used in various disciplines for performance and quality improvement. There is limited research regarding medical professionals' acceptance of clinical-performance feedback and whether feedback impacts clinical practice. The objectives of our research were to (1) investigate aspects of A&F that impact physicians' acceptance of performance feedback; (2) determine actions physicians take when receiving feedback; and (3) determine if feedback impacts physicians' patient-management behavior. In this qualitative study, we employed grounded theory methods to perform a secondary analysis of semi-structured interviews with 12 VA primary care physicians. We analyzed a subset of interview questions from the primary study, which aimed to determine how providers of high, low and moderately performing VA medical centers use performance feedback to maintain and improve quality of care, and determine perceived utility of performance feedback. Based on the themes emergent from our analysis and their observed relationships, we developed a model depicting aspects of the A&F process that impact feedback acceptance and physicians' patient-management behavior. The model is comprised of three core components - Reaction, Action and Impact - and depicts elements associated with feedback recipients' reaction to feedback, action taken when feedback is received, and physicians modifying their patient-management behavior. Feedback characteristics, the environment, external locus-of-control components, core values, emotion and the assessment process induce or deter reaction, action and impact. Feedback characteristics (content and timeliness), and the procedural justice of the assessment process (unjust penalties) impact feedback acceptance. External locus-of-control elements (financial incentives, competition), the environment (patient volume, time constraints) and emotion impact patient-management behavior. Receiving feedback generated intense emotion within physicians. The underlying source of the emotion was the assessment process, not the feedback. The emotional response impacted acceptance, impelled action or inaction, and impacted patient-management behavior. Emotion intensity was associated with type of action taken (defensive, proactive, retroactive). Feedback acceptance and impact have as much to do with the performance assessment process as it does the feedback. In order to enhance feedback acceptance and the impact of feedback, developers of clinical performance systems and feedback interventions should consider multiple design elements.

Interface Prostheses With Classifier-Feedback-Based User Training.

PubMed

Fang, Yinfeng; Zhou, Dalin; Li, Kairu; Liu, Honghai

2017-11-01

It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well as the centroids of the training samples, whose dimensionality is reduced to minimal number by dimension reduction. Clustering feedback provides a criterion that guides users to adjust motion gestures and muscle contraction forces intentionally. The experiment results have demonstrated that hand motion recognition accuracy increases steadily along the progress of the clustering-feedback-based user training, while conventional classifier-feedback methods, i.e., label feedback, hardly achieve any improvement. The result concludes that the use of proper classifier feedback can accelerate the process of user training, and implies prosperous future for the amputees with limited or no experience in pattern-recognition-based prosthetic device manipulation.It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well as the centroids of the training samples, whose dimensionality is reduced to minimal number by dimension reduction. Clustering feedback provides a criterion that guides users to adjust motion gestures and muscle contraction forces intentionally. The experiment results have demonstrated that hand motion recognition accuracy increases steadily along the progress of the clustering-feedback-based user training, while conventional classifier-feedback methods, i.e., label feedback, hardly achieve any improvement. The result concludes that the use of proper classifier feedback can accelerate the process of user training, and implies prosperous future for the amputees with limited or no experience in pattern-recognition-based prosthetic device manipulation.

Short- and Long-Term Learning of Feedforward Control of a Myoelectric Prosthesis with Sensory Feedback by Amputees.

PubMed

Strbac, Matija; Isakovic, Milica; Belic, Minja; Popovic, Igor; Simanic, Igor; Farina, Dario; Keller, Thierry; Dosen, Strahinja

2017-11-01

Human motor control relies on a combination of feedback and feedforward strategies. The aim of this study was to longitudinally investigate artificial somatosensory feedback and feedforward control in the context of grasping with myoelectric prosthesis. Nine amputee subjects performed routine grasping trials, with the aim to produce four levels of force during four blocks of 60 trials across five days. The electrotactile force feedback was provided in the second and third block using multipad electrode and spatial coding. The first baseline and last validation block (open-loop control) evaluated the effects of long- (across sessions) and short-term (within session) learning, respectively. The outcome measures were the absolute error between the generated and target force, and the number of force saturations. The results demonstrated that the electrotactile feedback improved the performance both within and across sessions. In the validation block, the performance did not significantly decrease and the quality of open-loop control (baseline) improved across days, converging to the performance characterizing closed-loop control. This paper provides important insights into the feedback and feedforward processes in prosthesis control, contributing to the better understanding of the role and design of feedback in prosthetic systems.

Training a Mentally Retarded Woman to Work Competitively: Effect of Graphic Feedback and a Changing Criterion Design.

ERIC Educational Resources Information Center

Davis, Paula; And Others

1983-01-01

An on-the-job coach provided graphic feedback on the food service performance of a moderately retarded young woman. Her performance improved to a production range acceptable for competive employment. Feedback from co-workers revealed, however, that she was still not functioning adequately. (CL)

Peer video review and feedback improve performance in basic surgical skills.

PubMed

Vaughn, Carolyn J; Kim, Edward; O'Sullivan, Patricia; Huang, Emily; Lin, Matthew Y C; Wyles, Susannah; Palmer, Barnard J A; Pierce, Jonathan L; Chern, Hueylan

2016-02-01

Incorporation of home-video assessments allows flexibility in feedback but requires faculty time. Peer feedback (PF) may provide additional benefits while avoiding these constraints. Twenty-four surgical interns completed a 12-week skills curriculum with home-video assignments focused on knot tying and suturing. Interns were randomized into 2 groups: PF or faculty feedback (FF). Peers and faculty provided feedback on home videos with checklists, global rating, and comments. Learners' skills were assessed at baseline, during, and at the conclusion of the curriculum. Performance of the 2 groups as rated by experts was compared. FF and PF were compared. Both groups improved from baseline, and the highest rated scores were seen on their home-video assessments. The PF group performed better at the final assessment than the FF group (effect size, .84). When using a checklist, there was no significant difference between scores given by peers and faculty. The PF group performed better at the final assessment, suggesting reviewing and analyzing another's performance may improve one's own performance. With checklists as guidance, peers can serve as raters comparable to faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill.

PubMed

Al-Jundi, Wissam; Elsharif, Mohamed; Anderson, Melanie; Chan, Phillip; Beard, Jonathan; Nawaz, Shah

Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback achieved high mean Likert grades as recorded by the participants (4.42 [range: 2-5] and 4.71 [range: 4-5], respectively; p = 0.274). e-Feedback after watching a video recording appears to be acceptable and is not quantitatively different than standard feedback in improving suturing skills among novice trainees. Video assessment of procedural skills is reliable. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Prefrontal Neural Activity When Feedback Is Not Relevant to Adjust Performance

PubMed Central

Özyurt, Jale; Rietze, Mareike; Thiel, Christiane M.

2012-01-01

It has been shown that the rostral cingulate zone (RCZ) in humans uses both positive and negative feedback to evaluate performance and to flexibly adjust behaviour. Less is known on how the feedback types are processed by the RCZ and other prefrontal brain areas, when feedback can only be used to evaluate performance, but cannot be used to adjust behaviour. The present fMRI study aimed at investigating feedback that can only be used to evaluate performance in a word-learning paradigm. One group of volunteers (N = 17) received informative, performance-dependent positive or negative feedback after each trial. Since new words had to be learnt in each trial, the feedback could not be used for task-specific adaptations. The other group (N = 17) always received non-informative feedback, providing neither information about performance nor about possible task-specific adaptations. Effects of the informational value of feedback were assessed between-subjects, comparing trials with positive and negative informative feedback to non-informative feedback. Effects of feedback valence were assessed by comparing neural activity to positive and negative feedback within the informative-feedback group. Our results show that several prefrontal regions, including the pre-SMA, the inferior frontal cortex and the insula were sensitive to both, the informational value and the valence aspect of the feedback with stronger activations to informative as compared to non-informative feedback and to informative negative compared to informative positive feedback. The only exception was RCZ which was sensitive to the informational value of the feedback, but not to feedback valence. The findings indicate that outcome information per se is sufficient to activate prefrontal brain regions, with the RCZ being the only prefrontal brain region which is equally sensitive to positive and negative feedback. PMID:22615774

Delivering Faster Congestion Feedback with the Mark-Front Strategy

NASA Technical Reports Server (NTRS)

Liu, Chunlei; Jain, Raj

2001-01-01

Computer networks use congestion feedback from the routers and destinations to control the transmission load. Delivering timely congestion feedback is essential to the performance of networks. Reaction to the congestion can be more effective if faster feedback is provided. Current TCP/IP networks use timeout, duplicate Acknowledgement Packets (ACKs) and explicit congestion notification (ECN) to deliver the congestion feedback, each provides a faster feedback than the previous method. In this paper, we propose a markfront strategy that delivers an even faster congestion feedback. With analytical and simulation results, we show that mark-front strategy reduces buffer size requirement, improves link efficiency and provides better fairness among users. Keywords: Explicit Congestion Notification, mark-front, congestion control, buffer size requirement, fairness.

Specific interpretation of augmented feedback changes motor performance and cortical processing.

PubMed

Lauber, Benedikt; Keller, Martin; Leukel, Christian; Gollhofer, Albert; Taube, Wolfgang

2013-05-01

It is well established that the presence of external feedback, also termed augmented feedback, can be used to improve performance of a motor task. The present study aimed to elucidate whether differential interpretation of the external feedback signal influences the time to task failure of a sustained submaximal contraction and modulates motor cortical activity. In Experiment 1, subjects had to maintain a submaximal contraction (30% of maximum force) performed with their thumb and index finger. Half of the tested subjects were always provided with feedback about joint position (pF-group), whereas the other half of the subjects were always provided with feedback about force (fF-group). Subjects in the pF-group were led to belief in half of their trials that they would receive feedback about the applied force, and subjects in the fF-group to receive feedback about the position. In both groups (fF and pF), the time to task failure was increased when subjects thought to receive feedback about the force. In Experiment 2, subthreshold transcranial magnetic stimulation was applied over the right motor cortex and revealed an increased motor cortical activity when subjects thought to receive feedback about the joint position. The results showed that the interpretation of feedback influences motor behavior and alters motor cortical activity. The current results support previous studies suggesting a distinct neural control of force and position.

Predicting reading and mathematics from neural activity for feedback learning.

PubMed

Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A

2017-01-01

Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task predicted reading and mathematics performance 2 years later. The results indicated that feedback learning performance predicted both reading and mathematics performance. Activity during feedback learning in left superior dorsolateral prefrontal cortex (DLPFC) predicted reading performance, whereas activity in presupplementary motor area/anterior cingulate cortex (pre-SMA/ACC) predicted mathematical performance. Moreover, left superior DLPFC and pre-SMA/ACC activity predicted unique variance in reading and mathematics ability over behavioral testing of feedback learning performance alone. These results provide valuable insights into the relationship between laboratory-based learning tasks and learning in school settings, and the value of neural assessments for prediction of school performance over behavioral testing alone. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The results of a survey highlighting issues with feedback on medical training in the United Kingdom and how a Smartphone App could provide a solution.

PubMed

Gray, Thomas G; Hood, Gill; Farrell, Tom

2015-11-06

Feedback drives learning in medical education. Healthcare Supervision Logbook (HSL) is a Smartphone App developed at Sheffield Teaching Hospitals for providing feedback on medical training, from both a trainee's and a supervisor's perspective. In order to establish a mandate for the role of HSL in clinical practice, a large survey was carried out. Two surveys (one for doctors undertaking specialty training and a second for consultants supervising their training) were designed. The survey for doctors-in-training was distributed to all specialty trainees in the South and West localities of the Health Education Yorkshire and the Humber UK region. The survey for supervisors was distributed to all consultants involved in educational and clinical supervision of specialty trainees at Sheffield Teaching Hospitals. The results confirm that specialty trainees provide feedback on their training infrequently-66 % do so only annually. 96 % of the specialty trainees owned a Smartphone and 45 % said that they would be willing to use a Smartphone App to provide daily feedback on the clinical and educational supervision they receive. Consultant supervisors do not receive regular feedback on the educational and clinical supervision they provide to trainees-56 % said they never received such feedback and 33 % said it was only on an annual basis. 86 % of consultants surveyed owned a Smartphone and 41 % said they would be willing to use a Smartphone App to provide feedback on the performance of trainees they were supervising. Feedback on medical training is recorded by specialty trainees infrequently and consultants providing educational and clinical supervision often do not receive any feedback on their performance in this area. HSL is a simple, quick and efficient way to collect and collate feedback on medical training to improve this situation. Good support and education needs to be provided when implementing this new technology.

Quality of Operative Performance Feedback Given to Thoracic Surgery Residents Using an App-Based System.

PubMed

Karim, Azad S; Sternbach, Joel M; Bender, Edward M; Zwischenberger, Joseph B; Meyerson, Shari L

Residents frequently report inadequate feedback both in quantity and quality. The study evaluates the quality of faculty feedback about operative performance given using an app-based system. Residents requested operative performance evaluation from faculty on a real-time basis using the "Zwisch Me!!" mobile application which allows faculty to provide brief written feedback. Qualitative analysis of feedback was performed using grounded theory. The 7 academic medical centers with thoracic surgery training programs. Volunteer thoracic surgery residents in both integrated and traditional training pathways and their affiliated cardiothoracic faculty. Residents (n = 33) at 7 institutions submitted a total of 596 evaluations to faculty (n = 48). Faculty acknowledged the evaluation request in 476 cases (80%) and in 350 cases (74%) provided written feedback. Initial open coding generated 12 categories of feedback type. We identified 3 overarching themes. The first theme was the tone of the feedback. Encouraging elements were identified in 162 comments (46%) and corrective elements in 230 (65%). The second theme was the topic of the feedback. Surgical technique was the most common category at 148 comments (42.2%) followed by preparation for case (n = 69, 19.7%). The final theme was the specificity of the feedback. Just over half of comments (n = 190, 54.3%) contained specific feedback, which could be applied to future cases. However, 51 comments (14.6%) contained no useful information for the learners. An app-based system resulted in thoracic surgery residents receiving identifiable feedback in a high proportion of cases. In over half of comments the feedback was specific enough to allow improvement. Feedback was better quality when addressing error prevention and surgical technique but was less useful when addressing communication, flow of the case, and assisting. Faculty development around feedback should focus on making feedback specific and actionable, avoiding case descriptions, or simple platitudes. Copyright © 2017. Published by Elsevier Inc.

Giving Feedback: Development of Scales for the Mum Effect, Discomfort Giving Feedback, and Feedback Medium Preference

ERIC Educational Resources Information Center

Cox, Susie S.; Marler, Laura E.; Simmering, Marcia J.; Totten, Jeff W.

2011-01-01

Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate feedback to employees, yet little research addresses rater tendencies (i.e., the "mum effect") and attitudes that influence how performance feedback is given. Because technology has changed the nature of…

Effects of Written Peer-Feedback Content and Sender's Competence on Perceptions, Performance, and Mindful Cognitive Processing

ERIC Educational Resources Information Center

Berndt, Markus; Strijbos, Jan-Willem; Fischer, Frank

2018-01-01

Peer-feedback efficiency might be influenced by the oftentimes voiced concern of students that they perceive their peers' competence to provide feedback as inadequate. Feedback literature also identifies mindful processing of (peer)feedback and (peer)feedback content as important for its efficiency, but lacks systematic investigation. In a 2 × 2…

Evaluating a more cost-efficient alternative to providing in-home feedback to parents: the use of spousal feedback.

PubMed Central

Harris, T A; Peterson, S L; Filliben, T L; Glassberg, M; Favell, J E

1998-01-01

We evaluated the contribution of spousal feedback to a parent education curriculum designed for parents of children with autism. A modified multiple baseline design across 3 husband-and-wife dyads was used to examine the effects of teaching parents to give each other feedback on their teaching performance. For 5 of 6 participants, improvement in teaching performance occurred following didactic presentations. However, additional improvement was observed for 5 participants when the spousal feedback component was implemented. PMID:9532757

Reliability of performance velocity for jump squats under feedback and nonfeedback conditions.

PubMed

Randell, Aaron D; Cronin, John B; Keogh, Justin Wl; Gill, Nicholas D; Pedersen, Murray C

2011-12-01

Randell, AD, Cronin, JB, Keogh, JWL, Gill, ND, and Pedersen, MC. Reliability of performance velocity for jump squats under feedback and nonfeedback conditions. J Strength Cond Res 25(12): 3514-3518, 2011-Advancements in the monitoring of kinematic and kinetic variables during resistance training have resulted in the ability to continuously monitor performance and provide feedback during training. If equipment and software can provide reliable instantaneous feedback related to the variable of interest during training, it is thought that this may result in goal-oriented movement tasks that increase the likelihood of transference to on-field performance or at the very least improve the mechanical variable of interest. The purpose of this study was to determine the reliability of performance velocity for jump squats under feedback and nonfeedback conditions over 3 consecutive training sessions. Twenty subjects were randomly allocated to a feedback or nonfeedback group, and each group performed a total of 3 "jump squat" training sessions with the velocity of each repetition measured using a linear position transducer. There was less change in mean velocities between sessions 1-2 and sessions 2-3 (0.07 and 0.02 vs. 0.13 and -0.04 m·s), less random variation (TE = 0.06 and 0.06 vs. 0.10 and 0.07 m·s) and greater consistency (intraclass correlation coefficient = 0.83 and 0.87 vs. 0.53 and 0.74) between sessions for the feedback condition as compared to the nonfeedback condition. It was concluded that there is approximately a 50-50 probability that the provision of feedback was beneficial to the performance in the squat jump over multiple sessions. It is suggested that this has the potential for increasing transference to on-field performance or at the very least improving the mechanical variable of interest.

Effects of feedback accountability and self-rating information on employee appraisals: a replication and extension.

PubMed

Shore, Ted H; Tashchian, Armen

2007-06-01

The influence of feedback accountability and self-rating information on employee performance appraisals was examined. Undergraduate business student participants assumed the role of "supervisor" and evaluated a fictitious "subordinate" whose performance on a clerical task was either moderately poor or very good. Participants were either given fictitious self-rating information, or no self-rating information, and were told they were expected to provide performance feedback to their ratee, or there was no feedback expectation. As expected, in Study 1 both self-rating information and expected feedback-sharing independently resulted in lenient ratings for poor performance, and the combined effects resulted in the highest ratings. By contrast, results for good performance (Study 2) were not significant. Implications of the findings for human resource management practice and research were discussed.

Results from an audit feedback strategy for chronic obstructive pulmonary disease in-hospital care: a joint analysis from the AUDIPOC and European COPD audit studies.

PubMed

Lopez-Campos, Jose Luis; Asensio-Cruz, M Isabel; Castro-Acosta, Ady; Calero, Carmen; Pozo-Rodriguez, Francisco

2014-01-01

Clinical audits have emerged as a potential tool to summarize the clinical performance of healthcare over a specified period of time. However, the effectiveness of audit and feedback has shown inconsistent results and the impact of audit and feedback on clinical performance has not been evaluated for COPD exacerbations. In the present study, we analyzed the results of two consecutive nationwide clinical audits performed in Spain to evaluate both the in-hospital clinical care provided and the feedback strategy. The present study is an analysis of two clinical audits performed in Spain that evaluated the clinical care provided to COPD patients who were admitted to the hospital for a COPD exacerbation. The first audit was performed from November-December 2008. The feedback strategy consisted of personalized reports for each participant center, the presentation and discussion of the results at regional, national and international meetings and the creation of health-care quality standards for COPD. The second audit was part of a European study during January and February 2011. The impact of the feedback strategy was evaluated in term of clinical care provided and in-hospital survival. A total of 94 centers participated in the two audits, recruiting 8,143 admissions (audit 1∶3,493 and audit 2∶4,650). The initially provided clinical care was reasonably acceptable even though there was considerable variability. Several diagnostic and therapeutic procedures improved in the second audit. Although the differences were significant, the degree of improvement was small to moderate. We found no impact on in-hospital mortality. The present study describes COPD hospital care in Spanish hospitals and evaluates the impact of peer-benchmarked, individually written and group-oral feedback strategy on the clinical outcomes for treating COPD exacerbations. It describes small to moderate improvements in the clinical care provided to COPD patients with no impact on in-hospital mortality.

Feedback, the various tasks of the doctor, and the feedforward alternative.

PubMed

Kluger, Avraham N; Van Dijk, Dina

2010-12-01

This study aims to alert users of feedback to its dangers, explain some of its complexities and offer the feedforward alternative. We review the damage that feedback may cause to both motivation and performance. We provide an initial solution to the puzzle of the feedback sign (positive versus negative) using the concepts of promotion focus and prevention focus. We discuss additional open questions pertaining to feedback sign and consider implications for health care systems. Feedback that threatens the self is likely to debilitate recipients and, on average, positive and negative feedback are similar in their effects on performance. Positive feedback contributes to motivation and performance under promotion focus, but the same is true for negative feedback under prevention focus. We offer an alternative to feedback--the feedforward interview--and describe a brief protocol and suggestions on how it might be used in medical education. Feedback is a double-edged sword; its effective application includes careful consideration of regulatory focus and of threats to the self. Feedforward may be a good substitute for feedback in many settings. © Blackwell Publishing Ltd 2010.

A Content Analysis of Peer Feedback in Triadic Supervision

ERIC Educational Resources Information Center

Avent, Janeé R.; Wahesh, Edward; Purgason, Lucy L.; Borders, L. DiAnne; Mobley, A. Keith

2015-01-01

There is limited research on the types of peer feedback exchanged during triadic supervision. Through a content analysis, the authors found that students provided feedback about counseling performance and cognitive counseling skills most often in supervision sessions. However, there were differences in the types of feedback exchanged across three…

A Heart Rate Analysis of Developmental Change in Feedback Processing and Rule Shifting from Childhood to Early Adulthood

ERIC Educational Resources Information Center

Crone, Eveline A.; Somsen, Riek J. M.; Zanolie, Kiki; Van der Molen, Maurits W.

2006-01-01

Over the course of development, the ability to switch between different tasks on the basis of feedback cues increases profoundly, but the role of performance monitoring remains unclear. Heart rate indexes can provide critical information about how individuals monitor feedback cues indicating that performance should be adjusted. In this study,…

Constructive Feedback as a Learning Tool to Enhance Students' Self-Regulation and Performance in Higher Education

ERIC Educational Resources Information Center

du Toit, Erna

2012-01-01

If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to learn from it. A…

Are They Using My Feedback? The Extent of Students' Feedback Use Has a Large Impact on Subsequent Academic Performance

ERIC Educational Resources Information Center

Zimbardi, Kirsten; Colthorpe, Kay; Dekker, Andrew; Engstrom, Craig; Bugarcic, Andrea; Worthy, Peter; Victor, Ruban; Chunduri, Prasad; Lluka, Lesley; Long, Phil

2017-01-01

Feedback is known to have a large influence on student learning gains, and the emergence of online tools has greatly enhanced the opportunity for delivering timely, expressive, digital feedback and for investigating its learning impacts. However, to date there have been no large quantitative investigations of the feedback provided by large teams…

Acute effects of verbal feedback on upper-body performance in elite athletes.

PubMed

Argus, Christos K; Gill, Nicholas D; Keogh, Justin Wl; Hopkins, Will G

2011-12-01

Argus, CK, Gill, ND, Keogh, JWL, and Hopkins, WG. Acute effects of verbal feedback on upper-body performance in elite athletes. J Strength Cond Res 25(12): 3282-3287, 2011-Improved training quality has the potential to enhance training adaptations. Previous research suggests that receiving feedback improves single-effort maximal strength and power tasks, but whether quality of a training session with repeated efforts can be improved remains unclear. The purpose of this investigation was to determine the effects of verbal feedback on upper-body performance in a resistance training session consisting of multiple sets and repetitions in well-trained athletes. Nine elite rugby union athletes were assessed using the bench throw exercise on 4 separate occasions each separated by 7 days. Each athlete completed 2 sessions consisting of 3 sets of 4 repetitions of the bench throw with feedback provided after each repetition and 2 identical sessions where no feedback was provided after each repetition. When feedback was received, there was a small increase of 1.8% (90% confidence limits, ±2.7%) and 1.3% (±0.7%) in mean peak power and velocity when averaged over the 3 sets. When individual sets were compared, there was a tendency toward the improvements in mean peak power being greater in the second and third sets. These results indicate that providing verbal feedback produced acute improvements in upper-body power output of well-trained athletes. The benefits of feedback may be greatest in the latter sets of training and could improve training quality and result in greater long-term adaptation.

Twelve tips to promote successful development of a learner performance dashboard within a medical education program.

PubMed

Boscardin, Christy; Fergus, Kirkpatrick B; Hellevig, Bonnie; Hauer, Karen E

2017-11-09

Easily accessible and interpretable performance data constitute critical feedback for learners that facilitate informed self-assessment and learning planning. To provide this feedback, there has been a proliferation of educational dashboards in recent years. An educational (learner) dashboard systematically delivers timely and continuous feedback on performance and can provide easily visualized and interpreted performance data. In this paper, we provide practical tips for developing a functional, user-friendly individual learner performance dashboard and literature review of dashboard development, assessment theory, and users' perspectives. Considering key design principles and maximizing current technological advances in data visualization techniques can increase dashboard utility and enhance the user experience. By bridging current technology with assessment strategies that support learning, educators can continue to improve the field of learning analytics and design of information management tools such as dashboards in support of improved learning outcomes.

Attributions of the "causes" of group performance as an alternative explanation of the relationship between organizational citizenship behavior and organizational performance.

PubMed

Bachrach, D G; Bendoly, E; Podsakoff, P M

2001-12-01

The purpose of this study was to examine the possibility that feedback regarding team performance may influence team members' reports of organizational citizenship behaviors. Ninety-five teams of business students (N = 412) participated in a labor-scheduling simulation over a local area network. Teams were provided with false negative, false positive, or neutral feedback regarding their performance. Results support the hypothesis that the perception of 2 forms of organizational citizenship behavior (helping behavior and civic virtue) in work groups may, in part. be a function of the nature of the performance feedback that group members receive. However, negative feedback appears to play a more critical role than positive feedback in this attributional process. Possible reasons for these findings, as well as their implications, are discussed.

5 CFR 9701.407 - Monitoring performance and providing feedback.

Code of Federal Regulations, 2010 CFR

2010-01-01

... feedback. 9701.407 Section 9701.407 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM (DEPARTMENT OF HOMELAND SECURITY-OFFICE OF PERSONNEL MANAGEMENT) DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM Performance Management § 9701.407 Monitoring...

Using Confidence as Feedback in Multi-Sized Learning Environments

ERIC Educational Resources Information Center

Hench, Thomas L.

2014-01-01

This paper describes the use of existing confidence and performance data to provide feedback by first demonstrating the data's fit to a simple linear model. The paper continues by showing how the model's use as a benchmark provides feedback to allow current or future students to infer either the difficulty or the degree of under or over…

Amount of kinematic feedback affects learning of speech motor skills.

PubMed

Ballard, Kirrie J; Smith, Heather D; Paramatmuni, Divija; McCabe, Patricia; Theodoros, Deborah G; Murdoch, Bruce E

2012-01-01

Knowledge of Performance (KP) feedback, such as biofeedback or kinematic feedback, is used to provide information on the nature and quality of movement responses for the purpose of guiding active learning or rehabilitation of motor skills. It has been proposed that KP feedback may interfere with long-term learning when provided throughout training. Here, twelve healthy English-speaking adults were trained to produce a trilled Russian [r] in words with KP kinematic feedback using electropalatography (EPG) and without KP (noKP). Five one-hour training sessions were provided over one week with testing pretraining and one day and one week posttraining. No group differences were found at pretraining or one day post training for production accuracy. A group by time interaction supported the hypothesis that providing kinematic feedback continually during skill acquisition interferes with retention.

Electrotactile Feedback Improves Performance and Facilitates Learning in the Routine Grasping Task.

PubMed

Isaković, Milica; Belić, Minja; Štrbac, Matija; Popović, Igor; Došen, Strahinja; Farina, Dario; Keller, Thierry

2016-06-13

Aim of this study was to investigate the feasibility of electrotactile feedback in closed loop training of force control during the routine grasping task. The feedback was provided using an array electrode and a simple six-level spatial coding, and the experiment was conducted in three amputee subjects. The psychometric tests confirmed that the subjects could perceive and interpret the electrotactile feedback with a high success rate. The subjects performed the routine grasping task comprising 4 blocks of 60 grasping trials. In each trial, the subjects employed feedforward control to close the hand and produce the desired grasping force (four levels). First (baseline) and the last (validation) session were performed in open loop, while the second and the third session (training) included electrotactile feedback. The obtained results confirmed that using the feedback improved the accuracy and precision of the force control. In addition, the subjects performed significantly better in the validation vs. baseline session, therefore suggesting that electrotactile feedback can be used for learning and training of myoelectric control.

The Effects of Standardized Feedback on Orthopedic Patient Evaluation Skills.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1984-01-01

A study examined whether there are performance differences between surgery clerks provided corrective reinforcement on orthopedic history and physical examination write-ups and those assessed by traditional feedback means when both groups are exposed to the feedback instrument. (MLW)

The effects of cognitive and behavioral control on post-stress performance

NASA Technical Reports Server (NTRS)

Foushee, H. C.; Davis, M. H.; Stephan, W. G.; Bernstein, W. M.

1980-01-01

A study was designed to investigate the effects of behavioral and cognitive control on post-stress performance. Half of the subjects exposed to loud unpredictable noise bursts were given 'behavioral' control (a button which would terminate the noise), while the other half had no behavioral control. In addition, subjects were provided with one of three levels of feedback (success, failure, or no feedback) regarding their performance during the noise. It was expected that information about performance would provide subjects with an increased sense of 'cognitive' control which would affect their appraisal of stressful events and their later performance. The results indicated that subjects given feedback performed better on subsequent tasks than those given no feedback. Perceived behavioral control had little effect on performance. The causal attributions made by subjects were used to interpret these effects. These findings were viewed as supportive of Averill's (1973) notion that various types of control are related to stress in a complex fashion. The data may also support the reformulation by Abramson et al. (1978) of learned helplessness theory.

The Effect of Performance Feedback Provided to Student-Teachers Working with Multiple Disabilities

ERIC Educational Resources Information Center

Safak, Pinar; Yilmaz, Hatice Cansu; Demiryurek, Pinar; Dogus, Mustafa

2016-01-01

The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual…

Evaluative-feedback stimuli selectively activate the self-related brain area: an fMRI study.

PubMed

Pan, Xiaohong; Hu, Yang; Li, Lei; Li, Jianqi

2009-11-06

Evaluative-feedback, occurring in our daily life, generally contains subjective appraisal of one's specific abilities and personality characteristics besides objective right-or-wrong information. Traditional psychological researches have proved it to be important in building up one's self-concept; however, the neural basis underlying its cognitive processing remains unclear. The present neuroimaging study revealed the mechanism of evaluative-feedback processing at the neural level. 19 healthy Chinese subjects participated in this experiment, and completed the time-estimation task to better their performance according to four types of feedback, namely positive evaluative- and performance-feedback as well as negative evaluative- and performance-feedback. Neuroimaging findings showed that evaluative- rather than performance-feedback can induce increased activities mainly distributed in the cortical midline structures (CMS), including medial prefrontal cortex (BA 8/9)/anterior cigulate cortex (ACC, BA 20), precuneus (BA 7/31) adjacent to posterior cingulate gyrus (PCC, BA 23) of both hemispheres, as well as right inferior lobule (BA 40). This phenomenon can provide evidence that evaluative-feedback may significantly elicit the self-related processing in our brain. In addition, our results also revealed that more brain areas, particularly some self-related neural substrates were activated by the positive evaluative-feedback, in comparative with the negative one. In sum, this study suggested that evaluative-feedback was closely correlated with the self-concept processing, which distinguished it from the performance-feedback.

The effect of performance feedback on drivers' hazard perception ability and self-ratings.

PubMed

Horswill, Mark S; Garth, Megan; Hill, Andrew; Watson, Marcus O

2017-04-01

Drivers' hazard perception ability has been found to predict crash risk, and novice drivers appear to be particularly poor at this skill. This competency appears to develop only slowly with experience, and this could partially be a result of poor quality performance feedback. We report an experiment in which we provided high-quality artificial feedback on individual drivers' performance in a validated video-based hazard perception test via either: (1) a graph-based comparison of hazard perception response times between the test-taker, the average driver, and an expert driver; (2) a video-based comparison between the same groups; or (3) both. All three types of feedback resulted in both an improvement in hazard perception performance and a reduction in self-rated hazard perception skill, compared with a no-feedback control group. Video-based and graph-based feedback combined resulted in a greater improvement in hazard perception performance than either of the individual components, which did not differ from one another. All three types of feedback eliminated participants' self-enhancement bias for hazard perception skill. Participants judged both interventions involving video feedback to be significantly more likely to improve their real-world driving than the no feedback control group. While all three forms of feedback had some value, the combined video and graph feedback intervention appeared to be the most effective across all outcome measures. Copyright © 2017 Elsevier Ltd. All rights reserved.

Provider Communication, Prompts, and Feedback to Improve HPV Vaccination Rates in Resident Clinics.

PubMed

Rand, Cynthia M; Schaffer, Stanley J; Dhepyasuwan, Nui; Blumkin, Aaron; Albertin, Christina; Serwint, Janet R; Darden, Paul M; Humiston, Sharon G; Mann, Keith J; Stratbucker, William; Szilagyi, Peter G

2018-04-01

Human papillomavirus (HPV) vaccination rates lag behind vaccination rates for other adolescent vaccines; a bundled intervention may improve HPV vaccination rates. Our objective is to evaluate the impact of quality improvement (QI) training plus a bundled practice-based intervention (provider prompts plus communication skills training plus performance feedback) on improving HPV vaccinations in pediatric resident continuity clinics. Staff and providers in 8 resident clinics participated in a 12-month QI study. The intervention included training to strengthen provider communication about the HPV vaccine. Clinics also implemented provider prompts, received monthly performance feedback, and participated in learning collaborative calls. The primary outcome measure was eligible visits with vaccination divided by vaccine-eligible visits (captured HPV vaccination opportunities). Practices performed chart audits that were fed into monthly performance feedback on captured HPV vaccination opportunities. We used conditional logistic regression (conditioning on practice) to assess captured vaccination opportunities, with the time period of the study (before and after the QI intervention) as the independent variable. Overall, captured opportunities for HPV vaccination increased by 16.4 percentage points, from 46.9% to 63.3%. Special cause was demonstrated by centerline shift, with 8 consecutive points above the preintervention mean. On adjusted analyses, patients were more likely to receive a vaccine during, versus before, the intervention (odds ratio: 1.87; 95% confidence interval: 1.54-2.28). Captured HPV vaccination rates improved at both well-child and other visits (by 11.7 and 13.0 percentage points, respectively). A bundled intervention of provider prompts and training in communication skills plus performance feedback increased captured opportunities for HPV vaccination. Copyright © 2018 by the American Academy of Pediatrics.

Goal-setting, self-efficacy, and memory performance in older and younger adults.

PubMed

West, R L; Thorn, R M

2001-01-01

Research in field and laboratory settings has shown that goals lead to improved self-efficacy and performance, especially when individuals also receive positive feedback. The present study extended goal-setting theory to examine self-set goals and feedback in relation to younger and older adults' memory performance and self-efficacy. Following a baseline recall trial, participants completed three shopping list recall trials. Half of the participants were instructed to set goals for the three experimental trials, and half in each goal condition received performance feedback after each trial. Young adults' self-efficacy, clustering, and recall exceeded that of older adults. Goal setting increased self-efficacy for younger but not older adults, and it did not affect performance. Younger adults and participants in the feedback condition increased their goals across trials, as did participants for whom feedback indicated success. These data provide a first look at the motivational impact of feedback and self-set recall goals in memory aging. Additional study is needed to understand the interactive effects of type of feedback, memory task difficulty, and type of goal setting at different ages.

Written feedback and continuity of learning in a geographically distributed medical education program.

PubMed

Harvey, Pam; Radomski, Natalie; O'Connor, Dennis

2013-12-01

The provision of effective feedback on clinical performance for medical students is important for their continued learning. Written feedback is an underutilised medium for linking clinical performances over time. The aim of this study is to investigate how clinical supervisors construct performance orientated written feedback and learning goals for medical students in a geographically distributed medical education (GDME) programme. This qualitative study uses textual analysis to examine the structure and content of written feedback statements in 1000 mini-CEX records from 33 Australian undergraduate medical students during their 36 week GDME programme. The students were in their second clinical year. Forty percent of mini-CEX records contained written feedback statements. Within these statements, 80% included comments relating to student clinical performance. The way in which written feedback statements were recorded varied in structure and content. Only 16% of the statements contained student learning goals focused on improving a student's clinical performance over time. Very few of the written feedback statements identified forward-focused learning goals. Training clinical supervisors in understanding how their feedback contributes to a student's continuity of learning across their GDME clinical placements will enable more focused learning experiences based on student need. To enhance student learning over time and place, effective written feedback should contain focused, coherent phrases that help reflection on current and future clinical performance. It also needs to provide enough detail for other GDME clinical supervisors to understand current student performance and plan future directions for their teaching.

Curriculum-Based Measurement Performance Indicators: A Tool for Undergraduate Calculus Students to Inform and Direct Their Learning Behavior

ERIC Educational Resources Information Center

Sturges, Linda W.

2010-01-01

The present study investigated the extent to which providing students with individualized performance feedback informed and directed their learning behavior. Individualized performance feedback was delivered to students using curriculum-based measurement progress indicators, either as a visual representation of ongoing performance in the form of a…

Feedback in a clinical setting: A way forward to enhance student's learning through constructive feedback.

PubMed

Sultan, Amber Shamim; Mateen Khan, Muhammad Arif

2017-07-01

Feedback is considered as a dynamic process in which information about the observed performance is used to promote the desirable behaviour and correct the negative ones. The importance of feedback is widely acknowledged, but still there seems to be inconsistency in the amount, type and timing of feedback received from the clinical faculty. No significant effort has been put forward from the educator end to empower the learners with the skills of receiving and using the feedback effectively. Some institutions conduct faculty development workshops and courses to facilitate the clinicians on how best to deliver constructive feedback to the learners. Despite of all these struggles learners are not fully satisfied with the quality of feedback received from their busy clinicians. The aim of this paper is to highlight what actually feedback is, type and structure of feedback, the essential components of a constructive feedback, benefits of providing feedback, barriers affecting the provision of timely feedback and different models used for providing feedback. The ultimate purpose of this paper is to provide sufficient information to the clinical directors that there is a need to establish a robust system for giving feedback to learners and to inform all the clinical educators with the skills required to provide constructive feedback to their learners. For the literature review, we had used the key words glossary as: Feedback, constructive feedback, barriers to feedback, principles of constructive feedback, Models of feedback, reflection, self-assessment and clinical practice etc. The data bases for the search include: Cardiff University library catalogue, Pub Med, Google Scholar, Web of Knowledge and Science direct.

Facilitating effects of deep brain stimulation on feedback learning in Parkinson's disease.

PubMed

Meissner, Sarah Nadine; Südmeyer, Martin; Keitel, Ariane; Pollok, Bettina; Bellebaum, Christian

2016-10-15

Deep brain stimulation (DBS) of the subthalamic nucleus (STN) provides an effective treatment for Parkinson's disease (PD) motor symptoms. However, findings of effects on cognitive function such as feedback learning remain controversial and rare. The aim of the present study was to gain a better understanding of cognitive alterations associated with STN-DBS. Therefore, we investigated effects of STN-DBS on active and observational feedback learning in PD. 18 PD patients with STN-DBS and 18 matched healthy controls completed active and observational feedback learning tasks. Patients were investigated ON and OFF STN-DBS. Tasks consisted of learning (with feedback) and test phases (without feedback). STN-DBS improved active learning during feedback trials and PD patients ON (but not OFF) STN-DBS showed comparable performance patterns as healthy controls. No STN-DBS effect was found when assessing performance during active test trials without feedback. In this case, however, STN-DBS effects were found to depend on symptom severity. While more impaired patients benefited from STN-DBS, stimulation had no facilitating effect on patients with less severe symptoms. Along similar lines, the severity of motor symptoms tended to be significantly correlated with differences in active test performance due to STN-DBS. For observational feedback learning, there was a tendency for a positive STN-DBS effect with patients reaching the performance level of healthy controls only ON STN-DBS. The present data suggest that STN-DBS facilitates active feedback learning in PD patients. Furthermore, they provide first evidence that STN-DBS might not only affect learning from own but also from observed actions and outcomes. Copyright © 2016 Elsevier B.V. All rights reserved.

Performance Feedback: A Review of Its Psychological and Behavioral Effects

DTIC Science & Technology

1984-02-01

order to feel a sense of compet’nce, some means must S be provided for the individual to judge his or her perFor, fance . Feedback usually is necessary in...the nature of general feedback. Gen - eral feedback, for the most part, represents a point along an evaluation con- tinuum. The source communicates to

The Effects of Corrective Feedback on Chinese Learners' Writing Accuracy: A Quantitative Analysis in an EFL Context

ERIC Educational Resources Information Center

Wang, Xin

2017-01-01

Scholars debate whether corrective feedback contributes to improving L2 learners' grammatical accuracy in writing performance. Some researchers take a stance on the ineffectiveness of corrective feedback based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language…

A guide to performance management for the Health Information Manager.

PubMed

Leggat, Sandra G

This paper provides a summary of human resource management practices that have been identified as being associated with better outcomes in performance management. In general, essential practices include transformational leadership and a coherent program of goal setting, performance monitoring and feedback. Some Health Information Managers may feel they require training assistance to develop the necessary skills in the establishment of meaningful work performance goals for staff and the provision of useful and timely feedback. This paper provides useful information to assist Health Information Managers enhance the performance of their staff.

Validation of the INCEPT: A Multisource Feedback Tool for Capturing Different Perspectives on Physicians' Professional Performance.

PubMed

van der Meulen, Mirja W; Boerebach, Benjamin C M; Smirnova, Alina; Heeneman, Sylvia; Oude Egbrink, Mirjam G A; van der Vleuten, Cees P M; Arah, Onyebuchi A; Lombarts, Kiki M J M H

2017-01-01

Multisource feedback (MSF) instruments are used to and must feasibly provide reliable and valid data on physicians' performance from multiple perspectives. The "INviting Co-workers to Evaluate Physicians Tool" (INCEPT) is a multisource feedback instrument used to evaluate physicians' professional performance as perceived by peers, residents, and coworkers. In this study, we report on the validity, reliability, and feasibility of the INCEPT. The performance of 218 physicians was assessed by 597 peers, 344 residents, and 822 coworkers. Using explorative and confirmatory factor analyses, multilevel regression analyses between narrative and numerical feedback, item-total correlations, interscale correlations, Cronbach's α and generalizability analyses, the psychometric qualities, and feasibility of the INCEPT were investigated. For all respondent groups, three factors were identified, although constructed slightly different: "professional attitude," "patient-centeredness," and "organization and (self)-management." Internal consistency was high for all constructs (Cronbach's α ≥ 0.84 and item-total correlations ≥ 0.52). Confirmatory factor analyses indicated acceptable to good fit. Further validity evidence was given by the associations between narrative and numerical feedback. For reliable total INCEPT scores, three peer, two resident and three coworker evaluations were needed; for subscale scores, evaluations of three peers, three residents and three to four coworkers were sufficient. The INCEPT instrument provides physicians performance feedback in a valid and reliable way. The number of evaluations to establish reliable scores is achievable in a regular clinical department. When interpreting feedback, physicians should consider that respondent groups' perceptions differ as indicated by the different item clustering per performance factor.

Providing Formative Feedback From a Summative Computer-aided Assessment

PubMed Central

Sewell, Robert D. E.

2007-01-01

Objectives To examine the effectiveness of providing formative feedback for summative computer-aided assessment. Design Two groups of first-year undergraduate life science students in pharmacy and neuroscience who were studying an e-learning package in a common pharmacology module were presented with a computer-based summative assessment. A sheet with individualized feedback derived from each of the 5 results sections of the assessment was provided to each student. Students were asked via a questionnaire to evaluate the form and method of feedback. Assessment The students were able to reflect on their performance and use the feedback provided to guide their future study or revision. There was no significant difference between the responses from pharmacy and neuroscience students. Students' responses on the questionnaire indicated a generally positive reaction to this form of feedback. Conclusions Findings suggest that additional formative assessment conveyed by this style and method would be appreciated and valued by students. PMID:17533442

Smartwatch feedback device for high-quality chest compressions by a single rescuer during infant cardiac arrest: a randomized, controlled simulation study.

PubMed

Lee, Juncheol; Song, Yeongtak; Oh, Jaehoon; Chee, Youngjoon; Ahn, Chiwon; Shin, Hyungoo; Kang, Hyunggoo; Lim, Tae Ho

2018-02-12

According to the guidelines, rescuers should provide chest compressions (CC) ∼1.5 inches (40 mm) for infants. Feedback devices could help rescuers perform CC with adequate rates (CCR) and depths (CCD). However, there is no CC feedback device for infant cardiopulmonary resuscitation (CPR). We suggest a smartwatch-based CC feedback application for infant CPR. We created a smartwatch-based CC feedback application. This application provides feedback on CCD and CCR by colour and text for infant CPR. To evaluate the application, 30 participants were divided randomly into two groups on the basis of whether CC was performed with or without the assistance of the smartwatch application. Both groups performed continuous CC-only CPR for 2 min on an infant mannequin placed on a firm table. We collected CC parameters from the mannequin, including the proportion of correct depth, CCR, CCD and the proportion of correct decompression depth. Demographics between the two groups were not significantly different. The median (interquartile range) proportion of correct depth was 99 (97-100) with feedback compared with 83 (58-97) without feedback (P=0.002). The CCR and proportion of correct decompression depth were not significantly different between the two groups (P=0.482 and 0.089). The CCD of the feedback group was significantly deeper than that of the control group [feedback vs. 41.2 (39.8-41.7) mm vs. 38.6 (36.1-39.6) mm; P=0.004]. Rescuers who receive feedback of CC parameters from a smartwatch could perform adequate CC during infant CPR.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. http://creativecommons.org/licenses/by-nc-nd/4.0/.

Understanding Surgical Resident and Fellow Perspectives on Their Operative Performance Feedback Needs: A Qualitative Study.

PubMed

Bello, Ricardo J; Sarmiento, Samuel; Meyer, Meredith L; Rosson, Gedge D; Cooney, Damon S; Lifchez, Scott D; Cooney, Carisa M

2018-04-20

Operative performance feedback is essential for surgical training. We aimed to understand surgical trainees' views on their operative performance feedback needs and to characterize feedback to elucidate factors affecting its value from the resident perspective. Using a qualitative research approach, 2 research fellows conducted semistructured, one-on-one interviews with surgical trainees. We analyzed recurring themes generated during interviews related to feedback characteristics, as well as the extent to which performance rating tools can help meet trainees' operative feedback needs. Departments or divisions of general or plastic surgery at 9 US academic institutions. Surgical residents and clinical fellows in general or plastic surgery. We conducted 30 interviews with 9 junior residents, 14 senior residents, and 7 clinical fellows. Eighteen (60%) participants were in plastic and 12 (40%) were in general surgery. Twenty-four participants (80%) reported feedback as very or extremely important during surgical training. All trainees stated that verbal, face-to-face feedback is the most valuable, especially if occurring during (92%) or immediately after (65%) cases. Of those trainees using performance rating tools (74%), most (57%) expressed positive views about them but wanted the tools to complement and not replace verbal feedback in surgical education. Trainees value feedback more if received within 1 week or the case. Verbal, face-to-face feedback is very or extremely important to surgical trainees. Residents and fellows prefer to receive feedback during or immediately after a case and continue to value feedback if received within 1 week of the event. Performance rating tools can be useful for providing formative feedback and documentation but should not replace verbal, face-to-face feedback. Considering trainee views on feedback may help reduce perceived gaps in feedback demand-versus-supply in surgical training, which may be essential to overcoming current challenges in surgical education. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The Impact of Providing Performance Feedback to Teachers and Principals. NCEE 2018-4001

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

The Impact of Providing Performance Feedback to Teachers and Principals. Executive Summary. NCEE 2018-4000

ERIC Educational Resources Information Center

Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David

2017-01-01

Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…

Social Facilitation: Effects of Audience and Manipulated Feedback on Performance.

ERIC Educational Resources Information Center

Koch, Christopher G.; And Others

Quality of performance feedback provided an individual may have pronounced impact on his motivation level and be at least partly responsible for social facilitation results. Male students (N=118) performed a dart-throwing task in the presence or absence of a three-person evaluative audience. After each of seven trials they received consistently…

A Server-Based Mobile Coaching System

PubMed Central

Baca, Arnold; Kornfeind, Philipp; Preuschl, Emanuel; Bichler, Sebastian; Tampier, Martin; Novatchkov, Hristo

2010-01-01

A prototype system for monitoring, transmitting and processing performance data in sports for the purpose of providing feedback has been developed. During training, athletes are equipped with a mobile device and wireless sensors using the ANT protocol in order to acquire biomechanical, physiological and other sports specific parameters. The measured data is buffered locally and forwarded via the Internet to a server. The server provides experts (coaches, biomechanists, sports medicine specialists etc.) with remote data access, analysis and (partly automated) feedback routines. In this way, experts are able to analyze the athlete’s performance and return individual feedback messages from remote locations. PMID:22163490

Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.

PubMed

Deane, Richard P; Joyce, Pauline; Murphy, Deirdre J

2015-10-09

Team Objective Structured Bedside Assessment (TOSBA) is a learning approach in which a team of medical students undertake a set of structured clinical tasks with real patients in order to reach a diagnosis and formulate a management plan and receive immediate feedback on their performance from a facilitator. TOSBA was introduced as formative assessment to an 8-week undergraduate teaching programme in Obstetrics and Gynaecology (O&G) in 2013/14. Each student completed 5 TOSBA sessions during the rotation. The aim of the study was to evaluate TOSBA as a teaching method to provide formative assessment for medical students during their clinical rotation. The research questions were: Does TOSBA improve clinical, communication and/or reasoning skills? Does TOSBA provide quality feedback? A prospective cohort study was conducted over a full academic year (2013/14). The study used 2 methods to evaluate TOSBA as a teaching method to provide formative assessment: (1) an online survey of TOSBA at the end of the rotation and (2) a comparison of the student performance in TOSBA with their performance in the final summative examination. During the 2013/14 academic year, 157 students completed the O&G programme and the final summative examination . Each student completed the required 5 TOSBA tasks. The response rate to the student survey was 68 % (n = 107/157). Students reported that TOSBA was a beneficial learning experience with a positive impact on clinical, communication and reasoning skills. Students rated the quality of feedback provided by TOSBA as high. Students identified the observation of the performance and feedback of other students within their TOSBA team as key features. High achieving students performed well in both TOSBA and summative assessments. The majority of students who performed poorly in TOSBA subsequently passed the summative assessments (n = 20/21, 95 %). Conversely, the majority of students who failed the summative assessments had satisfactory scores in TOSBA (n = 6/7, 86 %). TOSBA has a positive impact on the clinical, communication and reasoning skills of medical students through the provision of high-quality feedback. The use of structured pre-defined tasks, the observation of the performance and feedback of other students and the use of real patients are key elements of TOSBA. Avoiding student complacency and providing accurate feedback from TOSBA are on-going challenges.

Feedback: an essential element of student learning in clinical practice.

PubMed

Clynes, Mary P; Raftery, Sara E C

2008-11-01

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

The Cassette Tape Recorder Means Versus Written and Symbolic Means of Providing Feedback of a Student's Performance on Secondary School Science Laboratory Exercises.

ERIC Educational Resources Information Center

Tauber, Robert T.; Fowler, H. Seymour

Reported is a study of the relationship between student's performance scores and teacher's means of providing evaluative feedback. The sample included 12 classes of 224 students from the tenth through the twelfth grades. The classes included the disciplines of biology, chemistry, and physics including regular, advanced, traditional, PSSC, and…

Evaluation of Augmented Reality Feedback in Surgical Training Environment.

PubMed

Zahiri, Mohsen; Nelson, Carl A; Oleynikov, Dmitry; Siu, Ka-Chun

2018-02-01

Providing computer-based laparoscopic surgical training has several advantages that enhance the training process. Self-evaluation and real-time performance feedback are 2 of these advantages, which avoid dependency of trainees on expert feedback. The goal of this study was to investigate the use of a visual time indicator as real-time feedback correlated with the laparoscopic surgical training. Twenty novices participated in this study working with (and without) different presentations of time indicators. They performed a standard peg transfer task, and their completion times and muscle activity were recorded and compared. Also of interest was whether the use of this type of feedback induced any side effect in terms of motivation or muscle fatigue. Of the 20 participants, 15 (75%) preferred using a time indicator in the training process rather than having no feedback. However, time to task completion showed no significant difference in performance with the time indicator; furthermore, no significant differences in muscle activity or muscle fatigue were detected with/without time feedback. The absence of significant difference between task performance with/without time feedback shows that using visual real-time feedback can be included in surgical training based on user preference. Trainees may benefit from this type of feedback in the form of increased motivation. The extent to which this can influence training frequency leading to performance improvement is a question for further study.

Augmented reality and haptic interfaces for robot-assisted surgery.

PubMed

Yamamoto, Tomonori; Abolhassani, Niki; Jung, Sung; Okamura, Allison M; Judkins, Timothy N

2012-03-01

Current teleoperated robot-assisted minimally invasive surgical systems do not take full advantage of the potential performance enhancements offered by various forms of haptic feedback to the surgeon. Direct and graphical haptic feedback systems can be integrated with vision and robot control systems in order to provide haptic feedback to improve safety and tissue mechanical property identification. An interoperable interface for teleoperated robot-assisted minimally invasive surgery was developed to provide haptic feedback and augmented visual feedback using three-dimensional (3D) graphical overlays. The software framework consists of control and command software, robot plug-ins, image processing plug-ins and 3D surface reconstructions. The feasibility of the interface was demonstrated in two tasks performed with artificial tissue: palpation to detect hard lumps and surface tracing, using vision-based forbidden-region virtual fixtures to prevent the patient-side manipulator from entering unwanted regions of the workspace. The interoperable interface enables fast development and successful implementation of effective haptic feedback methods in teleoperation. Copyright © 2011 John Wiley & Sons, Ltd.

Electrocardiographic anxiety profiles improve speech anxiety.

PubMed

Kim, Pyoung Won; Kim, Seung Ae; Jung, Keun-Hwa

2012-12-01

The present study was to set out in efforts to determine the effect of electrocardiographic (ECG) feedback on the performance in speech anxiety. Forty-six high school students participated in a speech performance educational program. They were randomly divided into two groups, an experimental group with ECG feedback (N = 21) and a control group (N = 25). Feedback was given with video recording in the control, whereas in the experimental group, an additional ECG feedback was provided. Speech performance was evaluated by the Korean Broadcasting System (KBS) speech ability test, which determines the 10 different speaking categories. ECG was recorded during rest and speech, together with a video recording of the speech performance. Changes in R-R intervals were used to reflect anxiety profiles. Three trials were performed for 3-week program. Results showed that the subjects with ECG feedback revealed a significant improvement in speech performance and anxiety states, which compared to those in the control group. These findings suggest that visualization of the anxiety profile feedback with ECG can be a better cognitive therapeutic strategy in speech anxiety.

Society for Academic Continuing Medical Education Intervention Guideline Series: Guideline 1, Performance Measurement and Feedback.

PubMed

Van Hoof, Thomas J; Grant, Rachel E; Miller, Nicole E; Bell, Mary; Campbell, Craig; Colburn, Lois; Davis, David; Dorman, Todd; Horsley, Tanya; Jacobs-Halsey, Virginia; Kane, Gabrielle; LeBlanc, Constance; Lockyer, Jocelyn; Moore, Donald E; Morrow, Robert; Olson, Curtis A; Silver, Ivan; Thomas, David C; Kitto, Simon

2015-01-01

The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, to standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, performance measurement and feedback, which is a common intervention in health professions education. In the form of a summary report, performance measurement and feedback is an opportunity for clinicians to view data about the care they provide compared with some standard and often with peer and benchmark comparisons. Based on a review of recent evidence and a facilitated discussion with the US and Canadian experts, we describe proper terminology for performance measurement and feedback and other important information about the intervention. We encourage leaders and researchers to consider and build on this guideline as they plan, implement, evaluate, and report efforts with performance measurement and feedback. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of performance measurement and feedback.

Medical student perspective: working toward specific and actionable clinical clerkship feedback.

PubMed

Moss, Haley A; Derman, Peter B; Clement, R Carter

2012-01-01

Feedback on the wards is an important component of medical student education. Medical schools have incorporated formalized feedback mechanisms such as clinical encounter cards and standardized patient encounters into clinical curricula. However, the system could be further improved as medical students frequently feel uncomfortable requesting feedback, and are often dissatisfied with the quality of the feedback they receive. This article explores the shortcomings of the existing medical student feedback system and examines the relevant literature in an effort to shed light on areas in which the system can be enhanced. The discussion focuses on resident-provided feedback but is broadly applicable to delivering feedback in general. A review of the organizational psychology and business administration literature on fostering effective feedback was performed. These insights were then applied to the setting of medical education. Providing effective feedback requires training and forethought. Feedback itself should be specific and actionable. Utilizing these strategies will help medical students and educators get the most out of existing feedback systems.

Augmented kinematic feedback from haptic virtual reality for dental skill acquisition.

PubMed

Suebnukarn, Siriwan; Haddawy, Peter; Rhienmora, Phattanapon; Jittimanee, Pannapa; Viratket, Piyanuch

2010-12-01

We have developed a haptic virtual reality system for dental skill training. In this study we examined several kinds of kinematic information about the movement provided by the system supplement knowledge of results (KR) in dental skill acquisition. The kinematic variables examined involved force utilization (F) and mirror view (M). This created three experimental conditions that received augmented kinematic feedback (F, M, FM) and one control condition that did not (KR-only). Thirty-two dental students were randomly assigned to four groups. Their task was to perform access opening on the upper first molar with the haptic virtual reality system. An acquisition session consisted of two days of ten trials of practice in which augmented kinematic feedback was provided for the appropriate experimental conditions after each trial. One week after, a retention test consisting of two trials without augmented feedback was completed. The results showed that the augmented kinematic feedback groups had larger mean performance scores than the KR-only group in Day 1 of the acquisition and retention sessions (ANOVA, p<0.05). The apparent differences among feedback groups were not significant in Day 2 of the acquisition session (ANOVA, p>0.05). The trends in acquisition and retention sessions suggest that the augmented kinematic feedback can enhance the performance earlier in the skill acquisition and retention sessions.

Performance assessment of an onboard monitoring system for CMV drivers : a field operational test : research brief.

DOT National Transportation Integrated Search

2016-11-01

The primary goal of an onboard monitoring system (OBMS) is to enhance driver performance and safety. OBMSs are employed with the expectation that feedback provided concurrently (via flashing feedback lights in the vehicle) and cumulatively (via coach...

A wearable biofeedback control system based body area network for freestyle swimming.

PubMed

Rui Li; Zibo Cai; WeeSit Lee; Lai, Daniel T H

2016-08-01

Wearable posture measurement units are capable of enabling real-time performance evaluation and providing feedback to end users. This paper presents a wearable feedback prototype designed for freestyle swimming with focus on trunk rotation measurement. The system consists of a nine-degree-of-freedom inertial sensor, which is built in a central data collection and processing unit, and two vibration motors for delivering real-time feedback. Theses devices form a fundamental body area network (BAN). In the experiment setup, four recreational swimmers were asked to do two sets of 4 x 25m freestyle swimming without and with feedback provided respectively. Results showed that real-time biofeedback mechanism improves swimmers kinematic performance by an average of 4.5% reduction in session time. Swimmers can gradually adapt to feedback signals, and the biofeedback control system can be employed in swimmers daily training for fitness maintenance.

Task clarification, performance feedback, and social praise: Procedures for improving the customer service of bank tellers

PubMed Central

Crowell, Charles R.; Anderson, D. Chris; Abel, Dawn M.; Sergio, Joseph P.

1988-01-01

Customer service for bank tellers was defined in terms of 11 verbal behavior categories. An audio-recording system was used to track the occurrence of behaviors in these categories for six retail banking tellers. Three behavior management interventions (task clarification, performance feedback, and social praise), applied in sequence, were designed to improve overall teller performance with regard to the behavioral categories targeted. Clarification was accomplished by providing clear delineation of the various target categories, with specific examples of the behaviors in each. Feedback entailed presentation of ongoing verbal and visual information regarding teller performance. Praise consisted of verbal recognition of teller performance by branch managers. Results showed that clarification effects emerged quickly, producing an overall increase in desired behaviors of 12% over baseline. Feedback and praise effects occurred more gradually, resulting in overall increases of 6% and 7%, respectively. A suspension of all procedures led to a decline in overall performance, whereas reinstatement of feedback and praise was again accompanied by performance improvement. These findings extend the generality of behavior management applications and help to distinguish between possible antecedent and consequent effects of performance feedback. PMID:16795713

Effects of Achievement Goals on Challenge Seeking and Feedback Processing: Behavioral and fMRI Evidence

PubMed Central

Lee, Woogul; Kim, Sung-il

2014-01-01

We conducted behavioral and functional magnetic resonance imaging (fMRI) research to investigate the effects of two types of achievement goals—mastery goals and performance-approach goals— on challenge seeking and feedback processing. The results of the behavioral experiment indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC) and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance. PMID:25251396

Performance Appraisal Interview: A Review of Research.

DTIC Science & Technology

1987-01-01

and valued outcomes than did supervisory feedback. Ivancevich and McMahon (1982) * . found that self-generated feedback on goal accomplishment was... Ivancevich (1980) found that engineers rated with behavior expectation scales perceived their interviews as providing more clarity, more meaningful feedback...accurate than evaluative, emotionally-tone feedback. In addition, the previously-discussed studies by Ivancevich (1980) and Hom et al. (1982) suggest

Look who's judging-Feedback source modulates brain activation to performance feedback in social anxiety.

PubMed

Peterburs, Jutta; Sandrock, Carolin; Miltner, Wolfgang H R; Straube, Thomas

2016-06-01

It is as yet unknown if behavioral and neural correlates of performance monitoring in socially anxious individuals are affected by whether feedback is provided by a person or a computer. This fMRI study investigated modulation of feedback processing by feedback source (person vs. computer) in participants with high (HSA) (N=16) and low social anxiety (LSA) (N=16). Subjects performed a choice task in which they were informed that they would receive positive or negative feedback from a person or the computer. Subjective ratings indicated increased arousal and anxiety in HSA versus LSA, most pronounced for social and negative feedback. FMRI analyses yielded hyperactivation in ventral medial prefrontal cortex (vmPFC)/anterior cingulate cortex (ACC) and insula for social relative to computer feedback, and in mPFC/ventral ACC for positive relative to negative feedback in HSA as compared to LSA. These activation patterns are consistent with increased interoception and self-referential processing in social anxiety, especially during processing of positive feedback. Increased ACC activation in HSA to positive feedback may link to unexpectedness of (social) praise as posited in social anxiety disorder (SAD) psychopathology. Activation in rostral ACC showed a reversed pattern, with decreased activation to positive feedback in HSA, possibly indicating altered action values depending on feedback source and valence. The present findings corroborate a crucial role of mPFC for performance monitoring in social anxiety. Copyright © 2016 Elsevier Inc. All rights reserved.

Higher incentives can impair performance: neural evidence on reinforcement and rationality

PubMed Central

Achtziger, Anja; Hügelschäfer, Sabine; Steinhauser, Marco

2015-01-01

Standard economic thinking postulates that increased monetary incentives should increase performance. Human decision makers, however, frequently focus on past performance, a form of reinforcement learning occasionally at odds with rational decision making. We used an incentivized belief-updating task from economics to investigate this conflict through measurements of neural correlates of reward processing. We found that higher incentives fail to improve performance when immediate feedback on decision outcomes is provided. Subsequent analysis of the feedback-related negativity, an early event-related potential following feedback, revealed the mechanism behind this paradoxical effect. As incentives increase, the win/lose feedback becomes more prominent, leading to an increased reliance on reinforcement and more errors. This mechanism is relevant for economic decision making and the debate on performance-based payment. PMID:25816816

Realizing the potential of empowerment: the impact of a feedback intervention on the performance of complex technology.

PubMed

Leach, D J; Jackson, P R; Wall, T D

2001-07-15

An empowerment initiative involving enhanced fault-management responsibility for operators of complex technology had not led to expected increases in performance, and investigations suggested that this was due to a lack of appropriate feedback. Thus, a feedback intervention was designed to provide specific, timely feedback on operator-correctable faults. It was hypothesized that the intervention would increase operator self-reliance in operating complex technology and promote system performance. Moreover, given the feedback was continuous from the point of intervention, it was predicted that gains would increase over time. Time series analysis of data on engineer call-outs (self-reliance) and machine utilization (performance) showed clear positive effects of the feedback intervention, with call-outs also showing progressive improvement. Self-report data showed no change over time in motivation, but an increase in knowledge dissemination and a reduction in the likelihood of making expensive mistakes. There were no detrimental effects on operator well being. Implications for theory and practice in the management of complex technology are discussed.

Sensory feedback by peripheral nerve stimulation improves task performance in individuals with upper limb loss using a myoelectric prosthesis.

PubMed

Schiefer, Matthew; Tan, Daniel; Sidek, Steven M; Tyler, Dustin J

2016-02-01

Tactile feedback is critical to grip and object manipulation. Its absence results in reliance on visual and auditory cues. Our objective was to assess the effect of sensory feedback on task performance in individuals with limb loss. Stimulation of the peripheral nerves using implanted cuff electrodes provided two subjects with sensory feedback with intensity proportional to forces on the thumb, index, and middle fingers of their prosthetic hand during object manipulation. Both subjects perceived the sensation on their phantom hand at locations corresponding to the locations of the forces on the prosthetic hand. A bend sensor measured prosthetic hand span. Hand span modulated the intensity of sensory feedback perceived on the thenar eminence for subject 1 and the middle finger for subject 2. We performed three functional tests with the blindfolded subjects. First, the subject tried to determine whether or not a wooden block had been placed in his prosthetic hand. Second, the subject had to locate and remove magnetic blocks from a metal table. Third, the subject performed the Southampton Hand Assessment Procedure (SHAP). We also measured the subject's sense of embodiment with a survey and his self-confidence. Blindfolded performance with sensory feedback was similar to sighted performance in the wooden block and magnetic block tasks. Performance on the SHAP, a measure of hand mechanical function and control, was similar with and without sensory feedback. An embodiment survey showed an improved sense of integration of the prosthesis in self body image with sensory feedback. Sensory feedback by peripheral nerve stimulation improved object discrimination and manipulation, embodiment, and confidence. With both forms of feedback, the blindfolded subjects tended toward results obtained with visual feedback.

Diversity in School Performance Feedback Systems

ERIC Educational Resources Information Center

Verhaeghe, Goedele; Schildkamp, Kim; Luyten, Hans; Valcke, Martin

2015-01-01

As data-based decision making is receiving increased attention in education, more and more school performance feedback systems (SPFSs) are being developed and used worldwide. These systems provide schools with data on their functioning. However, little research is available on the characteristics of the different SPFSs. Therefore, this study…

Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study.

PubMed

Pelgrim, E A M; Kramer, A W M; Mokkink, H G A; van der Vleuten, C P M

2013-09-01

Although the literature suggests that reflection has a positive impact on learning, there is a paucity of evidence to support this notion. We investigated feedback and reflection in relation to the likelihood that feedback will be used to inform action plans. We hypothesised that feedback and reflection present a cumulative sequence (i.e. trainers only pay attention to trainees' reflections when they provided specific feedback) and we hypothesised a supplementary effect of reflection. We analysed copies of assessment forms containing trainees' reflections and trainers' feedback on observed clinical performance. We determined whether the response patterns revealed cumulative sequences in line with the Guttman scale. We further examined the relationship between reflection, feedback and the mean number of specific comments related to an action plan (ANOVA) and we calculated two effect sizes. Both hypotheses were confirmed by the results. The response pattern found showed an almost perfect fit with the Guttman scale (0.99) and reflection seems to have supplementary effect on the variable action plan. Reflection only occurs when a trainer has provided specific feedback; trainees who reflect on their performance are more likely to make use of feedback. These results confirm findings and suggestions reported in the literature.

Feedback Valence Affects Auditory Perceptual Learning Independently of Feedback Probability

PubMed Central

Amitay, Sygal; Moore, David R.; Molloy, Katharine; Halliday, Lorna F.

2015-01-01

Previous studies have suggested that negative feedback is more effective in driving learning than positive feedback. We investigated the effect on learning of providing varying amounts of negative and positive feedback while listeners attempted to discriminate between three identical tones; an impossible task that nevertheless produces robust learning. Four feedback conditions were compared during training: 90% positive feedback or 10% negative feedback informed the participants that they were doing equally well, while 10% positive or 90% negative feedback informed them they were doing equally badly. In all conditions the feedback was random in relation to the listeners’ responses (because the task was to discriminate three identical tones), yet both the valence (negative vs. positive) and the probability of feedback (10% vs. 90%) affected learning. Feedback that informed listeners they were doing badly resulted in better post-training performance than feedback that informed them they were doing well, independent of valence. In addition, positive feedback during training resulted in better post-training performance than negative feedback, but only positive feedback indicating listeners were doing badly on the task resulted in learning. As we have previously speculated, feedback that better reflected the difficulty of the task was more effective in driving learning than feedback that suggested performance was better than it should have been given perceived task difficulty. But contrary to expectations, positive feedback was more effective than negative feedback in driving learning. Feedback thus had two separable effects on learning: feedback valence affected motivation on a subjectively difficult task, and learning occurred only when feedback probability reflected the subjective difficulty. To optimize learning, training programs need to take into consideration both feedback valence and probability. PMID:25946173

Does Mechanism Matter? Student Recall of Electronic versus Handwritten Feedback

ERIC Educational Resources Information Center

Osterbur, Megan E.; Hammer, Elizabeth Yost; Hammer, Elliott

2015-01-01

Student consumption and recall of feedback are necessary preconditions of successful formative assessment. Drawing on Sadler's (1998) definition of formative assessment as that which is intended to accelerate learning and improve performance through the providing of feedback, we examine how the mechanism of transmission may impact student…

"It's Just Not the Culture": A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback.

PubMed

Ramani, Subha; Post, Sarah E; Könings, Karen; Mann, Karen; Katz, Joel T; van der Vleuten, Cees

2017-01-01

Phenomenon: Competency-based medical education requires ongoing performance-based feedback for professional growth. In several studies, medical trainees report that the quality of faculty feedback is inadequate. Sociocultural barriers to feedback exchanges are further amplified in graduate and postgraduate medical education settings, where trainees serve as frontline providers of patient care. Factors that affect institutional feedback culture, enhance feedback seeking, acceptance, and bidirectional feedback warrant further exploration in these settings. Using a constructivist grounded theory approach, we sought to examine residents' perspectives on institutional factors that affect the quality of feedback, factors that influence receptivity to feedback, and quality and impact of faculty feedback. Four focus group discussions were conducted, with two investigators present at each. One facilitated the discussion, and the other observed the interactions and took field notes. We audiotaped and transcribed the discussions, and performed a thematic analysis. Measures to ensure rigor included thick descriptions, independent coding by two investigators, and attention to reflexivity. We identified five key themes, dominated by resident perceptions regarding the influence of institutional feedback culture. The theme labels are taken from direct participant quotes: (a) the cultural norm lacks clear expectations and messages around feedback, (b) the prevailing culture of niceness does not facilitate honest feedback, (c) bidirectional feedback is not part of the culture, (d) faculty-resident relationships impact credibility and receptivity to feedback, and (e) there is a need to establish a culture of longitudinal professional growth. Insights: Institutional culture could play a key role in influencing the quality, credibility, and acceptability of feedback. A polite culture promotes a positive learning environment but can be a barrier to honest feedback. Feedback initiatives focusing solely on techniques of feedback giving may not enhance meaningful feedback. Further research on factors that promote feedback seeking, receptivity to constructive feedback, and bidirectional feedback would provide valuable insights.

Feedforward/feedback control synthesis for performance and robustness

NASA Technical Reports Server (NTRS)

Wie, Bong; Liu, Qiang

1990-01-01

Both feedforward and feedback control approaches for uncertain dynamical systems are investigated. The control design objective is to achieve a fast settling time (high performance) and robustness (insensitivity) to plant modeling uncertainty. Preshapong of an ideal, time-optimal control input using a 'tapped-delay' filter is shown to provide a rapid maneuver with robust performance. A robust, non-minimum-phase feedback controller is synthesized with particular emphasis on its proper implementation for a non-zero set-point control problem. The proposed feedforward/feedback control approach is robust for a certain class of uncertain dynamical systems, since the control input command computed for a given desired output does not depend on the plant parameters.

More Feedback Is Better than Less: Learning a Novel Upper Limb Joint Coordination Pattern with Augmented Auditory Feedback

PubMed Central

Fujii, Shinya; Lulic, Tea; Chen, Joyce L.

2016-01-01

Motor learning is a process whereby the acquisition of new skills occurs with practice, and can be influenced by the provision of feedback. An important question is what frequency of feedback facilitates motor learning. The guidance hypothesis assumes that the provision of less augmented feedback is better than more because a learner can use his/her own inherent feedback. However, it is unclear whether this hypothesis holds true for all types of augmented feedback, including for example sonified information about performance. Thus, we aimed to test what frequency of augmented sonified feedback facilitates the motor learning of a novel joint coordination pattern. Twenty healthy volunteers first reached to a target with their arm (baseline phase). We manipulated this baseline kinematic data for each individual to create a novel target joint coordination pattern. Participants then practiced to learn the novel target joint coordination pattern, receiving either feedback on every trial i.e., 100% feedback (n = 10), or every other trial, i.e., 50% feedback (n = 10; acquisition phase). We created a sonification system to provide the feedback. This feedback was a pure tone that varied in intensity in proportion to the error of the performed joint coordination relative to the target pattern. Thus, the auditory feedback contained information about performance in real-time (i.e., “concurrent, knowledge of performance feedback”). Participants performed the novel joint coordination pattern with no-feedback immediately after the acquisition phase (immediate retention phase), and on the next day (delayed retention phase). The root-mean squared error (RMSE) and variable error (VE) of joint coordination were significantly reduced during the acquisition phase in both 100 and 50% feedback groups. There was no significant difference in VE between the groups at immediate and delayed retention phases. However, at both these retention phases, the 100% feedback group showed significantly smaller RMSE than the 50% group. Thus, contrary to the guidance hypothesis, our findings suggest that the provision of more, concurrent knowledge of performance auditory feedback during the acquisition of a novel joint coordination pattern, may result in better skill retention. PMID:27375414

The impact of pediatric neuropsychological consultation in mild traumatic brain injury: a model for providing feedback after invalid performance.

PubMed

Connery, Amy K; Peterson, Robin L; Baker, David A; Kirkwood, Michael W

2016-05-01

In recent years, pediatric practitioners have increasingly recognized the importance of objectively measuring performance validity during clinical assessments. Yet, no studies have examined the impact of neuropsychological consultation when invalid performance has been identified in pediatric populations and little published guidance exists for clinical management. Here we provide a conceptual model for providing feedback after noncredible performance has been detected. In a pilot study, we examine caregiver satisfaction and postconcussive symptoms following provision of this feedback for patients seen through our concussion program. Participants (N = 70) were 8-17-year-olds with a history of mild traumatic brain injury who underwent an abbreviated neuropsychological evaluation between 2 and 12 months post-injury. We examined postconcussive symptom reduction and caregiver satisfaction after neuropsychological evaluation between groups of patients who were determined to have provided noncredible effort (n = 9) and those for whom no validity concerns were present (n = 61). We found similarly high levels of caregiver satisfaction between groups and greater reduction in self-reported symptoms after feedback was provided using the model with children with noncredible presentations compared to those with credible presentations. The current study lends preliminary support to the idea that the identification and communication of invalid performance can be a beneficial clinical intervention that promotes high levels of caregiver satisfaction and a reduction in self-reported and caregiver-reported symptoms.

Real-Time Performance Feedback for the Manual Control of Spacecraft

NASA Astrophysics Data System (ADS)

Karasinski, John Austin

Real-time performance metrics were developed to quantify workload, situational awareness, and manual task performance for use as visual feedback to pilots of aerospace vehicles. Results from prior lunar lander experiments with variable levels of automation were replicated and extended to provide insights for the development of real-time metrics. Increased levels of automation resulted in increased flight performance, lower workload, and increased situational awareness. Automated Speech Recognition (ASR) was employed to detect verbal callouts as a limited measure of subjects' situational awareness. A one-dimensional manual tracking task and simple instructor-model visual feedback scheme was developed. This feedback was indicated to the operator by changing the color of a guidance element on the primary flight display, similar to how a flight instructor points out elements of a display to a student pilot. Experiments showed that for this low-complexity task, visual feedback did not change subject performance, but did increase the subjects' measured workload. Insights gained from these experiments were applied to a Simplified Aid for EVA Rescue (SAFER) inspection task. The effects of variations of an instructor-model performance-feedback strategy on human performance in a novel SAFER inspection task were investigated. Real-time feedback was found to have a statistically significant effect of improving subject performance and decreasing workload in this complicated four degree of freedom manual control task with two secondary tasks.

Design of a haptic device with grasp and push-pull force feedback for a master-slave surgical robot.

PubMed

Hu, Zhenkai; Yoon, Chae-Hyun; Park, Samuel Byeongjun; Jo, Yung-Ho

2016-07-01

We propose a portable haptic device providing grasp (kinesthetic) and push-pull (cutaneous) sensations for optical-motion-capture master interfaces. Although optical-motion-capture master interfaces for surgical robot systems can overcome the stiffness, friction, and coupling problems of mechanical master interfaces, it is difficult to add haptic feedback to an optical-motion-capture master interface without constraining the free motion of the operator's hands. Therefore, we utilized a Bowden cable-driven mechanism to provide the grasp and push-pull sensation while retaining the free hand motion of the optical-motion capture master interface. To evaluate the haptic device, we construct a 2-DOF force sensing/force feedback system. We compare the sensed force and the reproduced force of the haptic device. Finally, a needle insertion test was done to evaluate the performance of the haptic interface in the master-slave system. The results demonstrate that both the grasp force feedback and the push-pull force feedback provided by the haptic interface closely matched with the sensed forces of the slave robot. We successfully apply our haptic interface in the optical-motion-capture master-slave system. The results of the needle insertion test showed that our haptic feedback can provide more safety than merely visual observation. We develop a suitable haptic device to produce both kinesthetic grasp force feedback and cutaneous push-pull force feedback. Our future research will include further objective performance evaluations of the optical-motion-capture master-slave robot system with our haptic interface in surgical scenarios.

The Impact of Incentivizing the Use of Feedback on Learning and Performance in Educational Videogames

NASA Technical Reports Server (NTRS)

Delacruz, Girlie C.

2012-01-01

Educational videogames can be designed to provide instructional feedback responsive to specific actions. However, existing research indicates that students tend to ignore the feedback provided. That is, students often use ineffective help-seeking strategies. Research on the topic of help-seeking in learning environments have primarily focused on the role of cognitive factors, the nature of the help, or issues of timing and frequency. There is a noticeable gap in understanding how to motivate the use provided feedback. This study examined the relation between incentivizing the use of feedback and providing an explanation of the game's scoring rules on math learning in a pre-algebra videogame. A randomized-control design was used, comparing learning outcomes of students who received the incentive with those who did not. Results indicated that students given the incentive to use feedback had significantly higher normalized change scores on math items (d = .53), with stronger effects for students with low academic intrinsic motivation (d = .88 - 1.17).

Processing of Continuously Provided Punishment and Reward in Children with ADHD and the Modulating Effects of Stimulant Medication: An ERP Study

PubMed Central

Groen, Yvonne; Tucha, Oliver; Wijers, Albertus A.; Althaus, Monika

2013-01-01

Objectives Current models of ADHD suggest abnormal reward and punishment sensitivity, but the exact mechanisms are unclear. This study aims to investigate effects of continuous reward and punishment on the processing of performance feedback in children with ADHD and the modulating effects of stimulant medication. Methods 15 Methylphenidate (Mph)-treated and 15 Mph-free children of the ADHD-combined type and 17 control children performed a selective attention task with three feedback conditions: no-feedback, gain and loss. Event Related Potentials (ERPs) time-locked to feedback and errors were computed. Results All groups performed more accurately with gain and loss than without feedback. Feedback-related ERPs demonstrated no group differences in the feedback P2, but an enhanced late positive potential (LPP) to feedback stimuli (both gains and losses) for Mph-free children with ADHD compared to controls. Feedback-related ERPs in Mph-treated children with ADHD were similar to controls. Correlational analyses in the ADHD groups revealed that the severity of inattention problems correlated negatively with the feedback P2 amplitude and positively with the LPP to losses and omitted gains. Conclusions The early selective attention for rewarding and punishing feedback was relatively intact in children with ADHD, but the late feedback processing was deviant (increased feedback LPP). This may explain the often observed positive effects of continuous reinforcement on performance and behaviour in children with ADHD. However, these group findings cannot be generalised to all individuals with the ADHD, because the feedback-related ERPs were associated with the severity of the inattention problems. Children with ADHD-combined type with more inattention problems showed both deviant early attentional selection of feedback stimuli, and deviant late processing of non-reward and punishment. PMID:23555639

Processing of continuously provided punishment and reward in children with ADHD and the modulating effects of stimulant medication: an ERP study.

PubMed

Groen, Yvonne; Tucha, Oliver; Wijers, Albertus A; Althaus, Monika

2013-01-01

Current models of ADHD suggest abnormal reward and punishment sensitivity, but the exact mechanisms are unclear. This study aims to investigate effects of continuous reward and punishment on the processing of performance feedback in children with ADHD and the modulating effects of stimulant medication. 15 Methylphenidate (Mph)-treated and 15 Mph-free children of the ADHD-combined type and 17 control children performed a selective attention task with three feedback conditions: no-feedback, gain and loss. Event Related Potentials (ERPs) time-locked to feedback and errors were computed. All groups performed more accurately with gain and loss than without feedback. Feedback-related ERPs demonstrated no group differences in the feedback P2, but an enhanced late positive potential (LPP) to feedback stimuli (both gains and losses) for Mph-free children with ADHD compared to controls. Feedback-related ERPs in Mph-treated children with ADHD were similar to controls. Correlational analyses in the ADHD groups revealed that the severity of inattention problems correlated negatively with the feedback P2 amplitude and positively with the LPP to losses and omitted gains. The early selective attention for rewarding and punishing feedback was relatively intact in children with ADHD, but the late feedback processing was deviant (increased feedback LPP). This may explain the often observed positive effects of continuous reinforcement on performance and behaviour in children with ADHD. However, these group findings cannot be generalised to all individuals with the ADHD, because the feedback-related ERPs were associated with the severity of the inattention problems. Children with ADHD-combined type with more inattention problems showed both deviant early attentional selection of feedback stimuli, and deviant late processing of non-reward and punishment.

Immediate Feedback on Accuracy and Performance: The Effects of Wireless Technology on Food Safety Tracking at a Distribution Center

ERIC Educational Resources Information Center

Goomas, David T.

2012-01-01

The effects of wireless ring scanners, which provided immediate auditory and visual feedback, were evaluated to increase the performance and accuracy of order selectors at a meat distribution center. The scanners not only increased performance and accuracy compared to paper pick sheets, but were also instrumental in immediate and accurate data…

The implementation of an AR (augmented reality) approach to support mammographic interpretation training: an initial feasibility study

NASA Astrophysics Data System (ADS)

Tang, Qiang; Chen, Yan; Gale, Alastair G.

2017-03-01

Appropriate feedback plays an important role in optimising mammographic interpretation training whilst also ensuring good interpretation performance. The traditional keyboard, mouse and workstation technical approach has a critical limitation in providing supplementary image-related information and providing complex feedback in real time. Augmented Reality (AR) provides a possible superior approach in this situation, as feedback can be provided directly overlaying the displayed mammographic images so making a generic approach which can also be vendor neutral. In this study, radiological feedback was dynamically remapped virtually into the real world, using perspective transformation, in order to provide a richer user experience in mammographic interpretation training. This is an initial attempt of an AR approach to dynamically superimpose pre-defined feedback information of a DICOM image on top of a radiologist's view, whilst the radiologist is examining images on a clinical workstation. The study demonstrates the feasibility of the approach, although there are limitations on interactive operations which are due to the hardware used. The results of this fully functional approach provide appropriate feedback/image correspondence in a simulated mammographic interpretation environment. Thus, it is argued that employing AR is a feasible way to provide rich feedback in the delivery of mammographic interpretation training.

Social influences on adaptive criterion learning.

PubMed

Cassidy, Brittany S; Dubé, Chad; Gutchess, Angela H

2015-07-01

People adaptively shift decision criteria when given biased feedback encouraging specific types of errors. Given that work on this topic has been conducted in nonsocial contexts, we extended the literature by examining adaptive criterion learning in both social and nonsocial contexts. Specifically, we compared potential differences in criterion shifting given performance feedback from social sources varying in reliability and from a nonsocial source. Participants became lax when given false positive feedback for false alarms, and became conservative when given false positive feedback for misses, replicating prior work. In terms of a social influence on adaptive criterion learning, people became more lax in response style over time if feedback was provided by a nonsocial source or by a social source meant to be perceived as unreliable and low-achieving. In contrast, people adopted a more conservative response style over time if performance feedback came from a high-achieving and reliable source. Awareness that a reliable and high-achieving person had not provided their feedback reduced the tendency to become more conservative, relative to those unaware of the source manipulation. Because teaching and learning often occur in a social context, these findings may have important implications for many scenarios in which people fine-tune their behaviors, given cues from others.

Getting Teachers Excited about Student Feedback: It's All in the Ask

ERIC Educational Resources Information Center

Robinson, Carly; Finefter-Rosenblum, Ilana; Benshoof, Christopher; Gehlbach, Hunter

2016-01-01

Until recently, asking K-12 students--who spend hundreds of hours with their teachers annually--to weigh in on their teachers' performance was considered taboo. Many have questioned students' capacities to provide reliable, fair feedback on teaching quality. Media outlets report that teacher unions staunchly oppose integrating student feedback in…

Using Tagteach to Improve the Proficiency of Dance Movements

ERIC Educational Resources Information Center

Quinn, Mallory J.; Miltenberger, Raymond G.; Fogel, Victoria A.

2015-01-01

Behavioral research to enhance sports performance has been conducted in numerous sports domains and often involves feedback from the coach to the student. One promising form of feedback is the use of an acoustical stimulus such as a clicker to provide more immediate feedback. Similar to clicker training with animals, acoustical stimuli are used…

Improving Workplace-Based Assessment and Feedback by an E-Portfolio Enhanced with Learning Analytics

ERIC Educational Resources Information Center

van der Schaaf, Marieke; Donkers, Jeroen; Slof, Bert; Moonen-van Loon, Joyce; van Tartwijk, Jan; Driessen, Eric; Badii, Atta; Serban, Ovidiu; Ten Cate, Olle

2017-01-01

Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner's progress, so far options for personalized feedback and potential data about a learner's performances at the workplace often remain unexploited. This paper advocates that…

Children's Reasoning about Evaluative Feedback

ERIC Educational Resources Information Center

Heyman, Gail D.; Fu, Genyue; Sweet, Monica A.; Lee, Kang

2009-01-01

Children's reasoning about the willingness of peers to convey accurate positive and negative performance feedback to others was investigated among a total of 179 6- to 11-year-olds from the USA and China. In Study 1, which was conducted in the USA only, participants responded that peers would be more likely to provide positive feedback than…

Detrimental Effects of Immediate Explanation Feedback

ERIC Educational Resources Information Center

Roelle, Julian; Rahimkhani-Sagvand, Natalie; Berthold, Kirsten

2017-01-01

Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not…

Performing a reaching task with one arm while adapting to a visuomotor rotation with the other can lead to complete transfer of motor learning across the arms

PubMed Central

Lei, Yuming; Binder, Jeffrey R.

2015-01-01

The extent to which motor learning is generalized across the limbs is typically very limited. Here, we investigated how two motor learning hypotheses could be used to enhance the extent of interlimb transfer. According to one hypothesis, we predicted that reinforcement of successful actions by providing binary error feedback regarding task success or failure, in addition to terminal error feedback, during initial training would increase the extent of interlimb transfer following visuomotor adaptation (experiment 1). According to the other hypothesis, we predicted that performing a reaching task repeatedly with one arm without providing performance feedback (which prevented learning the task with this arm), while concurrently adapting to a visuomotor rotation with the other arm, would increase the extent of transfer (experiment 2). Results indicate that providing binary error feedback, compared with continuous visual feedback that provided movement direction and amplitude information, had no influence on the extent of transfer. In contrast, repeatedly performing (but not learning) a specific task with one arm while visuomotor adaptation occurred with the other arm led to nearly complete transfer. This suggests that the absence of motor instances associated with specific effectors and task conditions is the major reason for limited interlimb transfer and that reinforcement of successful actions during initial training is not beneficial for interlimb transfer. These findings indicate crucial contributions of effector- and task-specific motor instances, which are thought to underlie (a type of) model-free learning, to optimal motor learning and interlimb transfer. PMID:25632082

Unregulated provider perceptions of audit and feedback reports in long-term care: cross-sectional survey findings from a quality improvement intervention.

PubMed

Fraser, Kimberly D; O'Rourke, Hannah M; Baylon, Melba Andrea B; Boström, Anne-Marie; Sales, Anne E

2013-02-13

Audit with feedback is a moderately effective approach for improving professional practice in other health care settings. Although unregulated caregivers give the majority of direct care in long-term care settings, little is known about how they understand and perceive feedback reports because unregulated providers have not been directly targeted to receive audit with feedback in quality improvement interventions in long-term care. The purpose of this paper is to describe unregulated care providers' perceptions of usefulness of a feedback report in four Canadian long-term care facilities. We delivered monthly feedback reports to unregulated care providers for 13 months in 2009-2010. The feedback reports described a unit's performance in relation to falls, depression, and pain as compared to eight other units in the study. Follow-up surveys captured participant perceptions of the feedback report. We conducted descriptive analyses of the variables related to participant perceptions and multivariable logistic regression to assess the association between perceived usefulness of the feedback report and a set of independent variables. The vast majority (80%) of unregulated care providers (n = 171) who responded said they understood the reports. Those who discussed the report with others and were interested in other forms of data were more likely to find the feedback report useful for making changes in resident care. This work suggests that unregulated care providers can understand and feel positively about using audit with feedback reports to make changes to resident care. Further research should explore ways to promote fuller engagement of unregulated care providers in decision-making to improve quality of care in long-term care settings.

Immediate detailed feedback to test-enhanced learning: an effective online educational tool.

PubMed

Wojcikowski, Ken; Kirk, Leslie

2013-11-01

Test-enhanced learning has gained popularity because it is an effective way to increase retention of knowledge; provided the student receives the correct answer soon after the test is taken. To determine whether detailed feedback provided to test-enhanced learning questions is an effective online educational tool for improving performance on complex biomedical information exams. A series of online multiple choice tests were developed to test knowledge of biomedical information that students were expected to know after each patient-case. Following submission of the student answers, one cohort (n = 52) received answers only while the following year, a second cohort (n = 51) received the answers with detailed feedback explaining why each answer was correct or incorrect. Students in both groups progressed through the series of online tests with little assessor intervention. Students receiving the answers along with the explanations within their feedback performed significantly better in the final biomedical information exam than those students receiving correct answers only. This pilot study found that the detailed feedback to test-enhanced learning questions is an important online learning tool. The increase in student performance in the complex biomedical information exam in this study suggests that detailed feedback should be investigated not only for increasing knowledge, but also be investigated for its effect on retention and application of knowledge.

How Do Physicians Assess Their Family Physician Colleagues' Performance? Creating a Rubric to Inform Assessment and Feedback

ERIC Educational Resources Information Center

Sargeant, Joan; MacLeod, Tanya; Sinclair, Douglas; Power, Mary

2011-01-01

Introduction: The Colleges of Physicians and Surgeons of Alberta and Nova Scotia (CPSNS) use a standardized multisource feedback program, the Physician Achievement Review (PAR/NSPAR), to provide physicians with performance assessment data via questionnaires from medical colleagues, coworkers, and patients on 5 practice domains: consultation…

“Booster” training: Evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest

PubMed Central

Sutton, Robert M.; Niles, Dana; Meaney, Peter A.; Aplenc, Richard; French, Benjamin; Abella, Benjamin S.; Lengetti, Evelyn L.; Berg, Robert A.; Helfaer, Mark A.; Nadkarni, Vinay

2013-01-01

Objective To investigate the effectiveness of brief bedside “booster” cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Design Prospective, randomized trial. Setting General pediatric wards at Children’s Hospital of Philadelphia. Subjects Sixty-nine Basic Life Support–certified hospital-based providers. Intervention CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Measurements and Main Results Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min−1 and <120 min−1); 71% met minimum depth targets (depth, >38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p < .02]; automated feedback only: rate, 70% to 96% [p = .02], depth, 61% to 100% [p < .01], and overall CPR compliance, 35% to 96% [p < .01]; and instructor training combined with automated feedback: rate 48% to 100% [p < .01], depth, 78% to 100% [p < .02], and overall CPR compliance, 30% to 100% [p < .01]). Conclusions Before booster CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests. PMID:20625336

"Booster" training: evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest.

PubMed

Sutton, Robert M; Niles, Dana; Meaney, Peter A; Aplenc, Richard; French, Benjamin; Abella, Benjamin S; Lengetti, Evelyn L; Berg, Robert A; Helfaer, Mark A; Nadkarni, Vinay

2011-05-01

To investigate the effectiveness of brief bedside "booster" cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Prospective, randomized trial. General pediatric wards at Children's Hospital of Philadelphia. Sixty-nine Basic Life Support-certified hospital-based providers. CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min(-1) and <120 min(-1)); 71% met minimum depth targets (depth, >38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p < .02]; automated feedback only: rate, 70% to 96% [p = .02], depth, 61% to 100% [p < .01], and overall CPR compliance, 35% to 96% [p < .01]; and instructor training combined with automated feedback: rate 48% to 100% [p < .01], depth, 78% to 100% [p < .02], and overall CPR compliance, 30% to 100% [p < .01]). Before booster CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests.

A temporal bone surgery simulator with real-time feedback for surgical training.

PubMed

Wijewickrema, Sudanthi; Ioannou, Ioanna; Zhou, Yun; Piromchai, Patorn; Bailey, James; Kennedy, Gregor; O'Leary, Stephen

2014-01-01

Timely feedback on surgical technique is an important aspect of surgical skill training in any learning environment, be it virtual or otherwise. Feedback on technique should be provided in real-time to allow trainees to recognize and amend their errors as they occur. Expert surgeons have typically carried out this task, but they have limited time available to spend with trainees. Virtual reality surgical simulators offer effective, repeatable training at relatively low cost, but their benefits may not be fully realized while they still require the presence of experts to provide feedback. We attempt to overcome this limitation by introducing a real-time feedback system for surgical technique within a temporal bone surgical simulator. Our evaluation study shows that this feedback system performs exceptionally well with respect to accuracy and effectiveness.

Motion detection technology as a tool for cardiopulmonary resuscitation (CPR) quality training: a randomised crossover mannequin pilot study.

PubMed

Semeraro, Federico; Frisoli, Antonio; Loconsole, Claudio; Bannò, Filippo; Tammaro, Gaetano; Imbriaco, Guglielmo; Marchetti, Luca; Cerchiari, Erga L

2013-04-01

Outcome after cardiac arrest is dependent on the quality of chest compressions (CC). A great number of devices have been developed to provide guidance during CPR. The present study evaluates a new CPR feedback system (Mini-VREM: Mini-Virtual Reality Enhanced Mannequin) designed to improve CC during training. Mini-VREM system consists of a Kinect(®) (Microsoft, Redmond, WA, USA) motion sensing device and specifically developed software to provide audio-visual feedback. Mini-VREM was connected to a commercially available mannequin (Laerdal Medical, Stavanger, Norway). Eighty trainees (healthcare professionals and lay people) volunteered in this randomised crossover pilot study. All subjects performed a 2 min CC trial, 1h pause and a second 2 min CC trial. The first group (FB/NFB, n=40) performed CC with Mini-VREM feedback (FB) followed by CC without feedback (NFB). The second group (NFB/FB, n=40) performed vice versa. Primary endpoints: adequate compression (compression rate between 100 and 120 min(-1) and compression depth between 50 and 60mm); compressions rate within 100-120 min(-1); compressions depth within 50-60mm. When compared to the performance without feedback, with Mini-VREM feedback compressions were more adequate (FB 35.78% vs. NFB 7.27%, p<0.001) and more compressions achieved target rate (FB 72.04% vs. 31.42%, p<0.001) and target depth (FB 47.34% vs. 24.87%, p=0.002). The participants perceived the system to be easy to use with effective feedback. The Mini-VREM system was able to improve significantly the CC performance by healthcare professionals and by lay people in a simulated CA scenario, in terms of compression rate and depth. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Lingual electrotactile stimulation as an alternative sensory feedback pathway for brain-computer interface applications

NASA Astrophysics Data System (ADS)

Wilson, J. Adam; Walton, Léo M.; Tyler, Mitch; Williams, Justin

2012-08-01

This article describes a new method of providing feedback during a brain-computer interface movement task using a non-invasive, high-resolution electrotactile vision substitution system. We compared the accuracy and movement times during a center-out cursor movement task, and found that the task performance with tactile feedback was comparable to visual feedback for 11 participants. These subjects were able to modulate the chosen BCI EEG features during both feedback modalities, indicating that the type of feedback chosen does not matter provided that the task information is clearly conveyed through the chosen medium. In addition, we tested a blind subject with the tactile feedback system, and found that the training time, accuracy, and movement times were indistinguishable from results obtained from subjects using visual feedback. We believe that BCI systems with alternative feedback pathways should be explored, allowing individuals with severe motor disabilities and accompanying reduced visual and sensory capabilities to effectively use a BCI.

Relationships among supervisor feedback environment, work-related stressors, and employee deviance.

PubMed

Peng, Jei-Chen; Tseng, Mei-Man; Lee, Yin-Ling

2011-03-01

Previous research has demonstrated that the employee deviance imposes enormous costs on organizational performance and productivity. Similar research supports the positive effect of favorable supervisor feedback on employee job performance. In light of such, it is important to understand the interaction between supervisor feedback environment and employee deviant behavior to streamline organization operations. The purposes of this study were to explore how the supervisor feedback environment influences employee deviance and to examine the mediating role played by work-related stressors. Data were collected from 276 subordinate-supervisor dyads at a regional hospital in Yilan. Structural equation modeling analyses were conducted to test hypotheses. Structural equation modeling analysis results show that supervisor feedback environment negatively related to interpersonal and organizational deviance. Moreover, work-related stressors were found to partially mediate the relationship between supervisor feedback environment and employee deviance. Study findings suggest that when employees (nurses in this case) perceive an appropriate supervisor-provided feedback environment, their deviance is suppressed because of the related reduction in work-related stressors. Thus, to decrease deviant behavior, organizations may foster supervisor integration of disseminated knowledge such as (a) how to improve employees' actual performance, (b) how to effectively clarify expected performance, and (c) how to improve continuous performance feedback. If supervisors absorb this integrated feedback knowledge, they should be in a better position to enhance their own daily interactions with nurses and reduce nurses' work-related stress and, consequently, decrease deviant behavior.

Exploring the bases for a mixed reality stroke rehabilitation system, Part II: design of interactive feedback for upper limb rehabilitation.

PubMed

Lehrer, Nicole; Chen, Yinpeng; Duff, Margaret; L Wolf, Steven; Rikakis, Thanassis

2011-09-08

Few existing interactive rehabilitation systems can effectively communicate multiple aspects of movement performance simultaneously, in a manner that appropriately adapts across various training scenarios. In order to address the need for such systems within stroke rehabilitation training, a unified approach for designing interactive systems for upper limb rehabilitation of stroke survivors has been developed and applied for the implementation of an Adaptive Mixed Reality Rehabilitation (AMRR) System. The AMRR system provides computational evaluation and multimedia feedback for the upper limb rehabilitation of stroke survivors. A participant's movements are tracked by motion capture technology and evaluated by computational means. The resulting data are used to generate interactive media-based feedback that communicates to the participant detailed, intuitive evaluations of his performance. This article describes how the AMRR system's interactive feedback is designed to address specific movement challenges faced by stroke survivors. Multimedia examples are provided to illustrate each feedback component. Supportive data are provided for three participants of varying impairment levels to demonstrate the system's ability to train both targeted and integrated aspects of movement. The AMRR system supports training of multiple movement aspects together or in isolation, within adaptable sequences, through cohesive feedback that is based on formalized compositional design principles. From preliminary analysis of the data, we infer that the system's ability to train multiple foci together or in isolation in adaptable sequences, utilizing appropriately designed feedback, can lead to functional improvement. The evaluation and feedback frameworks established within the AMRR system will be applied to the development of a novel home-based system to provide an engaging yet low-cost extension of training for longer periods of time.

Exploring the bases for a mixed reality stroke rehabilitation system, Part II: Design of Interactive Feedback for upper limb rehabilitation

PubMed Central

2011-01-01

Background Few existing interactive rehabilitation systems can effectively communicate multiple aspects of movement performance simultaneously, in a manner that appropriately adapts across various training scenarios. In order to address the need for such systems within stroke rehabilitation training, a unified approach for designing interactive systems for upper limb rehabilitation of stroke survivors has been developed and applied for the implementation of an Adaptive Mixed Reality Rehabilitation (AMRR) System. Results The AMRR system provides computational evaluation and multimedia feedback for the upper limb rehabilitation of stroke survivors. A participant's movements are tracked by motion capture technology and evaluated by computational means. The resulting data are used to generate interactive media-based feedback that communicates to the participant detailed, intuitive evaluations of his performance. This article describes how the AMRR system's interactive feedback is designed to address specific movement challenges faced by stroke survivors. Multimedia examples are provided to illustrate each feedback component. Supportive data are provided for three participants of varying impairment levels to demonstrate the system's ability to train both targeted and integrated aspects of movement. Conclusions The AMRR system supports training of multiple movement aspects together or in isolation, within adaptable sequences, through cohesive feedback that is based on formalized compositional design principles. From preliminary analysis of the data, we infer that the system's ability to train multiple foci together or in isolation in adaptable sequences, utilizing appropriately designed feedback, can lead to functional improvement. The evaluation and feedback frameworks established within the AMRR system will be applied to the development of a novel home-based system to provide an engaging yet low-cost extension of training for longer periods of time. PMID:21899779

Higher incentives can impair performance: neural evidence on reinforcement and rationality.

PubMed

Achtziger, Anja; Alós-Ferrer, Carlos; Hügelschäfer, Sabine; Steinhauser, Marco

2015-11-01

Standard economic thinking postulates that increased monetary incentives should increase performance. Human decision makers, however, frequently focus on past performance, a form of reinforcement learning occasionally at odds with rational decision making. We used an incentivized belief-updating task from economics to investigate this conflict through measurements of neural correlates of reward processing. We found that higher incentives fail to improve performance when immediate feedback on decision outcomes is provided. Subsequent analysis of the feedback-related negativity, an early event-related potential following feedback, revealed the mechanism behind this paradoxical effect. As incentives increase, the win/lose feedback becomes more prominent, leading to an increased reliance on reinforcement and more errors. This mechanism is relevant for economic decision making and the debate on performance-based payment. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Using Video Feedback to Measure Self-Efficacy

ERIC Educational Resources Information Center

Bobo, Linda; Andrews, Amanda

2010-01-01

When a student has a high sense of self-efficacy, foreseeing success and providing positive guides and supports for performing the skill will usually occur. A low self-efficacy tends to predict failure and anticipation of what could go wrong. Videotape feedback provided to students has reported favorable outcomes. Self-efficacy could alter…

Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills

ERIC Educational Resources Information Center

Armstrong, Kirk J.; Jarriel, Amanda J.

2016-01-01

Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our…

Children's reasoning about evaluative feedback.

PubMed

Heyman, Gail D; Fu, Genyue; Sweet, Monica A; Lee, Kang

2009-11-01

Children's reasoning about the willingness of peers to convey accurate positive and negative performance feedback to others was investigated among a total of 179 6- to 11-year-olds from the USA and China. In Study 1, which was conducted in the USA only, participants responded that peers would be more likely to provide positive feedback than negative feedback, and this tendency was strongest among the younger children. In Study 2, the expectation that peers would preferentially disclose positive feedback was replicated among children from the USA, and was also seen among younger but not older children from China. Participants in all groups took the relationship between communication partners into account when predicting whether peers would express evaluative feedback. Results of open-ended responses suggested cross-cultural differences, including a greater emphasis by Chinese children on the implications of evaluative feedback for future performance, and reference by some older Chinese children to the possibility that positive feedback might make the recipient 'too proud'.

Useful but Different: Resident Physician Perceptions of Interprofessional Feedback.

PubMed

Vesel, Travis P; O'Brien, Bridget C; Henry, Duncan M; van Schaik, Sandrijn M

2016-01-01

Phenomenon: Based on recently formulated interprofessional core competencies, physicians are expected to incorporate feedback from other healthcare professionals. Based on social identity theory, physicians likely differentiate between feedback from members of their own profession and others. The current study examined residents' experiences with, and perceptions of, interprofessional feedback. In 2013, Anesthesia, Obstetrics-Gynecology, Pediatrics, and Psychiatry residents completed a survey including questions about frequency of feedback from different professionals and its perceived value (5-point scale). The authors performed an analysis of variance to examine interactions between residency program and profession of feedback provider. They conducted follow-up interviews with a subset of residents to explore reasons for residents' survey ratings. Fifty-two percent (131/254) of residents completed the survey, and 15 participated in interviews. Eighty percent of residents reported receiving written feedback from physicians, 26% from nurses, and less than 10% from other professions. There was a significant interaction between residency program and feedback provider profession, F(21, 847) = 3.82, p < .001, and a significant main effect of feedback provider profession, F(7, 847) = 73.7, p < .001. On post hoc analyses, residents from all programs valued feedback from attending physicians higher than feedback from others, and anesthesia residents rated feedback from other professionals significantly lower than other residents. Ten major themes arose from qualitative data analysis, which revealed an overall positive attitude toward interprofessional feedback and clarified reasons behind residents' perceptions and identified barriers. Insights: Residents in our study reported limited exposure to interprofessional feedback and valued such feedback less than intraprofessional feedback. However, our data suggest opportunities exist for effective utilization of interprofessional feedback.

The impact of cognitive load on reward evaluation.

PubMed

Krigolson, Olave E; Hassall, Cameron D; Satel, Jason; Klein, Raymond M

2015-11-19

The neural systems that afford our ability to evaluate rewards and punishments are impacted by a variety of external factors. Here, we demonstrate that increased cognitive load reduces the functional efficacy of a reward processing system within the human medial-frontal cortex. In our paradigm, two groups of participants used performance feedback to estimate the exact duration of one second while electroencephalographic (EEG) data was recorded. Prior to performing the time estimation task, both groups were instructed to keep their eyes still and avoid blinking in line with well established EEG protocol. However, during performance of the time-estimation task, one of the two groups was provided with trial-to-trial-feedback about their performance on the time-estimation task and their eye movements to induce a higher level of cognitive load relative to participants in the other group who were solely provided with feedback about the accuracy of their temporal estimates. In line with previous work, we found that the higher level of cognitive load reduced the amplitude of the feedback-related negativity, a component of the human event-related brain potential associated with reward evaluation within the medial-frontal cortex. Importantly, our results provide further support that increased cognitive load reduces the functional efficacy of a neural system associated with reward processing. Copyright © 2015 Elsevier B.V. All rights reserved.

Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic culture.

PubMed

Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

2018-04-19

Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual and group feedback in a collectivistic culture. During two weeks, on a daily basis, clerkship students (n = 215) from 12 clinical departments at Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia, recorded individual and group feedback moments by using a structured form: the providers, focus and perceived learning value of feedback. Data were analysed with logistic regression and multilevel techniques. Students reported 2687 group and 1535 individual feedback moments. Group feedback more often focused on history taking, clinical judgment, patient management, patient counselling, and professional behaviour (OR ranging from 1.232, p < .01, to 2.152, p < .001), but less often on physical examination (OR = .836, p < .01). Group feedback less often aimed at correcting performance deficiencies (OR = .523, p < .001) and more often at comparing performance to the standard (OR = 2.447, p < .001) and planning action to improve performance (OR = 1.759, p < .001). Group feedback was perceived as more valuable than individual feedback (M = 4.08 and 3.96, respectively, β group  = .065, SE = .026, p < .01). In collectivistic cultures, group feedback may add to the array of educational measures that optimize student learning. Congruence between culture and type of feedback may be important for the effectiveness of feedback.

The Value of Peer Feedback Opportunities for Students in Writing Intensive Classes

ERIC Educational Resources Information Center

Kennette, Lynne N.; Frank, Nichole M.

2013-01-01

The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to…

Students' Perceived Usefulness of Formative Feedback for a Computer-Adaptive Test

ERIC Educational Resources Information Center

Lilley, Mariana; Barker, Trevor

2007-01-01

In this paper we report on research related to the provision of automated feedback based on a computer adaptive test (CAT), used in formative assessment. A cohort of 76 second year university undergraduates took part in a formative assessment with a CAT and were provided with automated feedback on their performance. A sample of students responded…

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

ERIC Educational Resources Information Center

Adiguzel, Tufan; Varank, Ilhan; Erkoç, Mehmet Fatih; Buyukimdat, Meryem Koskeroglu

2017-01-01

This study focused on formative use of peer feedback in an online system that was used in basic computer literacy for word processing assignment-related purposes. Specifically, the effect of quantity, modality and satisfaction of peer feedback provided through the online system on students' performance, self-efficacy, and technology acceptance was…

Unregulated provider perceptions of audit and feedback reports in long-term care: cross-sectional survey findings from a quality improvement intervention

PubMed Central

2013-01-01

Background Audit with feedback is a moderately effective approach for improving professional practice in other health care settings. Although unregulated caregivers give the majority of direct care in long-term care settings, little is known about how they understand and perceive feedback reports because unregulated providers have not been directly targeted to receive audit with feedback in quality improvement interventions in long-term care. The purpose of this paper is to describe unregulated care providers’ perceptions of usefulness of a feedback report in four Canadian long-term care facilities. Methods We delivered monthly feedback reports to unregulated care providers for 13 months in 2009–2010. The feedback reports described a unit’s performance in relation to falls, depression, and pain as compared to eight other units in the study. Follow-up surveys captured participant perceptions of the feedback report. We conducted descriptive analyses of the variables related to participant perceptions and multivariable logistic regression to assess the association between perceived usefulness of the feedback report and a set of independent variables. Results The vast majority (80%) of unregulated care providers (n = 171) who responded said they understood the reports. Those who discussed the report with others and were interested in other forms of data were more likely to find the feedback report useful for making changes in resident care. Conclusions This work suggests that unregulated care providers can understand and feel positively about using audit with feedback reports to make changes to resident care. Further research should explore ways to promote fuller engagement of unregulated care providers in decision-making to improve quality of care in long-term care settings. PMID:23402382

Functional brain connectivity when cooperation fails.

PubMed

Balconi, Michela; Vanutelli, Maria Elide; Gatti, Laura

2018-06-01

Functional connectivity during cooperative actions is an important topic in social neuroscience that has yet to be answered. Here, we examined the effects of administration of (fictitious) negative social feedback in relation to cooperative capabilities. Cognitive performance and neural activation underlying the execution of joint actions was recorded with functional near-infrared spectroscopy (fNIRS) on prefrontal regions during a task where pairs of participants received negative feedback after their joint action. Performance (error rates (ERs) and response times (RTs)) and intra- and inter-brain connectivity indices were computed, along with the ConIndex (inter-brain/intra-brain connectivity). Finally, correlational measures were considered to assess the relation between these different measures. Results showed that the negative feedback was able to modulate participants' responses for both behavioral and neural components. Cognitive performance was decreased after the feedback. Moreover, decreased inter-brain connectivity and increased intra-brain connectivity was induced by the feedback, whereas the cooperative task pre-feedback condition was able to increase the brain-to-brain coupling, mainly localized within the dorsolateral prefrontal cortex (DLPFC). Finally, the presence of significant correlations between RTs and inter-brain connectivity revealed that ineffective joint action produces the worst cognitive performance and a more 'individual strategy' for brain activity, limiting the inter-brain connectivity. The present study provides a significant contribution to the identification of patterns of intra- and inter-brain functional connectivity when negative social reinforcement is provided in relation to cooperative actions. Copyright © 2018 Elsevier Inc. All rights reserved.

Mobile in vivo camera robots provide sole visual feedback for abdominal exploration and cholecystectomy.

PubMed

Rentschler, M E; Dumpert, J; Platt, S R; Ahmed, S I; Farritor, S M; Oleynikov, D

2006-01-01

The use of small incisions in laparoscopy reduces patient trauma, but also limits the surgeon's ability to view and touch the surgical environment directly. These limitations generally restrict the application of laparoscopy to procedures less complex than those performed during open surgery. Although current robot-assisted laparoscopy improves the surgeon's ability to manipulate and visualize the target organs, the instruments and cameras remain fundamentally constrained by the entry incisions. This limits tool tip orientation and optimal camera placement. The current work focuses on developing a new miniature mobile in vivo adjustable-focus camera robot to provide sole visual feedback to surgeons during laparoscopic surgery. A miniature mobile camera robot was inserted through a trocar into the insufflated abdominal cavity of an anesthetized pig. The mobile robot allowed the surgeon to explore the abdominal cavity remotely and view trocar and tool insertion and placement without entry incision constraints. The surgeon then performed a cholecystectomy using the robot camera alone for visual feedback. This successful trial has demonstrated that miniature in vivo mobile robots can provide surgeons with sufficient visual feedback to perform common procedures while reducing patient trauma.

Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Srategy Use with Seventh Grade Students with Comprehension Difficulties

ERIC Educational Resources Information Center

Burns, Matthew K.; Maki, Kathrin E.; Karich, Abbey C.; Coolong-Chaffin, Melissa

2017-01-01

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…

Web-based mammography audit feedback.

PubMed

Geller, Berta M; Ichikawa, Laura; Miglioretti, Diana L; Eastman, David

2012-06-01

Interpreting screening mammography accurately is challenging and requires ongoing education to maintain and improve interpretative skills. Recognizing this, many countries with organized breast screening programs have developed audit and feedback systems using national performance data to help radiologists assess and improve their skills. We developed and tested an interactive Website to provide screening and diagnostic mammography audit feedback with comparisons to national and regional benchmarks. Radiologists who participate in three Breast Cancer Surveillance Consortium registries in the United States were invited during 2009 and 2010 to use a Website that provides tabular and graphical displays of mammography audit reports with comparisons to national and regional performance measures. We collected data about the use and perceptions of the Website. Thirty-five of 111 invited radiologists used the Website from one to five times in a year. The most popular measure was sensitivity for both screening and diagnostic mammography, whereas a table with all measures was the most visited page. Of the 13 radiologists who completed the postuse survey, all found the Website easy to use and navigate, 11 found the benchmarks useful, and nine reported that they intended to improve a specific outcome measure that year. An interactive Website to provide customized mammography audit feedback reports to radiologists has the potential to be a powerful tool in improving interpretive performance. The conceptual framework of customized audit feedback reports can also be generalized to other imaging tests.

The Feasibility of Conformal Thermal Therapy with Transurethral Ultrasound Heating Applicators and MR Temperature Feedback

NASA Astrophysics Data System (ADS)

Choy, Vanessa; Tang, Kee; Wachsmuth, Jeff; Chopra, Rajiv; Bronskill, Michael

2006-05-01

Transurethral thermal therapy offers a minimally invasive alternative for the treatment of prostate diseases including benign prostate hyperplasia (BPH) and prostate cancer. Accurate heating of a targeted region of the gland can be achieved through the use of a rotating directional heating source incorporating planar ultrasound transducers, and the implementation of active temperature feedback along the beam direction during heating provided by magnetic resonance (MR) thermometry. The performance of this control method with practical spatial, temporal, and temperature resolution (such as angular alignment, spatial resolution, update rate for temperature feedback (imaging time), and the presence of noise) for thermal feedback using a clinical 1.5 T MR scanner was investigated in simulations. As expected, the control algorithm was most sensitive to the presence of noise, with noticeable degradation in its performance above ±2°C of temperature uncertainty. With respect to temporal resolution, acceptable performance was achieved at update rates of 5s or faster. The control algorithm was relatively insensitive to reduced spatial resolution due to the broad nature of the heating pattern produced by the heating applicator, this provides an opportunity to improve signal-to-noise ratio (SNR). The overall simulation results confirm that existing clinical 1.5T MR imagers are capable of providing adequate temperature feedback for transurethral thermal therapy without special pulse sequences or enhanced imaging hardware.

Closed-loop control of anesthesia: a primer for anesthesiologists.

PubMed

Dumont, Guy A; Ansermino, J Mark

2013-11-01

Feedback control is ubiquitous in nature and engineering and has revolutionized safety in fields from space travel to the automobile. In anesthesia, automated feedback control holds the promise of limiting the effects on performance of individual patient variability, optimizing the workload of the anesthesiologist, increasing the time spent in a more desirable clinical state, and ultimately improving the safety and quality of anesthesia care. The benefits of control systems will not be realized without widespread support from the health care team in close collaboration with industrial partners. In this review, we provide an introduction to the established field of control systems research for the everyday anesthesiologist. We introduce important concepts such as feedback and modeling specific to control problems and provide insight into design requirements for guaranteeing the safety and performance of feedback control systems. We focus our discussion on the optimization of anesthetic drug administration.

An Agent-Based Intervention to Assist Drivers Under Stereotype Threat: Effects of In-Vehicle Agents' Attributional Error Feedback.

PubMed

Joo, Yeon Kyoung; Lee-Won, Roselyn J

2016-10-01

For members of a group negatively stereotyped in a domain, making mistakes can aggravate the influence of stereotype threat because negative stereotypes often blame target individuals and attribute the outcome to their lack of ability. Virtual agents offering real-time error feedback may influence performance under stereotype threat by shaping the performers' attributional perception of errors they commit. We explored this possibility with female drivers, considering the prevalence of the "women-are-bad-drivers" stereotype. Specifically, we investigated how in-vehicle voice agents offering error feedback based on responsibility attribution (internal vs. external) and outcome attribution (ability vs. effort) influence female drivers' performance under stereotype threat. In addressing this question, we conducted an experiment in a virtual driving simulation environment that provided moment-to-moment error feedback messages. Participants performed a challenging driving task and made mistakes preprogrammed to occur. Results showed that the agent's error feedback with outcome attribution moderated the stereotype threat effect on driving performance. Participants under stereotype threat had a smaller number of collisions when the errors were attributed to effort than to ability. In addition, outcome attribution feedback moderated the effect of responsibility attribution on driving performance. Implications of these findings are discussed.

Operating room metrics score card-creating a prototype for individualized feedback.

PubMed

Gabriel, Rodney A; Gimlich, Robert; Ehrenfeld, Jesse M; Urman, Richard D

2014-11-01

The balance between reducing costs and inefficiencies with that of patient safety is a challenging problem faced in the operating room suite. An ongoing challenge is the creation of effective strategies that reduce these inefficiencies and provide real-time personalized metrics and electronic feedback to anesthesia practitioners. We created a sample report card structure, utilizing existing informatics systems. This system allows to gather and analyze operating room metrics for each anesthesia provider and offer personalized feedback. To accomplish this task, we identified key metrics that represented time and quality parameters. We collected these data for individual anesthesiologists and compared performance to the overall group average. Data were presented as an electronic score card and made available to individual clinicians on a real-time basis in an effort to provide effective feedback. These metrics included number of cancelled cases, average turnover time, average time to operating room ready and patient in room, number of delayed first case starts, average induction time, average extubation time, average time to recovery room arrival to discharge, performance feedback from other providers, compliance to various protocols, and total anesthetic costs. The concept we propose can easily be generalized to a variety of operating room settings, types of facilities and OR health care professionals. Such a scorecard can be created using content that is important for operating room efficiency, research, and practice improvement for anesthesia providers.

Health professionals' perceptions about their clinical performance and the influence of audit and feedback on their intentions to improve practice: a theory-based study in Dutch intensive care units.

PubMed

Gude, Wouter T; Roos-Blom, Marie-José; van der Veer, Sabine N; Dongelmans, Dave A; de Jonge, Evert; Francis, Jill J; Peek, Niels; de Keizer, Nicolette F

2018-02-17

Audit and feedback aims to guide health professionals in improving aspects of their practice that need it most. Evidence suggests that feedback fails to increase accuracy of professional perceptions about clinical performance, which likely reduces audit and feedback effectiveness. This study investigates health professionals' perceptions about their clinical performance and the influence of feedback on their intentions to change practice. We conducted an online laboratory experiment guided by Control Theory with 72 intensive care professionals from 21 units. For each of four new pain management indicators, we collected professionals' perceptions about their clinical performance; peer performance; targets; and improvement intentions before and after receiving first-time feedback. An electronic audit and feedback dashboard provided ICU's own performance, median and top 10% peer performance, and improvement recommendations. The experiment took place approximately 1 month before units enrolled into a cluster-randomised trial assessing the impact of adding a toolbox with suggested actions and materials to improve intensive care pain management. During the experiment, the toolbox was inaccessible; all participants accessed the same version of the dashboard. We analysed 288 observations. In 53.8%, intensive care professionals overestimated their clinical performance; but in only 13.5%, they underestimated it. On average, performance was overestimated by 22.9% (on a 0-100% scale). Professionals similarly overestimated peer performance, and set targets 20.3% higher than the top performance benchmarks. In 68.4% of cases, intentions to improve practice were consistent with actual gaps in performance, even before professionals had received feedback; which increased to 79.9% after receiving feedback (odds ratio, 2.41; 95% CI, 1.53 to 3.78). However, in 56.3% of cases, professionals still wanted to improve care aspects at which they were already top performers. Alternatively, in 8.3% of cases, they lacked improvement intentions because they did not consider indicators important; did not trust the data; or deemed benchmarks unrealistic. Audit and feedback helps health professionals to work on aspects for which improvement is recommended. Given the abundance of professionals' prior good improvement intentions, the limited effects typically found by audit and feedback studies are likely predominantly caused by barriers to translation of intentions into actual change in clinical practice. ClinicalTrials.gov NCT02922101 . Registered 26 September 2016.

Effects of Vibrotactile Feedback on Human Learning of Arm Motions

PubMed Central

Bark, Karlin; Hyman, Emily; Tan, Frank; Cha, Elizabeth; Jax, Steven A.; Buxbaum, Laurel J.; Kuchenbecker, Katherine J.

2015-01-01

Tactile cues generated from lightweight, wearable actuators can help users learn new motions by providing immediate feedback on when and how to correct their movements. We present a vibrotactile motion guidance system that measures arm motions and provides vibration feedback when the user deviates from a desired trajectory. A study was conducted to test the effects of vibrotactile guidance on a subject’s ability to learn arm motions. Twenty-six subjects learned motions of varying difficulty with both visual (V), and visual and vibrotactile (VVT) feedback over the course of four days of training. After four days of rest, subjects returned to perform the motions from memory with no feedback. We found that augmenting visual feedback with vibrotactile feedback helped subjects reduce the root mean square (rms) angle error of their limb significantly while they were learning the motions, particularly for 1DOF motions. Analysis of the retention data showed no significant difference in rms angle errors between feedback conditions. PMID:25486644

Training Teachers to Assess the Challenging Behaviors of Students with Autism Using Video Tele-Conferencing

ERIC Educational Resources Information Center

Machalicek, Wendy; O'Reilly, Mark F.; Rispoli, Mandy; Davis, Tonya; Lang, Russell; Franco, Jessica Hetlinger; Chan, Jeffrey M.

2010-01-01

We examined the effects of performance feedback provided via video tele-conferencing (VTC) on the acquisition of functional analysis procedures by six teachers. A university supervisor used VTC equipment (i.e., computers equipped with web cameras and Internet) to provide feedback to teachers learning to implement functional analysis conditions…

Feedback-giving behaviour in performance evaluations during clinical clerkships.

PubMed

Bok, Harold G J; Jaarsma, Debbie A D C; Spruijt, Annemarie; Van Beukelen, Peter; Van Der Vleuten, Cees P M; Teunissen, Pim W

2016-01-01

Narrative feedback documented in performance evaluations by the teacher, i.e. the clinical supervisor, is generally accepted to be essential for workplace learning. Many studies have examined factors of influence on the usage of mini-clinical evaluation exercise (mini-CEX) instruments and provision of feedback, but little is known about how these factors influence teachers' feedback-giving behaviour. In this study, we investigated teachers' use of mini-CEX in performance evaluations to provide narrative feedback in undergraduate clinical training. We designed an exploratory qualitative study using an interpretive approach. Focusing on the usage of mini-CEX instruments in clinical training, we conducted semi-structured interviews to explore teachers' perceptions. Between February and June 2013, we conducted interviews with 14 clinicians participated as teachers during undergraduate clinical clerkships. Informed by concepts from the literature, we coded interview transcripts and iteratively reduced and displayed data using template analysis. We identified three main themes of interrelated factors that influenced teachers' practice with regard to mini-CEX instruments: teacher-related factors; teacher-student interaction-related factors, and teacher-context interaction-related factors. Four issues (direct observation, relationship between teacher and student, verbal versus written feedback, formative versus summative purposes) that are pertinent to workplace-based performance evaluations were presented to clarify how different factors interact with each other and influence teachers' feedback-giving behaviour. Embedding performance observation in clinical practice and establishing trustworthy teacher-student relationships in more longitudinal clinical clerkships were considered important in creating a learning environment that supports and facilitates the feedback exchange. Teachers' feedback-giving behaviour within the clinical context results from the interaction between personal, interpersonal and contextual factors. Increasing insight into how teachers use mini-CEX instruments in daily practice may offer strategies for creating a professional learning culture in which feedback giving and seeking would be enhanced.

The Impact of Oral and Written Feedback on EFL Writers with the Use of Screencasts

ERIC Educational Resources Information Center

Alvira, Roberto

2016-01-01

This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called "screencasting." The findings of the study suggest that the use of coded, written, and oral feedback is widely…

Development of electrical feedback controlled heat pipes and the advanced thermal control flight experiment

NASA Technical Reports Server (NTRS)

Bienert, W. B.

1974-01-01

The development and characteristics of electrical feedback controlled heat pipes (FCHP) are discussed. An analytical model was produced to describe the performance of the FCHP under steady state and transient conditions. An advanced thermal control flight experiment was designed to demonstrate the performance of the thermal control component in a space environment. The thermal control equipment was evaluated on the ATS-F satellite to provide performance data for the components and to act as a thermal control system which can be used to provide temperature stability of spacecraft components in future applications.

Theoretical transient analysis of a hearing aid feedback canceller with a saturation type nonlinearity in the direct path.

PubMed

Costa, Márcio Holsbach

2017-12-01

Feedback cancellation in a hearing aid is essential for achieving high maximum stable gain to compensate for the losses in severe to profound hearing impaired people. The performance of adaptive feedback cancellers has been studied by assuming that the feedback path can be modeled as a linear system. However, limited dynamic range, low-cost loudspeakers, and nonlinear power amplifiers may distort the hearing aid output signal. In this way, linear-based predictions of the canceller performance may lead to significant deviations from its actual behavior. This work presents a theoretical performance analysis of a Least Mean Square based shadow filter that is applied to set up the coefficients of a feedback canceller, which is subject to a static saturation type nonlinearity at the output of the direct path. Deterministic recursive equations are derived to predict the mean square feedback error and the mean coefficient vector evolution between updates of the feedback canceller. These models are defined as functions of the canceller parameters and input signal statistics. Comparisons with Monte Carlo simulations show the provided models are highly accurate under the considered assumptions. The developed models allow inferences about the potential impact of an overdriven loudspeaker over the transient performance of the direct method feedback canceller, serving as insightful tools for understanding the involved mechanisms. Copyright © 2017 Elsevier Ltd. All rights reserved.

Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold.

PubMed

El Saadawi, Gilan M; Azevedo, Roger; Castine, Melissa; Payne, Velma; Medvedeva, Olga; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Crowley, Rebecca S

2010-03-01

Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and metacognitive performance. On day 2, a between-subjects design was used to compare the use of other metacognitive scaffolds (intervention group) against no metacognitive scaffolds (control group) on cognitive and metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of metacognitive performance, including Goodman-Kruskal gamma correlation (G), bias, and discrimination. For the intervention group, we also computed metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other metacognitive scaffolds. Results obtained directly from the ITS suggest that other metacognitive scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both metacognitive and cognitive gains in a medical tutoring system. Other metacognitive scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded.

Factors Affecting Feeling-of-knowing in a Medical Intelligent Tutoring System – the role of Immediate Feedback as a Metacognitive Scaffold

PubMed Central

El Saadawi, Gilan M.; Azevedo, Roger; Castine, Melissa; Payne, Velma; Medvedeva, Olga; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Crowley, Rebecca S.

2009-01-01

Objective Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an Intelligent Tutoring System in Pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support metacognitive gains when immediate feedback is faded. Methods Twenty-three (23) participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and metacognitive performance. On day 2, a between-subjects design was used to compare the use of other metacognitive scaffolds (intervention group) against no metacognitive scaffolds (control group) on cognitive and metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of metacognitive performance, including Goodman-Kruskal Gamma correlation (G), Bias, and Discrimination. For the intervention group, we also computed metacognitive measures during tutoring sessions. Results Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other metacognitive scaffolds. Results obtained directly from the ITS suggest that other metacognitive scaffolds do have a positive effect on G and Discrimination, as immediate feedback is faded. Conclusions Immediate feedback had a positive effect on both metacognitive and cognitive gains in a medical tutoring system. Other metacognitive scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded. PMID:19434508

Haptic force-feedback devices for the office computer: performance and musculoskeletal loading issues.

PubMed

Dennerlein, J T; Yang, M C

2001-01-01

Pointing devices, essential input tools for the graphical user interface (GUI) of desktop computers, require precise motor control and dexterity to use. Haptic force-feedback devices provide the human operator with tactile cues, adding the sense of touch to existing visual and auditory interfaces. However, the performance enhancements, comfort, and possible musculoskeletal loading of using a force-feedback device in an office environment are unknown. Hypothesizing that the time to perform a task and the self-reported pain and discomfort of the task improve with the addition of force feedback, 26 people ranging in age from 22 to 44 years performed a point-and-click task 540 times with and without an attractive force field surrounding the desired target. The point-and-click movements were approximately 25% faster with the addition of force feedback (paired t-tests, p < 0.001). Perceived user discomfort and pain, as measured through a questionnaire, were also smaller with the addition of force feedback (p < 0.001). However, this difference decreased as additional distracting force fields were added to the task environment, simulating a more realistic work situation. These results suggest that for a given task, use of a force-feedback device improves performance, and potentially reduces musculoskeletal loading during mouse use. Actual or potential applications of this research include human-computer interface design, specifically that of the pointing device extensively used for the graphical user interface.

Real-time evaluation and visualization of learner performance in a mixed-reality environment for clinical breast examination.

PubMed

Kotranza, Aaron; Lind, D Scott; Lok, Benjamin

2012-07-01

We investigate the efficacy of incorporating real-time feedback of user performance within mixed-reality environments (MREs) for training real-world tasks with tightly coupled cognitive and psychomotor components. This paper presents an approach to providing real-time evaluation and visual feedback of learner performance in an MRE for training clinical breast examination (CBE). In a user study of experienced and novice CBE practitioners (n = 69), novices receiving real-time feedback performed equivalently or better than more experienced practitioners in the completeness and correctness of the exam. A second user study (n = 8) followed novices through repeated practice of CBE in the MRE. Results indicate that skills improvement in the MRE transfers to the real-world task of CBE of human patients. This initial case study demonstrates the efficacy of MREs incorporating real-time feedback for training real-world cognitive-psychomotor tasks.

Self Adapted Testing as Formative Assessment: Effects of Feedback and Scoring on Engagement and Performance

ERIC Educational Resources Information Center

Arieli-Attali, Meirav

2016-01-01

This dissertation investigated the feasibility of self-adapted testing (SAT) as a formative assessment tool with the focus on learning. Under two different orientation goals--to excel on a test (performance goal) or to learn from the test (learning goal)--I examined the effect of different scoring rules provided as interactive feedback, on test…

Social anxiety and the ironic effects of positive interviewer feedback.

PubMed

Budnick, Christopher J; Kowal, Marta; Santuzzi, Alecia M

2015-01-01

Positive interviewer feedback should encourage positive experiences and outcomes for interviewees. Yet, positive feedback is inconsistent with socially anxious interviewees' negative self-views. Socially anxious interviewees might experience increased self-focus while attempting to reconcile the inconsistency between their self-perceptions and that feedback. This could interfere with successful interview performance. This study used a 3 (feedback: positive, negative, no) × 2 (social anxiety: high, low) between-subjects design. Undergraduate students (N = 88) completed a measure of dispositional social anxiety. They then engaged in a simulated interview with a White confederate trained to adhere to a standardized script. Interviewees received positive, negative, or no interviewer feedback. Each interview was video recorded to code anxiety displays, impression management tactics, and interview success. Following positive feedback, socially anxious interviewees displayed more anxiety, less assertiveness, and received lower success ratings. Among anxious interviewees, increased self-focus provided an indirect path between positive feedback and lower success. Consistent with self-verification theory, anxious interviewees had poorer interview performance following positive feedback that contradicted their negative self-views. Thus, socially anxious interviewees might be at a disadvantage when interviewing, especially following positive feedback. Implications for interviewees and interviewers are discussed.

Feedback in the OSCE: What Do Residents Remember?

PubMed

Humphrey-Murto, Susan; Mihok, Marika; Pugh, Debra; Touchie, Claire; Halman, Samantha; Wood, Timothy J

2016-01-01

The move to competency-based education has heightened the importance of direct observation of clinical skills and effective feedback. The Objective Structured Clinical Examination (OSCE) is widely used for assessment and affords an opportunity for both direct observation and feedback to occur simultaneously. For feedback to be effective, it should include direct observation, assessment of performance, provision of feedback, reflection, decision making, and use of feedback for learning and change. If one of the goals of feedback is to engage students to think about their performance (i.e., reflection), it would seem imperative that they can recall this feedback both immediately and into the future. This study explores recall of feedback in the context of an OSCE. Specifically, the purpose of this study was to (a) determine the amount and the accuracy of feedback that trainees remember immediately after an OSCE, as well as 1 month later, and (b) assess whether prompting immediate recall improved delayed recall. Internal medicine residents received 2 minutes of verbal feedback from physician examiners in the context of an OSCE. The feedback was audio-recorded and later transcribed. Residents were randomly allocated to the immediate recall group (immediate-RG; n = 10) or the delayed recall group (delayed-RG; n = 8). The immediate-RG completed a questionnaire prompting recall of feedback received immediately after the OSCE, and then again 1 month later. The delayed-RG completed a questionnaire only 1 month after the OSCE. The total number and accuracy of feedback points provided by examiners were compared to the points recalled by residents. Results comparing recall at 1 month between the immediate-RG and the delayed-RG were also studied. Physician examiners provided considerably more feedback points (M = 16.3) than the residents recalled immediately after the OSCE (M = 2.61, p < .001). There was no significant difference between the number of feedback points recalled upon completion of the OSCE (2.61) compared to 1 month later (M = 1.96, p = .06, Cohen's d = .70). Prompting immediate recall did not improve later recall. The mean accuracy score for feedback recall immediately after the OSCE was 4.3/9 or "somewhat representative," and at 1 month the score dropped to 3.5/9 or "not representative" (ns). Residents recall very few feedback points immediately after the OSCE and 1 month later. The feedback points that are recalled are neither very accurate nor representative of the feedback actually provided.

Biased Feedback in Spatial Recall Yields a Violation of Delta Rule Learning

PubMed Central

Lipinski, John; Spencer, John P.; Samuelson, Larissa K.

2010-01-01

This study investigates whether inductive processes influencing spatial memory performance generalize to supervised learning scenarios with differential feedback. After providing a location memory response in a spatial recall task, participants received visual feedback showing the target location. In critical blocks, feedback was systematically biased either 4° towards the vertical axis (Towards condition) or 4° further away from the vertical axis (Away condition). Results showed that the weaker teaching signal (i.e., a smaller difference between the remembered location and the feedback location) in the Away condition produced a stronger experience-dependent change over blocks than in the Towards condition. This violates delta rule learning. Subsequent simulations of the Dynamic Field Theory of spatial cognition provide a theoretically unified account of these results. PMID:20702881

Biased feedback in spatial recall yields a violation of delta rule learning.

PubMed

Lipinski, John; Spencer, John P; Samuelson, Larissa K

2010-08-01

This study investigates whether inductive processes influencing spatial memory performance generalize to supervised learning scenarios with differential feedback. After providing a location memory response in a spatial recall task, participants received visual feedback showing the target location. In critical blocks, feedback was systematically biased either 4 degrees toward the vertical axis (toward condition) or 4 degrees farther away from the vertical axis (away condition). Results showed that the weaker teaching signal (i.e., a smaller difference between the remembered location and the feedback location) produced a stronger experience-dependent change over blocks in the away condition than in the toward condition. This violates delta rule learning. Subsequent simulations of the dynamic field theory of spatial cognition provide a theoretically unified account of these results.

Bimanual Coordination Learning with Different Augmented Feedback Modalities and Information Types

PubMed Central

Chiou, Shiau-Chuen; Chang, Erik Chihhung

2016-01-01

Previous studies have shown that bimanual coordination learning is more resistant to the removal of augmented feedback when acquired with auditory than with visual channel. However, it is unclear whether this differential “guidance effect” between feedback modalities is due to enhanced sensorimotor integration via the non-dominant auditory channel or strengthened linkage to kinesthetic information under rhythmic input. The current study aimed to examine how modalities (visual vs. auditory) and information types (continuous visuospatial vs. discrete rhythmic) of concurrent augmented feedback influence bimanual coordination learning. Participants either learned a 90°-out-of-phase pattern for three consecutive days with Lissajous feedback indicating the integrated position of both arms, or with visual or auditory rhythmic feedback reflecting the relative timing of the movement. The results showed diverse performance change after practice when the feedback was removed between Lissajous and the other two rhythmic groups, indicating that the guidance effect may be modulated by the type of information provided during practice. Moreover, significant performance improvement in the dual-task condition where the irregular rhythm counting task was applied as a secondary task also suggested that lower involvement of conscious control may result in better performance in bimanual coordination. PMID:26895286

Bimanual Coordination Learning with Different Augmented Feedback Modalities and Information Types.

PubMed

Chiou, Shiau-Chuen; Chang, Erik Chihhung

2016-01-01

Previous studies have shown that bimanual coordination learning is more resistant to the removal of augmented feedback when acquired with auditory than with visual channel. However, it is unclear whether this differential "guidance effect" between feedback modalities is due to enhanced sensorimotor integration via the non-dominant auditory channel or strengthened linkage to kinesthetic information under rhythmic input. The current study aimed to examine how modalities (visual vs. auditory) and information types (continuous visuospatial vs. discrete rhythmic) of concurrent augmented feedback influence bimanual coordination learning. Participants either learned a 90°-out-of-phase pattern for three consecutive days with Lissajous feedback indicating the integrated position of both arms, or with visual or auditory rhythmic feedback reflecting the relative timing of the movement. The results showed diverse performance change after practice when the feedback was removed between Lissajous and the other two rhythmic groups, indicating that the guidance effect may be modulated by the type of information provided during practice. Moreover, significant performance improvement in the dual-task condition where the irregular rhythm counting task was applied as a secondary task also suggested that lower involvement of conscious control may result in better performance in bimanual coordination.

Visual feedback attenuates mean concentric barbell velocity loss, and improves motivation, competitiveness, and perceived workload in male adolescent athletes.

PubMed

Weakley, Jonathon Js; Wilson, Kyle M; Till, Kevin; Read, Dale B; Darrall-Jones, Joshua; Roe, Gregory; Phibbs, Padraic J; Jones, Ben

2017-07-12

It is unknown whether instantaneous visual feedback of resistance training outcomes can enhance barbell velocity in younger athletes. Therefore, the purpose of this study was to quantify the effects of visual feedback on mean concentric barbell velocity in the back squat, and to identify changes in motivation, competitiveness, and perceived workload. In a randomised-crossover design (Feedback vs. Control) feedback of mean concentric barbell velocity was or was not provided throughout a set of 10 repetitions in the barbell back squat. Magnitude-based inferences were used to assess changes between conditions, with almost certainly greater differences in mean concentric velocity between the Feedback (0.70 ±0.04 m·s) and Control (0.65 ±0.05 m·s) observed. Additionally, individual repetition mean concentric velocity ranged from possibly (repetition number two: 0.79 ±0.04 vs. 0.78 ±0.04 m·s) to almost certainly (repetition number 10: 0.58 ±0.05 vs. 0.49 ±0.05 m·s) greater when provided feedback, while almost certain differences were observed in motivation, competitiveness, and perceived workload, respectively. Providing adolescent male athletes with visual kinematic information while completing resistance training is beneficial for the maintenance of barbell velocity during a training set, potentially enhancing physical performance. Moreover, these improvements were observed alongside increases in motivation, competitiveness and perceived workload providing insight into the underlying mechanisms responsible for the performance gains observed. Given the observed maintenance of barbell velocity during a training set, practitioners can use this technique to manipulate training outcomes during resistance training.

Who Do You Think I Am? Modeling Individual Differences for More Adaptive and Effective Instruction

ERIC Educational Resources Information Center

Allen, Laura K.

2015-01-01

The purpose of intelligent tutoring systems is to provide students with personalized instruction and feedback. The focus of these systems typically rests in the adaptability of the feedback provided to students, which relies on automated assessments of performance in the system. A large focus of my previous work has been to determine how natural…

Perioperative feedback in surgical training: A systematic review.

PubMed

McKendy, Katherine M; Watanabe, Yusuke; Lee, Lawrence; Bilgic, Elif; Enani, Ghada; Feldman, Liane S; Fried, Gerald M; Vassiliou, Melina C

2017-07-01

Changes in surgical training have raised concerns about residents' operative exposure and preparedness for independent practice. One way of addressing this concern is by optimizing teaching and feedback in the operating room (OR). The objective of this study was to perform a systematic review on perioperative teaching and feedback. A systematic literature search identified articles from 1994 to 2014 that addressed teaching, feedback, guidance, or debriefing in the perioperative period. Data was extracted according to ENTREQ guidelines, and a qualitative analysis was performed. Thematic analysis of the 26 included studies identified four major topics. Observation of teaching behaviors in the OR described current teaching practices. Identification of effective teaching strategies analyzed teaching behaviors, differentiating positive and negative teaching strategies. Perceptions of teaching behaviors described resident and attending satisfaction with teaching in the OR. Finally models for delivering structured feedback cited examples of feedback strategies and measured their effectiveness. This study provides an overview of perioperative teaching and feedback for surgical trainees and identifies a need for improved quality and quantity of structured feedback. Copyright © 2016 Elsevier Inc. All rights reserved.

E-Pad: a comfortable electrocutaneous-based tactile feedback display

NASA Astrophysics Data System (ADS)

Wang, Jiabin; Zhao, Lu; Liu, Yue; Wang, Yongtian; Cai, Yi

2018-01-01

The devices with touchscreen are becoming more popular recently; however, most of them suffer from the crucial drawbacks of lacking accurate tactile feedback. A novel electrocutaneous-based tactile device with the name of E-pad is proposed to provide a dynamic and static low-voltage feedback for touchscreen. We optimize the key parameters of the output voltage and design custom-made hardwares to guarantee a comfortable user experience. Users could move their fingers freely across the touchscreen of the proposed device to really feel virtual objects. Two preliminary experiments are conducted to evaluate the interactive performance of the proposed device and the experimental results show that the proposed device can provide a comfortable and distinct tactile feedback.

A stochastic optimal feedforward and feedback control methodology for superagility

NASA Technical Reports Server (NTRS)

Halyo, Nesim; Direskeneli, Haldun; Taylor, Deborah B.

1992-01-01

A new control design methodology is developed: Stochastic Optimal Feedforward and Feedback Technology (SOFFT). Traditional design techniques optimize a single cost function (which expresses the design objectives) to obtain both the feedforward and feedback control laws. This approach places conflicting demands on the control law such as fast tracking versus noise atttenuation/disturbance rejection. In the SOFFT approach, two cost functions are defined. The feedforward control law is designed to optimize one cost function, the feedback optimizes the other. By separating the design objectives and decoupling the feedforward and feedback design processes, both objectives can be achieved fully. A new measure of command tracking performance, Z-plots, is also developed. By analyzing these plots at off-nominal conditions, the sensitivity or robustness of the system in tracking commands can be predicted. Z-plots provide an important tool for designing robust control systems. The Variable-Gain SOFFT methodology was used to design a flight control system for the F/A-18 aircraft. It is shown that SOFFT can be used to expand the operating regime and provide greater performance (flying/handling qualities) throughout the extended flight regime. This work was performed under the NASA SBIR program. ICS plans to market the software developed as a new module in its commercial CACSD software package: ACET.

Development and Evaluation of a Novel Survey Tool Assessing Inpatient Consult Service Performance.

PubMed

Miloslavsky, Eli M; Chang, Yuchiao

2017-12-01

Subspecialty consultation in inpatient medicine is increasing, and enhancing performance of consultation services may have a broad-reaching impact. Multisource feedback is an important tool in assessing competence and improving performance. A mechanism for primary team resident feedback on performance of consult services has not been described. We developed and evaluated an instrument designed to assess internal medicine (IM) subspecialty inpatient consult service performance. We hypothesized that the instrument would be feasible to administer and provide important information to fellowship directors. The instrument was administered in 2015 and 2016 at a single academic center. All IM residents were invited to evaluate 10 IM subspecialty consult services on 4 items and an overall satisfaction rating. The instrument allowed for free-text feedback to fellows. Program directors completed another survey assessing the impact of the consult service evaluation. A total of 113 residents responded (47 in 2015 and 66 in 2016, for a combined response rate of 35%). Each of the 4 items measured (communication, professionalism, teaching, and pushback) correlated significantly with the overall satisfaction rating in univariate and multivariate analyses. There were no differences in ratings across postgraduate year or year of administration. There was considerable variation in ratings among the services evaluated. The 7 program directors who provided feedback found the survey useful and made programmatic changes following evaluation implementation. A primary team resident evaluation of inpatient medicine subspecialty consult services is feasible, provides valuable information, and is associated with changes in consult service structure and curricula.

Two time scale output feedback regulation for ill-conditioned systems

NASA Technical Reports Server (NTRS)

Calise, A. J.; Moerder, D. D.

1986-01-01

Issues pertaining to the well-posedness of a two time scale approach to the output feedback regulator design problem are examined. An approximate quadratic performance index which reflects a two time scale decomposition of the system dynamics is developed. It is shown that, under mild assumptions, minimization of this cost leads to feedback gains providing a second-order approximation of optimal full system performance. A simplified approach to two time scale feedback design is also developed, in which gains are separately calculated to stabilize the slow and fast subsystem models. By exploiting the notion of combined control and observation spillover suppression, conditions are derived assuring that these gains will stabilize the full-order system. A sequential numerical algorithm is described which obtains output feedback gains minimizing a broad class of performance indices, including the standard LQ case. It is shown that the algorithm converges to a local minimum under nonrestrictive assumptions. This procedure is adapted to and demonstrated for the two time scale design formulations.

Providing haptic feedback in robot-assisted minimally invasive surgery: a direct optical force-sensing solution for haptic rendering of deformable bodies.

PubMed

Ehrampoosh, Shervin; Dave, Mohit; Kia, Michael A; Rablau, Corneliu; Zadeh, Mehrdad H

2013-01-01

This paper presents an enhanced haptic-enabled master-slave teleoperation system which can be used to provide force feedback to surgeons in minimally invasive surgery (MIS). One of the research goals was to develop a combined-control architecture framework that included both direct force reflection (DFR) and position-error-based (PEB) control strategies. To achieve this goal, it was essential to measure accurately the direct contact forces between deformable bodies and a robotic tool tip. To measure the forces at a surgical tool tip and enhance the performance of the teleoperation system, an optical force sensor was designed, prototyped, and added to a robot manipulator. The enhanced teleoperation architecture was formulated by developing mathematical models for the optical force sensor, the extended slave robot manipulator, and the combined-control strategy. Human factor studies were also conducted to (a) examine experimentally the performance of the enhanced teleoperation system with the optical force sensor, and (b) study human haptic perception during the identification of remote object deformability. The first experiment was carried out to discriminate deformability of objects when human subjects were in direct contact with deformable objects by means of a laparoscopic tool. The control parameters were then tuned based on the results of this experiment using a gain-scheduling method. The second experiment was conducted to study the effectiveness of the force feedback provided through the enhanced teleoperation system. The results show that the force feedback increased the ability of subjects to correctly identify materials of different deformable types. In addition, the virtual force feedback provided by the teleoperation system comes close to the real force feedback experienced in direct MIS. The experimental results provide design guidelines for choosing and validating the control architecture and the optical force sensor.

Trainees' Perceptions of Feedback: Validity Evidence for Two FEEDME (Feedback in Medical Education) Instruments.

PubMed

Bing-You, Robert; Ramesh, Saradha; Hayes, Victoria; Varaklis, Kalli; Ward, Denham; Blanco, Maria

2018-01-01

Construct: Medical educators consider feedback a core component of the educational process. Effective feedback allows learners to acquire new skills, knowledge, and attitudes. Learners' perceptions of feedback are an important aspect to assess with valid methods in order to improve the feedback skills of educators and the feedback culture. Although guidelines for delivering effective feedback have existed for several decades, medical students and residents often indicate that they receive little feedback. A recent scoping review on feedback in medical education did not reveal any validity evidence on instruments to assess learner's perceptions of feedback. The purpose of our study was to gather validity evidence on two novel FEEDME (Feedback in Medical Education) instruments to assess medical students' and residents' perceptions of the feedback that they receive. After the authors developed an initial instrument with 54 items, cognitive interviews with medical students and residents suggested that 2 separate instruments were needed, one focused on the feedback culture (FEEDME-Culture) and the other on the provider of feedback (FEEDME-Provider). A Delphi study with 17 medical education experts and faculty members assessed content validity. The response process was explored involving 31 medical students and residents at 2 academic institutions. Exploratory factor analysis and reliability analyses were performed on completed instruments. Two Delphi consultation rounds refined the wording of items and eliminated several items. Learners found both instruments easy and quick to answer; it took them less than 5 minutes to complete. Learners preferred an electronic format of the instruments over paper. Factor analysis revealed a two- and three-factor solution for the FEEDME-Culture and FEEDME-Provider instruments, respectively. Cronbach's alpha was greater than 0.80 for all factors. Items on both instruments were moderately to highly correlated (range, r = .3-.7). Our results provide preliminary validity evidence of 2 novel feedback instruments. After further validation of both FEEDME instruments, sharing the results of the FEEDME-Culture instrument with educational leaders and faculty may improve the culture of feedback on specific educational rotations and at the institutional level. The FEEDME-Provider instrument could be useful for faculty development targeting feedback skills. Additional research studies could assess whether both instruments may be used to help learners receive feedback and prompt reflective learning.

The Pediatrics Milestones Assessment Pilot: Development of Workplace-Based Assessment Content, Instruments, and Processes.

PubMed

Hicks, Patricia J; Margolis, Melissa; Poynter, Sue E; Chaffinch, Christa; Tenney-Soeiro, Rebecca; Turner, Teri L; Waggoner-Fountain, Linda; Lockridge, Robin; Clyman, Stephen G; Schwartz, Alan

2016-05-01

To report on the development of content and user feedback regarding the assessment process and utility of the workplace-based assessment instruments of the Pediatrics Milestones Assessment Pilot (PMAP). One multisource feedback instrument and two structured clinical observation instruments were developed and refined by experts in pediatrics and assessment to provide evidence for nine competencies based on the Pediatrics Milestones (PMs) and chosen to inform residency program faculty decisions about learners' readiness to serve as pediatric interns in the inpatient setting. During the 2012-2013 PMAP study, 18 U.S. pediatric residency programs enrolled interns and subinterns. Faculty, residents, nurses, and other observers used the instruments to assess learner performance through direct observation during a one-month rotation. At the end of the rotation, data were aggregated for each learner, milestone levels were assigned using a milestone classification form, and feedback was provided to learners. Learners and site leads were surveyed and/or interviewed about their experience as participants. Across the sites, 2,338 instruments assessing 239 learners were completed by 630 unique observers. Regarding end-of-rotation feedback, 93% of learners (128/137) agreed the assessments and feedback "helped me understand how those with whom I work perceive my performance," and 85% (117/137) agreed they were "useful for constructing future goals or identifying a developmental path." Site leads identified several benefits and challenges to the assessment process. PM-based instruments used in workplace-based assessment provide a meaningful and acceptable approach to collecting evidence of learner competency development. Learners valued feedback provided by PM-based assessment.

Standardized patient feedback: making it work across disciplines.

PubMed

Dayer Berenson, Linda; Goodill, Sharon W; Wenger, Sarah

2012-01-01

In health professions education, feedback can be defined as the sharing of information about a student's performance. The most valuable learning occurs when students receive detailed feedback delivered in a way they can utilize it. In clinical simulations, feedback from a standardized patient (SP) offers a unique perspective. This article presents some of the underlying theory and research on feedback delivery with a particular emphasis on the role of non-verbal communication. We explore what feedback students need from SPs, how to provide feedback effectively as well as common challenges to the process. The authors, working from different health care disciplines, collaborated to develop a training workshop for the college's SPs designed to ensure a consistent approach to SP feedback delivery. We describe this workshop and its outcomes.

The impact of constructive feedback on training in gastrointestinal endoscopy using high-fidelity Virtual-Reality simulation: a randomised controlled trial.

PubMed

Kruglikova, Irina; Grantcharov, Teodor P; Drewes, Asbjorn M; Funch-Jensen, Peter

2010-02-01

Recently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external feedback on acquisition of endoscopic skills. The aim of the present study was to assess the impact of external feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees. 22 trainees, without colonoscopy experience were randomised to a group which received structured feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4-6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists. All subjects were able to complete the procedure on the simulator. There were no perforations in the feedback group versus seven in the non-feedback group. Subjects in the feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests. Concurrent feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.

ASDTIC: A feedback control innovation

NASA Technical Reports Server (NTRS)

Lalli, V. R.; Schoenfeld, A. D.

1972-01-01

The ASDTIC (Analog Signal to Discrete Time Interval Converter) control subsystem provides precise output control of high performance aerospace power supplies. The key to ASDTIC operation is that it stably controls output by sensing output energy change as well as output magnitude. The ASDTIC control subsystem and control module were developed to improve power supply performance during static and dynamic input voltage and output load variations, to reduce output voltage or current regulation due to component variations or aging, to maintain a stable feedback control with variations in the loop gain or loop time constants, and to standardize the feedback control subsystem for power conditioning equipment.

ASDTIC - A feedback control innovation.

NASA Technical Reports Server (NTRS)

Lalli, V. R.; Schoenfeld, A. D.

1972-01-01

The ASDTIC (analog signal to discrete time interval converter) control subsystem provides precise output control of high performance aerospace power supplies. The key to ASDTIC operation is that it stably controls output by sensing output energy change as well as output magnitude. The ASDTIC control subsystem and control module were developed to improve power supply performance during static and dynamic input voltage and output load variations, to reduce output voltage or current regulation due to component variations or aging, to maintain a stable feedback control with variations in the loop gain or loop time constants, and to standardize the feedback control subsystem for power conditioning equipment.

Targeted Feedback in the Milestones Era: Utilization of the Ask-Tell-Ask Feedback Model to Promote Reflection and Self-Assessment.

PubMed

French, Judith C; Colbert, Colleen Y; Pien, Lily C; Dannefer, Elaine F; Taylor, Christine A

2015-01-01

The Accreditation Council for Graduate Medical Education's Milestones Project focuses trainee education on the formation of valued behaviors and skills believed to be necessary for trainees to become independent practitioners. The development and refinement of behaviors and skills outlined within the milestones will require learners to monitor, reflect, and assess their own performance over time. External feedback provides an opportunity for learners to recalibrate their self-assessments, thereby enabling them to develop better self-monitoring and self-assessment skills. Yet, feedback to trainees is frequently generic, such as "great job," "nice work," or "you need to read more." In this article, we describe a feedback model that faculty can use to provide specific feedback, while increasing accountability for learners. We offer practical examples of its use in a variety of settings in the milestone era. The Ask-Tell-Ask (ATA) patient communication skills strategy, which was adapted for use as a trainee feedback model 10 years ago at our institution, is a learner-centered approach for reinforcing and modifying behaviors. The model is efficient, promotes learner accountability, and helps trainees develop reflection and self-assessment skills. A feedback agreement further enhances ATA by establishing a shared understanding of goals for the educational encounter. The ATA feedback model, combined with a feedback agreement, encourages learners to self-identify strengths and areas for improvement, before receiving feedback. Personal monitoring, reflection, self-assessment, and increased accountability make ATA an ideal learner-centered feedback model for the milestones era, which focuses on performance improvement over time. We believe the introduction of the ATA feedback model in surgical training programs is a step in the right direction towards meaningful programmatic culture change. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The effect of providing feedback on the characteristics of student responses to a videotaped format for high school physics assessment

NASA Astrophysics Data System (ADS)

Lawrence, Michael John

1997-12-01

The problem of science illiteracy has been well documented. The development of the critical thinking skills in science education are often sacrificed in favor of content coverage. Opportunities for critical thinking within a context of science have been recommended to promote science literacy (AAAS, 1993). One means of doing this is to have students make and explain predictions involving physical phenomena, observe feedback, and then revise the prediction. A videotaped assessment using this process served as the focus for this study. High school physics students were asked to predict and explain what would happen in situations involving optics. They were then given different feedback treatments. The purpose of this study was to: (a) examine the effect of providing feedback on the quality of responses in making both revisions and subsequent predictions, and (b) examine the relationship between content knowledge and qualitative performance. Sixty-four high ability students were separated into three treatment groups: no feedback (NF), visual feedback (F), and teacher-explained feedback (TE). These students responded to six items on the Optics Videotape Assessment and ten optics multiple choice items from the National Physics Exam (NPE). Their teachers had previously attended a professional development institute which emphasized the practice and philosophy of assessments like the Optics Assessment. The assessment responses were categorized by two raters who used a taxonomy that ranged from simple descriptions to complete explanations. NPE performance was compared using one-way ANOVA, Optics Assessment performance was compared using a chi-square test of homogeneity, and a point-biserial correlation was done to compare qualitative and quantitative performance. The study found that students were unable to use feedback to make a significant change in the quality of their responses, whether revision or subsequent prediction. There was no correlation between content knowledge and qualitative performance. It was concluded that for students to succeed on an assessment of this type, their classroom teachers must be given the time to implement the appropriate instruction. Instruction and assessment of this nature are crucial to the development of science literacy.

Impact of audit and feedback and pay-for-performance interventions on pediatric hospitalist discharge communication with primary care providers.

PubMed

Tejedor-Sojo, Javier; Creek, Tracy; Leong, Traci

2015-01-01

The study team sought to improve hospitalist communication with primary care providers (PCPs) at discharge through interventions consisting of (a) audit and feedback and (b) inclusion of a discharge communication measure in the incentive compensation for pediatric hospitalists. The setting was a 16-physician pediatric hospitalist group within a tertiary pediatric hospital. Discharge summaries were selected randomly for documentation of communication with PCPs. At baseline, 57% of charts had documented communication with PCPs, increasing to 84% during the audit and feedback period. Following the addition of a financial incentive, documentation of communication with PCPs increased to 93% and was sustained during the combined intervention period. The number of physicians meeting the study's performance goal increased from 1 to 14 by the end of the study period. A financial incentive coupled with an audit and feedback tool was effective at modifying physician behavior, achieving focused, measurable quality improvement gains. © 2014 by the American College of Medical Quality.

Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation

ERIC Educational Resources Information Center

Yu, Fu-Yun; Wu, Chun-Ping

2016-01-01

The research objectives of this study were to examine the individual and combined predictive effects of the quality of online peer-feedback provided and received on primary school students' quality of question-generation. A correlational study was adopted, and performance data from 213 fifth-grade students engaged in online question-generation and…

Starting Block Performance in Sprinters: A Statistical Method for Identifying Discriminative Parameters of the Performance and an Analysis of the Effect of Providing Feedback over a 6-Week Period

PubMed Central

Fortier, Sylvie; Basset, Fabien A.; Mbourou, Ginette A.; Favérial, Jérôme; Teasdale, Normand

2005-01-01

The purpose of this study was twofold: (a) to examine if kinetic and kinematic parameters of the sprint start could differentiate elite from sub-elite sprinters and, (b) to investigate whether providing feedback (FB) about selected parameters could improve starting block performance of intermediate sprinters over a 6-week training period. Twelve male sprinters, assigned to an elite or a sub-elite group, participated in Experiment 1. Eight intermediate sprinters participated in Experiment 2. All athletes were required to perform three sprint starts at maximum intensity followed by a 10-m run. To detect differences between elite and sub-elite groups, comparisons were made using t-tests for independent samples. Parameters reaching a significant group difference were retained for the linear discriminant analysis (LDA). The LDA yielded four discriminative kinetic parameters. Feedback about these selected parameters was given to sprinters in Experiment 2. For this experiment, data acquisition was divided into three periods. The first six sessions were without specific FB, whereas the following six sessions were enriched by kinetic FB. Finally, athletes underwent a retention session (without FB) 4 weeks after the twelfth session. Even though differences were found in the time to front peak force, the time to rear peak force, and the front peak force in the retention session, the results of the present study showed that providing FB about selected kinetic parameters differentiating elite from sub-elite sprinters did not improve the starting block performance of intermediate sprinters. Key Points The linear discriminative analysis allows the identification of starting block parameters differentiating elite from sub-elite athletes. 6-week of feedback does not alter starting block performance in training context. The present results failed to confirm previous studies since feedback did not improve targeted kinetic parameters of the complex motor task in real-world context. PMID:24431969

Starting Block Performance in Sprinters: A Statistical Method for Identifying Discriminative Parameters of the Performance and an Analysis of the Effect of Providing Feedback over a 6-Week Period.

PubMed

Fortier, Sylvie; Basset, Fabien A; Mbourou, Ginette A; Favérial, Jérôme; Teasdale, Normand

2005-06-01

(a) to examine if kinetic and kinematic parameters of the sprint start could differentiate elite from sub-elite sprinters and, (b) to investigate whether providing feedback (FB) about selected parameters could improve starting block performance of intermediate sprinters over a 6-week training period. Twelve male sprinters, assigned to an elite or a sub-elite group, participated in Experiment 1. Eight intermediate sprinters participated in Experiment 2. All athletes were required to perform three sprint starts at maximum intensity followed by a 10-m run. To detect differences between elite and sub-elite groups, comparisons were made using t-tests for independent samples. Parameters reaching a significant group difference were retained for the linear discriminant analysis (LDA). The LDA yielded four discriminative kinetic parameters. Feedback about these selected parameters was given to sprinters in Experiment 2. For this experiment, data acquisition was divided into three periods. The first six sessions were without specific FB, whereas the following six sessions were enriched by kinetic FB. Finally, athletes underwent a retention session (without FB) 4 weeks after the twelfth session. Even though differences were found in the time to front peak force, the time to rear peak force, and the front peak force in the retention session, the results of the present study showed that providing FB about selected kinetic parameters differentiating elite from sub-elite sprinters did not improve the starting block performance of intermediate sprinters. Key PointsThe linear discriminative analysis allows the identification of starting block parameters differentiating elite from sub-elite athletes.6-week of feedback does not alter starting block performance in training context.The present results failed to confirm previous studies since feedback did not improve targeted kinetic parameters of the complex motor task in real-world context.

Performance of cardiopulmonary resuscitation feedback systems in a long-distance train with distributed traction.

PubMed

González-Otero, Digna M; de Gauna, Sofía Ruiz; Ruiz, Jesus; Rivero, Raquel; Gutierrez, J J; Saiz, Purificación; Russell, James K

2018-04-20

Out-of-hospital cardiac arrest is common in public locations, including public transportation sites. Feedback devices are increasingly being used to improve chest-compression quality. However, their performance during public transportation has not been studied yet. To test two CPR feedback devices representative of the current technologies (accelerometer and electromag- netic-field) in a long-distance train. Volunteers applied compressions on a manikin during the train route using both feedback devices. Depth and rate measurements computed by the devices were compared to the gold-standard values. Sixty-four 4-min records were acquired. The accelerometer-based device provided visual help in all experiments. Median absolute errors in depth and rate were 2.4 mm and 1.3 compressions per minute (cpm) during conventional speed, and 2.5 mm and 1.2 cpm during high speed. The electromagnetic-field-based device never provided CPR feedback; alert messages were shown instead. However, measurements were stored in its internal memory. Absolute errors for depth and rate were 2.6 mm and 0.7 cpm during conventional speed, and 2.6 mm and 0.7 cpm during high speed. Both devices were accurate despite the accelerations and the electromagnetic interferences induced by the train. However, the electromagnetic-field-based device would require modifications to avoid excessive alerts impeding feedback.

Audit and feedback interventions to improve endoscopist performance: Principles and effectiveness.

PubMed

Tinmouth, Jill; Patel, Jigisha; Hilsden, Robert J; Ivers, Noah; Llovet, Diego

2016-06-01

There is considerable variation in the quality of colonoscopy, attributable in part to endoscopist performance. Audit and feedback (A&F) provides health professionals with a summary of their performance over a period of time and is a common strategy used to improve provider performance. In this review, we discuss current understanding of the mechanism of A&F and describe specific features of effective A&F. To date, trials of A&F to improve colonoscopy performance report heterogeneous results, in part because colonoscopy is a complex procedural skill but also because the quality improvement interventions were sub-optimally implemented or inadequately evaluated. Nonetheless, evidence from a wide range of literature suggests that A&F has the potential to improve endoscopist performance. We discuss future directions for research in this area and provide guidance for providers or health system planners wishing to implement A&F to address quality of colonoscopy in their practice and/or jurisdiction. Copyright © 2016 Elsevier Ltd. All rights reserved.

Individualized Performance Feedback to Surgical Residents Improves Appropriate Venous Thromboembolism Prophylaxis Prescription and Reduces Potentially Preventable VTE: A Prospective Cohort Study.

PubMed

Lau, Brandyn D; Arnaoutakis, George J; Streiff, Michael B; Howley, Isaac W; Poruk, Katherine E; Beaulieu, Robert; Ellison, Trevor A; Van Arendonk, Kyle J; Kraus, Peggy S; Hobson, Deborah B; Holzmueller, Christine G; Black, James H; Pronovost, Peter J; Haut, Elliott R

2016-12-01

To investigate the effect of providing personal clinical effectiveness performance feedback to general surgery residents regarding prescription of appropriate venous thromboembolism (VTE) prophylaxis. Residents are frequently charged with prescribing medications for patients, including VTE prophylaxis, but rarely receive individual performance feedback regarding these practice habits. This prospective cohort study at the Johns Hopkins Hospital compared outcomes across 3 study periods: (1) baseline, (2) scorecard alone, and (3) scorecard plus coaching. All general surgery residents (n = 49) and surgical patients (n = 2420) for whom residents wrote admission orders during the first 9 months of the 2013-2014 academic year were included. Outcomes included the proportions of patients prescribed appropriate VTE prophylaxis, patients with preventable VTE, and residents prescribing appropriate VTE prophylaxis for every patient, and results from the Accreditation Council for Graduate Medical Education resident survey. At baseline, 89.4% of patients were prescribed appropriate VTE prophylaxis and only 45% of residents prescribed appropriate prophylaxis for every patient. During the scorecard period, appropriate VTE prophylaxis prescription significantly increased to 95.4% (P < 0.001). For the scorecard plus coaching period, significantly more residents prescribed appropriate prophylaxis for every patient (78% vs 45%, P = 0.0017). Preventable VTE was eliminated in both intervention periods (0% vs 0.35%, P = 0.046). After providing feedback, significantly more residents reported receiving data about practice habits on the Accreditation Council for Graduate Medical Education resident survey (87% vs 38%, P < 0.001). Providing personal clinical effectiveness feedback including data and peer-to-peer coaching improves resident performance, and results in a significant reduction in harm for patients.

Grip force control during virtual object interaction: effect of force feedback,accuracy demands, and training.

PubMed

Gibo, Tricia L; Bastian, Amy J; Okamura, Allison M

2014-03-01

When grasping and manipulating objects, people are able to efficiently modulate their grip force according to the experienced load force. Effective grip force control involves providing enough grip force to prevent the object from slipping, while avoiding excessive force to avoid damage and fatigue. During indirect object manipulation via teleoperation systems or in virtual environments, users often receive limited somatosensory feedback about objects with which they interact. This study examines the effects of force feedback, accuracy demands, and training on grip force control during object interaction in a virtual environment. The task required subjects to grasp and move a virtual object while tracking a target. When force feedback was not provided, subjects failed to couple grip and load force, a capability fundamental to direct object interaction. Subjects also exerted larger grip force without force feedback and when accuracy demands of the tracking task were high. In addition, the presence or absence of force feedback during training affected subsequent performance, even when the feedback condition was switched. Subjects' grip force control remained reminiscent of their employed grip during the initial training. These results motivate the use of force feedback during telemanipulation and highlight the effect of force feedback during training.

Interns reflect: the effect of formative assessment with feedback during pre-internship.

PubMed

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with "one-to-one" formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4-5 months after having received feedback on their performance of U/C as PrInt students. Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not ( p =0.03). Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns' performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal.

Interns reflect: the effect of formative assessment with feedback during pre-internship

PubMed Central

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

Background It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with “one-to-one” formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4–5 months after having received feedback on their performance of U/C as PrInt students. Methods Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Results Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not (p=0.03). Conclusion Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns’ performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal. PMID:28138270

The Roles of Feedback and Feedforward as Humans Learn to Control Unknown Dynamic Systems.

PubMed

Zhang, Xingye; Wang, Shaoqian; Hoagg, Jesse B; Seigler, T Michael

2018-02-01

We present results from an experiment in which human subjects interact with an unknown dynamic system 40 times during a two-week period. During each interaction, subjects are asked to perform a command-following (i.e., pursuit tracking) task. Each subject's performance at that task improves from the first trial to the last trial. For each trial, we use subsystem identification to estimate each subject's feedforward (or anticipatory) control, feedback (or reactive) control, and feedback time delay. Over the 40 trials, the magnitudes of the identified feedback controllers and the identified feedback time delays do not change significantly. In contrast, the identified feedforward controllers do change significantly. By the last trial, the average identified feedforward controller approximates the inverse of the dynamic system. This observation provides evidence that a fundamental component of human learning is updating the anticipatory control until it models the inverse dynamics.

Computerized visual feedback: an adjunct to robotic-assisted gait training.

PubMed

Banz, Raphael; Bolliger, Marc; Colombo, Gery; Dietz, Volker; Lünenburger, Lars

2008-10-01

Robotic devices for walking rehabilitation allow new possibilities for providing performance-related information to patients during gait training. Based on motor learning principles, augmented feedback during robotic-assisted gait training might improve the rehabilitation process used to regain walking function. This report presents a method to provide visual feedback implemented in a driven gait orthosis (DGO). The purpose of the study was to compare the immediate effect on motor output in subjects during robotic-assisted gait training when they used computerized visual feedback and when they followed verbal instructions of a physical therapist. Twelve people with neurological gait disorders due to incomplete spinal cord injury participated. Subjects were instructed to walk within the DGO in 2 different conditions. They were asked to increase their motor output by following the instructions of a therapist and by observing visual feedback. In addition, the subjects' opinions about using visual feedback were investigated by a questionnaire. Computerized visual feedback and verbal instructions by the therapist were observed to result in a similar change in motor output in subjects when walking within the DGO. Subjects reported that they were more motivated and concentrated on their movements when using computerized visual feedback compared with when no form of feedback was provided. Computerized visual feedback is a valuable adjunct to robotic-assisted gait training. It represents a relevant tool to increase patients' motor output, involvement, and motivation during gait training, similar to verbal instructions by a therapist.

Effort provides its own reward: endeavors reinforce subjective expectation and evaluation of task performance.

PubMed

Wang, Lei; Zheng, Jiehui; Meng, Liang

2017-04-01

Although many studies have investigated the relationship between the amount of effort invested in a certain task and one's attitude towards the subsequent reward, whether exerted effort would impact one's expectation and evaluation of performance feedback itself still remains to be examined. In the present study, two types of calculation tasks that varied in the required effort were adopted, and we resorted to electroencephalography to probe the temporal dynamics of how exerted effort would affect one's anticipation and evaluation of performance feedback. In the high-effort condition, a more salient stimulus-preceding negativity was detected during the anticipation stage, which was accompanied with a more salient FRN/P300 complex (a more positive P300 and a less negative feedback-related negativity) in response to positive outcomes in the evaluation stage. These results suggested that when more effort was invested, an enhanced anticipatory attention would be paid toward one's task performance feedback and that positive outcomes would be subjectively valued to a greater extent.

Teleoperated master-slave needle insertion.

PubMed

Abolhassani, Niki; Patel, Rajni V

2009-12-01

Accuracy of needle tip placement and needle tracking in soft tissue are of particular importance in many medical procedures. In recent years, developing autonomous and teleoperated systems for needle insertion has become an active area of research. In this study, needle insertion was performed using a master-slave set-up with multi-degrees of freedom. The effect of force feedback on the accuracy of needle insertion was investigated. In addition, this study compared autonomous, teleoperated and semi-autonomous needle insertion. The results of this study show that incorporation of force feedback can improve teleoperated needle insertion. However, autonomous and semi-autonomous needle insertions, which use feedback from a deflection model, provide significantly better performance. Development of a haptic master-slave needle insertion system, which is capable of performing some autonomous tasks based on feedback from tissue deformation and needle deflection models, can improve the performance of autonomous robotics-based insertions as well as non-autonomous teleoperated manual insertions. Copyright (c) 2009 John Wiley & Sons, Ltd.

Robust control of flexible space vehicles with minimum structural excitation: On-off pulse control of flexible space vehicles

NASA Technical Reports Server (NTRS)

Wie, Bong; Liu, Qiang

1992-01-01

Both feedback and feedforward control approaches for uncertain dynamical systems (in particular, with uncertainty in structural mode frequency) are investigated. The control objective is to achieve a fast settling time (high performance) and robustness (insensitivity) to plant uncertainty. Preshaping of an ideal, time optimal control input using a tapped-delay filter is shown to provide a fast settling time with robust performance. A robust, non-minimum-phase feedback controller is synthesized with particular emphasis on its proper implementation for a non-zero set-point control problem. It is shown that a properly designed, feedback controller performs well, as compared with a time optimal open loop controller with special preshaping for performance robustness. Also included are two separate papers by the same authors on this subject.

Robot-Assisted Proprioceptive Training with Added Vibro-Tactile Feedback Enhances Somatosensory and Motor Performance.

PubMed

Cuppone, Anna Vera; Squeri, Valentina; Semprini, Marianna; Masia, Lorenzo; Konczak, Jürgen

2016-01-01

This study examined the trainability of the proprioceptive sense and explored the relationship between proprioception and motor learning. With vision blocked, human learners had to perform goal-directed wrist movements relying solely on proprioceptive/haptic cues to reach several haptically specified targets. One group received additional somatosensory movement error feedback in form of vibro-tactile cues applied to the skin of the forearm. We used a haptic robotic device for the wrist and implemented a 3-day training regimen that required learners to make spatially precise goal-directed wrist reaching movements without vision. We assessed whether training improved the acuity of the wrist joint position sense. In addition, we checked if sensory learning generalized to the motor domain and improved spatial precision of wrist tracking movements that were not trained. The main findings of the study are: First, proprioceptive acuity of the wrist joint position sense improved after training for the group that received the combined proprioceptive/haptic and vibro-tactile feedback (VTF). Second, training had no impact on the spatial accuracy of the untrained tracking task. However, learners who had received VTF significantly reduced their reliance on haptic guidance feedback when performing the untrained motor task. That is, concurrent VTF was highly salient movement feedback and obviated the need for haptic feedback. Third, VTF can be also provided by the limb not involved in the task. Learners who received VTF to the contralateral limb equally benefitted. In conclusion, somatosensory training can significantly enhance proprioceptive acuity within days when learning is coupled with vibro-tactile sensory cues that provide feedback about movement errors. The observable sensory improvements in proprioception facilitates motor learning and such learning may generalize to the sensorimotor control of the untrained motor tasks. The implications of these findings for neurorehabilitation are discussed.

Analytically exploiting noise correlations inside the feedback loop to improve locked-oscillator performance.

PubMed

Sastrawan, J; Jones, C; Akhalwaya, I; Uys, H; Biercuk, M J

2016-08-01

We introduce concepts from optimal estimation to the stabilization of precision frequency standards limited by noisy local oscillators. We develop a theoretical framework casting various measures for frequency standard variance in terms of frequency-domain transfer functions, capturing the effects of feedback stabilization via a time series of Ramsey measurements. Using this framework, we introduce an optimized hybrid predictive feedforward measurement protocol that employs results from multiple past measurements and transfer-function-based calculations of measurement covariance to improve the accuracy of corrections within the feedback loop. In the presence of common non-Markovian noise processes these measurements will be correlated in a calculable manner, providing a means to capture the stochastic evolution of the local oscillator frequency during the measurement cycle. We present analytic calculations and numerical simulations of oscillator performance under competing feedback schemes and demonstrate benefits in both correction accuracy and long-term oscillator stability using hybrid feedforward. Simulations verify that in the presence of uncompensated dead time and noise with significant spectral weight near the inverse cycle time predictive feedforward outperforms traditional feedback, providing a path towards developing a class of stabilization software routines for frequency standards limited by noisy local oscillators.

Tuberculosis screening in patients with HIV: use of audit and feedback to improve quality of care in Ghana

PubMed Central

Bjerrum, Stephanie; Bonsu, Frank; Hanson-Nortey, Nii Nortey; Kenu, Ernest; Johansen, Isik Somuncu; Andersen, Aase Bengaard; Bjerrum, Lars; Jarbøl, Dorte; Munck, Anders

2016-01-01

Background Tuberculosis screening of people living with HIV (PLHIV) can contribute to early tuberculosis diagnosis and improved patient outcomes. Evidence-based guidelines for tuberculosis screening are available, but literature assessing their implementation and the quality of clinical practice is scarce. Objectives To assess tuberculosis screening practices and the effectiveness of audit and performance feedback to improve quality of tuberculosis screening at HIV care clinics in Ghana. Design Healthcare providers at 10 large HIV care clinics prospectively registered patient consultations during May and October 2014, before and after a performance feedback intervention in August 2014. The outcomes of interest were overall tuberculosis suspicion rate during consultations and provider adherence to the International Standards for Tuberculosis Care and the World Health Organizations’ guidelines for symptom-based tuberculosis screening among PLHIV. Results Twenty-one healthcare providers registered a total of 2,666 consultations; 1,368 consultations before and 1,298 consultations after the feedback intervention. Tuberculosis suspicion rate during consultation increased from 12.6 to 20.9% after feedback (odds ratio, OR 1.83; 95% confidence interval, CI: 1.09–3.09). Before feedback, sputum smear microscopy was requested for 58.7% of patients with suspected tuberculosis, for 47.2% of patients with cough ≥2 weeks, and for 27.5% of patients with a positive World Health Organization (WHO) symptom screen (any of current cough, fever, weight loss or night sweats). After feedback, patients with a positive WHO symptom screen were more likely to be suspected of tuberculosis (OR 2.21; 95% CI: 1.19–4.09) and referred for microscopy (OR 2.71; 95% CI: 1.25–5.86). Conclusions A simple prospective audit tool identified flaws in clinical practices for tuberculosis screening of PLHIV. There was no systematic identification of people with suspected active tuberculosis. We found low initial tuberculosis suspicion rate compounded by low referral rates of relevant patients for sputum smear microscopy. Adherence to recommended standards and guidelines for tuberculosis screening improved after performance feedback. PMID:27569593

fMRI characterisation of widespread brain networks relevant for behavioural variability in fine hand motor control with and without visual feedback.

PubMed

Mayhew, Stephen D; Porcaro, Camillo; Tecchio, Franca; Bagshaw, Andrew P

2017-03-01

A bilateral visuo-parietal-motor network is responsible for fine control of hand movements. However, the sub-regions which are devoted to maintenance of contraction stability and how these processes fluctuate with trial-quality of task execution and in the presence/absence of visual feedback remains unclear. We addressed this by integrating behavioural and fMRI measurements during right-hand isometric compression of a compliant rubber bulb, at 10% and 30% of maximum voluntary contraction, both with and without visual feedback of the applied force. We quantified single-trial behavioural performance during 1) the whole task period and 2) stable contraction maintenance, and regressed these metrics against the fMRI data to identify the brain activity most relevant to trial-by-trial fluctuations in performance during specific task phases. fMRI-behaviour correlations in a bilateral network of visual, premotor, primary motor, parietal and inferior frontal cortical regions emerged during performance of the entire feedback task, but only in premotor, parietal cortex and thalamus during the stable contraction period. The trials with the best task performance showed increased bilaterality and amplitude of fMRI responses. With feedback, stronger BOLD-behaviour coupling was found during 10% compared to 30% contractions. Only a small subset of regions in this network were weakly correlated with behaviour without feedback, despite wider network activated during this task than in the presence of feedback. These findings reflect a more focused network strongly coupled to behavioural fluctuations when providing visual feedback, whereas without it the task recruited widespread brain activity almost uncoupled from behavioural performance. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Somatotopical feedback versus non-somatotopical feedback for phantom digit sensation on amputees using electrotactile stimulation.

PubMed

Zhang, Dingguo; Xu, Heng; Shull, Peter B; Liu, Jianrong; Zhu, Xiangyang

2015-05-02

Transcutaneous electrical stimulation can provide amputees with tactile feedback for better manipulating an advanced prosthesis. In general, there are two ways to transfer the stimulus to the skin: somatotopical feedback (SF) that stimulates the phantom digit somatotopy on the stump and non-somatotopical feedback (NF) that stimulates other positions on the human body. To investigate the difference between SF and NF, electrotactile experiments were conducted on seven amputees. Electrical stimulation was applied via a complete phantom map to the residual limb (SF) and to the upper arm (NF) separately. The behavior results of discrimination accuracy and response time were used to examine: 1) performance differences between SF and NF for discriminating position, type and strength of tactile feedback; 2) performance differences between SF and NF for one channel (1C), three channels (3C), and five channels (5C). NASA-TLX standardized testing was used to determine differences in mental workload between SF and NF. The grand-averaged discrimination accuracy for SF was 6% higher than NF, and the average response time for SF was 600 ms faster than NF. SF is better than NF for position, type, strength, and the overall modality regarding both accuracy and response time except for 1C modality (p<0.001). Among the six modalities of stimulation channels, performance of 1C/SF was the best, which was similar to that of 1C/NF and 3C/SF; performance of 3C/NF was similar to that of 5C/SF; performance of 5C/NF was the worst. NASA-TLX scores indicated that mental workload increased as the number of stimulation channels increased. We quantified the difference between SF and NF, and the influence of different number of stimulation channels. SF was better than NF in general, but the practical issues such as the limited area of stumps could constrain the use of SF. We found that more channels increased the amount and richness of information to the amputee while fewer channels resulted in higher performance, and thus the 3C/SF modality was a good compromise. Based on this study, we provide possible solutions to the practical problems involving the implementation of tactile feedback for amputees. These results are expected to promote the application of SF and NF tactile feedback for amputees in the future.

Can Item Keyword Feedback Help Remediate Knowledge Gaps?

PubMed

Feinberg, Richard A; Clauser, Amanda L

2016-10-01

In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback. The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation. Participants included 319 trainees who completed a medical subspecialty in-training examination (ITE) in 2012 as first-year fellows, and then 1 year later in 2013 as second-year fellows. Performance on 2013 ITE items in which keywords were, or were not, exposed as part of the 2012 ITE score feedback was compared across groups based on the amount of time studying (preparation). For the same items common to both 2012 and 2013 ITEs, response patterns were analyzed to investigate changes in answer selection. Test takers who indicated greater amounts of preparation on the 2013 ITE did not perform better on the items in which keywords were exposed compared to those who were not exposed. The response pattern analysis substantiated overall growth in performance from the 2012 ITE. For items with incorrect responses on both attempts, examinees selected the same option 58% of the time. Results from the current study were unsuccessful in supporting the use of item keywords in aiding remediation. Unfortunately, the results did provide evidence of examinees retaining misinformation.

Frequent Immediate Knowledge of Results Enhances the Increase of Throwing Velocity in Overarm Handball Performance.

PubMed

Štirn, Igor; Carruthers, Jamie; Šibila, Marko; Pori, Primož

2017-02-01

In the present study, the effect of frequent, immediate, augmented feedback on the increase of throwing velocity was investigated. An increase of throwing velocity of a handball set shot when knowledge of results was provided or not provided during training was compared. Fifty female and seventy-three male physical education students were assigned randomly to the experimental or control group. All participants performed two series of ten set shots with maximal effort twice a week for six weeks. The experimental group received information regarding throwing velocity measured by a radar gun immediately after every shot, whereas the control group did not receive any feedback. Measurements of maximal throwing velocity of an ordinary handball and a heavy ball were performed, before and after the training period and compared. Participants who received feedback on results attained almost a four times greater relative increase of the velocity of the normal ball (size 2) as compared to the same intervention when feedback was not provided (8.1 ± 3.6 vs. 2.7 ± 2.9%). The velocity increases were smaller, but still significant between the groups for throws using the heavy ball (5.1 ± 4.2 and 2.5 ± 5.8 for the experimental and control group, respectively). Apart from the experimental group throwing the normal ball, no differences in velocity change for gender were obtained. The results confirmed that training oriented towards an increase in throwing velocity became significantly more effective when frequent knowledge of results was provided.

Facilitating the Feedback Process on a Clinical Clerkship Using a Smartphone Application.

PubMed

Joshi, Aditya; Generalla, Jenilee; Thompson, Britta; Haidet, Paul

2017-10-01

This pilot study evaluated the effects of a smartphone-triggered method of feedback delivery on students' perceptions of the feedback process. An interactive electronic feedback form was made available to students through a smartphone app. Students were asked to evaluate various aspects of the feedback process. Responses from a previous year served as control. In the first three quarters of academic year 2014-2015 (pre-implementation), only 65% of responders reported receiving oral feedback and 40% reported receiving written feedback. During the pilot phase (transition), these increased to 80% for both forms. Following full implementation in academic year 2015-2016 (post-implementation), 97% reported receiving oral feedback, and 92% reported receiving written feedback. A statistically significant difference was noted pre- to post-implementation for both oral and written feedback (p < 0.01). A significant increase from pre-implementation to transition was noted for written feedback (p < 0.01) and from transition to post-implementation for oral feedback (p < 0.01). Ninety-one and 94% of responders reported ease of access and timeliness of the feedback, 75% perceived the quality of the feedback to be good to excellent; 64% felt receiving feedback via the app improved their performance; 69% indicated the feedback method as better compared to other methods. Students acknowledged the facilitation of conversation with supervisors and the convenience of receiving feedback, as well as the promptness with which feedback was provided. The use of a drop-down menu was thought to limit the scope of conversation. These data point to the effectiveness of this method to cue supervisors to provide feedback to students.

Digital phase-lock loop

NASA Technical Reports Server (NTRS)

Thomas, Jr., Jess B. (Inventor)

1991-01-01

An improved digital phase lock loop incorporates several distinctive features that attain better performance at high loop gain and better phase accuracy. These features include: phase feedback to a number-controlled oscillator in addition to phase rate; analytical tracking of phase (both integer and fractional cycles); an amplitude-insensitive phase extractor; a more accurate method for extracting measured phase; a method for changing loop gain during a track without loss of lock; and a method for avoiding loss of sampled data during computation delay, while maintaining excellent tracking performance. The advantages of using phase and phase-rate feedback are demonstrated by comparing performance with that of rate-only feedback. Extraction of phase by the method of modeling provides accurate phase measurements even when the number-controlled oscillator phase is discontinuously updated.

Multi-rater feedback with gap analysis: an innovative means to assess communication skill and self-insight.

PubMed

Calhoun, Aaron W; Rider, Elizabeth A; Peterson, Eleanor; Meyer, Elaine C

2010-09-01

Multi-rater assessment with gap analysis is a powerful method for assessing communication skills and self-insight, and enhancing self-reflection. We demonstrate the use of this methodology. The Program for the Approach to Complex Encounters (PACE) is an interdisciplinary simulation-based communication skills program. Encounters are assessed using an expanded Kalamazoo Consensus Statement Essential Elements Checklist adapted for multi-rater feedback and gap analysis. Data from a representative conversation were analyzed. Likert and forced-choice data with gap analysis are used to assess performance. Participants were strong in Demonstrating Empathy and Providing Closure, and needed to improve Relationship Building, Gathering Information, and understanding the Patient's/Family's Perspective. Participants under-appraised their abilities in Relationship Building, Providing Closure, and Demonstrating Empathy, as well as their overall performance. The conversion of these results into verbal feedback is discussed. We describe an evaluation methodology using multi-rater assessment with gap analysis to assess communication skills and self-insight. This methodology enables faculty to identify undervalued skills and perceptual blind spots, provide comprehensive, data driven, feedback, and encourage reflection. Implementation of graphical feedback forms coupled with one-on-one discussion using the above methodology has the potential to enhance trainee self-awareness and reflection, improving the impact of educational programs. Copyright (c) 2010 Elsevier Ireland Ltd. All rights reserved.

Reduction of police vehicle accidents through mechaniically aided supervision

PubMed Central

Larson, Lynn D.; Schnelle, John F.; Kirchner, Robert; Carr, Adam F.; Domash, Michele; Risley, Todd R.

1980-01-01

Tachograph recorders were installed in 224 vehicles of a metropolitan police department to monitor vehicle operation in an attempt to reduce the rate of accidents. Police sergeants reviewed each tachograph chart and provided feedback to officers regarding their driving performance. Reliability checks and additional feedback procedures were implemented so that upper level supervisors monitored and controlled the performance of field sergeants. The tachograph intervention and components of the feedback system nearly eliminated personal injury accidents and sharply reduced accidents caused by officer negligence. A cost-benefit analysis revealed that the savings in vehicle repair and injury claims outweighed the equipment and operating costs. PMID:16795634

Designing feedback to mitigate teen distracted driving: A social norms approach.

PubMed

Merrikhpour, Maryam; Donmez, Birsen

2017-07-01

The purpose of this research is to investigate teens' perceived social norms and whether providing normative information can reduce distracted driving behaviors among them. Parents are among the most important social referents for teens; they have significant influences on teens' driving behaviors, including distracted driving which significantly contributes to teens' crash risks. Social norms interventions have been successfully applied in various domains including driving; however, this approach is yet to be explored for mitigating driver distraction among teens. Forty teens completed a driving simulator experiment while performing a self-paced visual-manual secondary task in four between-subject conditions: a) social norms feedback that provided a report at the end of each drive on teens' distracted driving behavior, comparing their distraction engagement to their parent's, b) post-drive feedback that provided just the report on teens' distracted driving behavior without information on their parents, c) real-time feedback in the form of auditory warnings based on eyes of road-time, and d) no feedback as control. Questionnaires were administered to collect data on these teens' and their parents' self-reported engagement in driver distractions and the associated social norms. Social norms and real-time feedback conditions resulted in significantly smaller average off-road glance duration, rate of long (>2s) off-road glances, and standard deviation of lane position compared to no feedback. Further, social norms feedback decreased brake response time and percentage of time not looking at the road compared to no feedback. No major effect was observed for post-drive feedback. Questionnaire results suggest that teens appeared to overestimate parental norms, but no effect of feedback was found on their perceptions. Feedback systems that leverage social norms can help mitigate driver distraction among teens. Overall, both social norms and real-time feedback induced positive driving behaviors, with social norms feedback outperforming real-time feedback. Copyright © 2017 Elsevier Ltd. All rights reserved.

Haptic Stylus and Empirical Studies on Braille, Button, and Texture Display

PubMed Central

Kyung, Ki-Uk; Lee, Jun-Young; Park, Junseok

2008-01-01

This paper presents a haptic stylus interface with a built-in compact tactile display module and an impact module as well as empirical studies on Braille, button, and texture display. We describe preliminary evaluations verifying the tactile display's performance indicating that it can satisfactorily represent Braille numbers for both the normal and the blind. In order to prove haptic feedback capability of the stylus, an experiment providing impact feedback mimicking the click of a button has been conducted. Since the developed device is small enough to be attached to a force feedback device, its applicability to combined force and tactile feedback display in a pen-held haptic device is also investigated. The handle of pen-held haptic interface was replaced by the pen-like interface to add tactile feedback capability to the device. Since the system provides combination of force, tactile and impact feedback, three haptic representation methods for texture display have been compared on surface with 3 texture groups which differ in direction, groove width, and shape. In addition, we evaluate its capacity to support touch screen operations by providing tactile sensations when a user rubs against an image displayed on a monitor. PMID:18317520

Haptic stylus and empirical studies on braille, button, and texture display.

PubMed

Kyung, Ki-Uk; Lee, Jun-Young; Park, Junseok

2008-01-01

This paper presents a haptic stylus interface with a built-in compact tactile display module and an impact module as well as empirical studies on Braille, button, and texture display. We describe preliminary evaluations verifying the tactile display's performance indicating that it can satisfactorily represent Braille numbers for both the normal and the blind. In order to prove haptic feedback capability of the stylus, an experiment providing impact feedback mimicking the click of a button has been conducted. Since the developed device is small enough to be attached to a force feedback device, its applicability to combined force and tactile feedback display in a pen-held haptic device is also investigated. The handle of pen-held haptic interface was replaced by the pen-like interface to add tactile feedback capability to the device. Since the system provides combination of force, tactile and impact feedback, three haptic representation methods for texture display have been compared on surface with 3 texture groups which differ in direction, groove width, and shape. In addition, we evaluate its capacity to support touch screen operations by providing tactile sensations when a user rubs against an image displayed on a monitor.

Fitts' Law in the Control of Isometric Grip Force With Naturalistic Targets.

PubMed

Thumser, Zachary C; Slifkin, Andrew B; Beckler, Dylan T; Marasco, Paul D

2018-01-01

Fitts' law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts' law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts' law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts' law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts' law (average r 2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts' law for explicit targets with vision ( r 2 = 0.96) and implicit targets ( r 2 = 0.89), but not as well-described for explicit targets without vision ( r 2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts' law to quantify the relative speed-accuracy relationship of any given grasper.

Cardiac and electro-cortical concomitants of social feedback processing in women

PubMed Central

van der Molen, Melle J. W.; Gunther Moor, Bregtje; van der Veen, Frederik M.; van der Molen, Maurits W.

2015-01-01

This study provides a joint analysis of the cardiac and electro-cortical—early and late P3 and feedback-related negativity (FRN)—responses to social acceptance and rejection feedback. Twenty-five female participants performed on a social- and age-judgment control task, in which they received feedback with respect to their liking and age judgments, respectively. Consistent with previous reports, results revealed transient cardiac slowing to be selectively prolonged to unexpected social rejection feedback. Late P3 amplitude was more pronounced to unexpected relative to expected feedback. Both early and late P3 amplitudes were shown to be context dependent, in that they were more pronounced to social as compared with non-social feedback. FRN amplitudes were more pronounced to unexpected relative to expected feedback, irrespective of context and feedback valence. This pattern of findings indicates that social acceptance and rejection feedback have widespread effects on bodily state and brain function, which are modulated by prior expectancies. PMID:25870439

Impact of tailored feedback in assessment of communication skills for medical students.

PubMed

Uhm, Seilin; Lee, Gui H; Jin, Jeong K; Bak, Yong I; Jeoung, Yeon O; Kim, Chan W

2015-01-01

Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (p<0.001). Incorporating feedback based on qualitative analysis for communication skills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis.

Impact of tailored feedback in assessment of communication skills for medical students

PubMed Central

Uhm, Seilin; Lee, Gui H.; Jin, Jeong K.; Bak, Yong I.; Jeoung, Yeon O.; Kim, Chan W.

2015-01-01

Background Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. Methods This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. Results There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (p<0.001). Conclusions Incorporating feedback based on qualitative analysis for communication skills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis. PMID:26154864

Reduced sensitivity to neutral feedback versus negative feedback in subjects with mild depression: Evidence from event-related potentials study.

PubMed

Li, Peng; Song, Xinxin; Wang, Jing; Zhou, Xiaoran; Li, Jiayi; Lin, Fengtong; Hu, Zhonghua; Zhang, Xinxin; Cui, Hewei; Wang, Wenmiao; Li, Hong; Cong, Fengyu; Roberson, Debi

2015-11-01

Many previous event-related potential (ERP) studies have linked the feedback related negativity (FRN) component with medial frontal cortex processing and associated this component with depression. Few if any studies have investigated the processing of neutral feedback in mildly depressive subjects in the normal population. Two experiments compared brain responses to neutral feedback with behavioral performance in mildly depressed subjects who scored highly on the Beck Depression Inventory (high BDI) and a control group with lower BDI scores (low BDI). In the first study, the FRN component was recorded when neutral, negative or positive feedback was pseudo-randomly delivered to the two groups in a time estimation task. In the second study, real feedback was provided to the two groups in the same task in order to measure their actual accuracy of performance. The results of experiment one (Exp. 1) revealed that a larger FRN effect was elicited by neutral feedback than by negative feedback in the low BDI group, but no significant difference was found between neutral condition and negative condition in the High BDI group. The present findings demonstrated that depressive tendencies influence the processing of neutral feedback in medial frontal cortex. The FRN effect may work as a helpful index for investigating cognitive bias in depression in future studies. Copyright © 2015 Elsevier Inc. All rights reserved.

The effectiveness of immediate feedback during the objective structured clinical examination.

PubMed

Hodder, R V; Rivington, R N; Calcutt, L E; Hart, I R

1989-03-01

Using eight different physical examination or technical stations, 400 examinations were conducted to evaluate the effectiveness of immediate feedback during the Objective Structured Clinical Examination (OSCE). The test group comprised 50 medical students who underwent a standard 4-minute examination followed by 2 minutes of feedback. Immediately following feedback the students repeated an identical 4-minute examination scored by the same examiners. The control group consisted of 50 students from the same class who underwent an identical testing sequence, but instead of receiving feedback, they were instructed to continue their examinations for an additional 2 minutes before repeating the stations. Simple repetition of the task did not significantly improve score (mean increase 2.0%, NS). Extending the testing period from 4 to 6 minutes resulted in a small but significant increase in score (mean 6.7%, P less than 0.001). However, there was a much larger increase in the scores obtained following 2 minutes of immediate feedback compared to pre-feedback performance (mean 26.3%, P less than 0.0001). The majority of students and examiners felt that feedback, as administered in this study, was valuable both as a learning and teaching experience. Short periods of immediate feedback during an OSCE are practical and can improve competency in the performance of criterion-based tasks, at least over the short term. In addition, such feedback provides students with valuable self-assessment that may stimulate further learning.

Influence of Electrotactile Tongue Feedback on Controlling Upright Stance during Rotational and/or Translational Sway-referencing with Galvanic Vestibular Stimulation

NASA Technical Reports Server (NTRS)

Wood, Scott J.; Tyler, Mitchell E.; Bach-y-Rita, Paul; MacDougall, Hamish G.; Moore, Steven T.; Stallings, Valerie L.; Paloski, William H.; Black, F. Owen

2007-01-01

Integration of multi-sensory inputs to detect tilts relative to gravity is critical for sensorimotor control of upright orientation. Displaying body orientation using electrotactile feedback to the tongue has been developed by Bach-y-Rita and colleagues as a sensory aid to maintain upright stance with impaired vestibular feedback. MacDougall et al. (2006) recently demonstrated that unpredictably varying Galvanic vestibular stimulation (GVS) significantly increased anterior-posterior (AP) sway during rotational sway referencing with eyes closed. The purpose of this study was to assess the influence of electrotactile feedback on postural control performance with pseudorandom binaural bipolar GVS. Postural equilibrium was measured with a computerized hydraulic platform in 10 healthy adults (6M, 4F, 24-65 y). Tactile feedback (TF) of pitch and roll body orientation was derived from a two-axis linear accelerometer mounted on a torso belt and displayed on a 144-point electrotactile array held against the anterior dorsal tongue (BrainPort, Wicab, Inc., Middleton, WI). Subjects were trained to use TF by voluntarily swaying to draw figures on their tongue, both with and without GVS. Subjects were required to keep the intraoral display in their mouths on all trials, including those that did not provide TF. Subjects performed 24 randomized trials (20 s duration with eyes closed) including four support surface conditions (fixed, rotational sway-referenced, translating the support surface proportional to AP sway, and combined rotational-translational sway-referencing), each repeated twice with and without GVS, and with combined GVS and TF. Postural performance was assessed using deviations from upright (peak-to-peak and RMS sway) and convergence toward stability limits (time and distance to base of support boundaries). Postural stability was impaired with GVS in all platform conditions, with larger decrements in performance during trials with rotation sway-referencing. Electrotactile feedback improved performance with GVS toward non-GVS levels, again with the greatest improvement during trials with rotation sway-referencing. These results demonstrate the effectiveness of tongue electrotactile feedback in providing sensory substitution to maintain postural stability with distorted vestibular input.

Competition in the Brain. The Contribution of EEG and fNIRS Modulation and Personality Effects in Social Ranking.

PubMed

Balconi, Michela; Vanutelli, Maria E

2016-01-01

In the present study, the social ranking perception in competition was explored. Brain response (alpha band oscillations, EEG; hemodynamic activity, O2Hb), as well as self-perception of social ranking, cognitive performance, and personality trait (Behavioral Activation System, BAS) were considered during a competitive joint-action. Subjects were required to develop a strategy to obtain a better outcome than a competitor (C) (in term of error rate, and response time, RT). A pre-feedback (without a specific feedback on the performance) and a post-feedback condition (which reinforced the improved performance) were provided. It was found that higher-BAS participants responded in greater measure to perceived higher cognitive performance (post-feedback condition), with increased left prefrontal activity, higher ranking perception, and a better real performance (reduced RTs). These results were explained in term of increased sense of self-efficacy and social position, probably based on higher-BAS sensitivity to reinforcing conditions. In addition, the hemispheric effect in favor of the left side characterized the competitive behavior, showing an imbalance for high-BAS in comparison to low-BAS in the case of a rewarding (post-feedback) context. Therefore, the present results confirmed the significance of BAS in modulating brain responsiveness, self-perceived social position, and real performance during an interpersonal competitive action which is considered highly relevant for social status.

Taux: A System for Evaluating Sound Feedback in Navigational Tasks

ERIC Educational Resources Information Center

Lutz, Robert J.

2008-01-01

This thesis presents the design and development of an evaluation system for generating audio displays that provide feedback to persons performing navigation tasks. It first develops the need for such a system by describing existing wayfinding solutions, investigating new electronic location-based methods that have the potential of changing these…

Marking Strategies in Metacognition-Evaluated Computer-Based Testing

ERIC Educational Resources Information Center

Chen, Li-Ju; Ho, Rong-Guey; Yen, Yung-Chin

2010-01-01

This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results…

The Effects of Item by Item Feedback Given during an Ability Test.

ERIC Educational Resources Information Center

Whetton, C.; Childs, R.

1981-01-01

Answer-until-correct (AUC) is a procedure for providing feedback during a multiple-choice test, giving an increased range of scores. The performance of secondary students on a verbal ability test using AUC procedures was compared with a group using conventional instructions. AUC scores considerably enhanced reliability but not validity.…

Effects of Androgyny, Attribution, and Success or Failure on Women's Cognitive Performance.

ERIC Educational Resources Information Center

Welch, Renate L.

Using Seligman's "learned helplessness" paradigm, androgynous and feminine women (as defined by the Bem Sex Role Inventory) either succeeded (contingent feedback) or failed (non-contingent feedback) at a concept formation task and were provided with internal (ability, effort), external (task difficulty, luck), or no causal attributions for their…

Multisource feedback questionnaires in appraisal and for revalidation: a qualitative study in UK general practice

PubMed Central

Hill, Jacqueline J; Asprey, Anthea; Richards, Suzanne H; Campbell, John L

2012-01-01

Background UK revalidation plans for doctors include obtaining multisource feedback from patient and colleague questionnaires as part of the supporting information for appraisal and revalidation. Aim To investigate GPs' and appraisers' views of using multisource feedback data in appraisal, and of the emerging links between multisource feedback, appraisal, and revalidation. Design and setting A qualitative study in UK general practice. Method In total, 12 GPs who had recently completed the General Medical Council multisource feedback questionnaires and 12 appraisers undertook a semi-structured, telephone interview. A thematic analysis was performed. Results Participants supported multisource feedback for formative development, although most expressed concerns about some elements of its methodology (for example, ‘self’ selection of colleagues, or whether patients and colleagues can provide objective feedback). Some participants reported difficulties in understanding benchmark data and some were upset by their scores. Most accepted the links between appraisal and revalidation, and that multisource feedback could make a positive contribution. However, tensions between the formative processes of appraisal and the summative function of revalidation were identified. Conclusion Participants valued multisource feedback as part of formative assessment and saw a role for it in appraisal. However, concerns about some elements of multisource feedback methodology may undermine its credibility as a tool for identifying poor performance. Proposals linking multisource feedback, appraisal, and revalidation may limit the use of multisource feedback and appraisal for learning and development by some doctors. Careful consideration is required with respect to promoting the accuracy and credibility of such feedback processes so that their use for learning and development, and for revalidation, is maximised. PMID:22546590

Structure of Corrective Feedback for Selection of Ineffective Vegetable Parenting Practices for Use in a Simulation Videogame

PubMed Central

Beltran, Alicia; Chen, Tzu-An; O'Connor, Teresia; Hughes, Sheryl; Buday, Richard; Baranowski, Janice

2013-01-01

Abstract A serious videogame is being developed to train parents of preschool children in selecting and using parenting practices that are likely to encourage their child to eat more vegetables. The structure of feedback to the parents on their selection may influence what they learn from the game. Feedback Intervention Theory provides some guidance on the design of such messages. The structure of preferred performance feedback statements has not been investigated within serious videogames. Two feedback formats were tested for a player's preferences within the context of this videogame. Based on Feedback Intervention Theory, which proposes that threat to self-concept impairs feedback response, three-statement (a nonaffirming comment sandwiched between two affirming comments, called “Oreo” feedback, which should minimize threat to self-concept) and two-statement (a nonaffirming comment followed by an affirming comment) performance feedbacks were tailored to respondents. Tailoring was based on participants' report of frequency of use of effective and ineffective vegetable parenting practices and the reasons for use of the ineffective practices. Participants selected their preference between the two forms of feedback for each of eight ineffective vegetable parenting practices. In general, mothers (n=81) (no male respondents) slightly preferred the “Oreo” feedback, but the pattern of preferences varied by demographic characteristics. Stronger relationships by income suggest the feedback structure should be tailored to family income. Future research with larger and more diverse samples needs to test whether perceived threat to self-concept mediates the response to feedback and otherwise verify these findings. PMID:24761320

Multisource feedback questionnaires in appraisal and for revalidation: a qualitative study in UK general practice.

PubMed

Hill, Jacqueline J; Asprey, Anthea; Richards, Suzanne H; Campbell, John L

2012-05-01

UK revalidation plans for doctors include obtaining multisource feedback from patient and colleague questionnaires as part of the supporting information for appraisal and revalidation. To investigate GPs' and appraisers' views of using multisource feedback data in appraisal, and of the emerging links between multisource feedback, appraisal, and revalidation. A qualitative study in UK general practice. In total, 12 GPs who had recently completed the General Medical Council multisource feedback questionnaires and 12 appraisers undertook a semi-structured, telephone interview. A thematic analysis was performed. Participants supported multisource feedback for formative development, although most expressed concerns about some elements of its methodology (for example, 'self' selection of colleagues, or whether patients and colleagues can provide objective feedback). Some participants reported difficulties in understanding benchmark data and some were upset by their scores. Most accepted the links between appraisal and revalidation, and that multisource feedback could make a positive contribution. However, tensions between the formative processes of appraisal and the summative function of revalidation were identified. Participants valued multisource feedback as part of formative assessment and saw a role for it in appraisal. However, concerns about some elements of multisource feedback methodology may undermine its credibility as a tool for identifying poor performance. Proposals linking multisource feedback, appraisal, and revalidation may limit the use of multisource feedback and appraisal for learning and development by some doctors. Careful consideration is required with respect to promoting the accuracy and credibility of such feedback processes so that their use for learning and development, and for revalidation, is maximised.

Structure of Corrective Feedback for Selection of Ineffective Vegetable Parenting Practices for Use in a Simulation Videogame.

PubMed

Baranowski, Tom; Beltran, Alicia; Chen, Tzu-An; O'Connor, Teresia; Hughes, Sheryl; Buday, Richard; Baranowski, Janice

2013-02-01

A serious videogame is being developed to train parents of preschool children in selecting and using parenting practices that are likely to encourage their child to eat more vegetables. The structure of feedback to the parents on their selection may influence what they learn from the game. Feedback Intervention Theory provides some guidance on the design of such messages. The structure of preferred performance feedback statements has not been investigated within serious videogames. Two feedback formats were tested for a player's preferences within the context of this videogame. Based on Feedback Intervention Theory, which proposes that threat to self-concept impairs feedback response, three-statement (a nonaffirming comment sandwiched between two affirming comments, called "Oreo" feedback, which should minimize threat to self-concept) and two-statement (a nonaffirming comment followed by an affirming comment) performance feedbacks were tailored to respondents. Tailoring was based on participants' report of frequency of use of effective and ineffective vegetable parenting practices and the reasons for use of the ineffective practices. Participants selected their preference between the two forms of feedback for each of eight ineffective vegetable parenting practices. In general, mothers ( n =81) (no male respondents) slightly preferred the "Oreo" feedback, but the pattern of preferences varied by demographic characteristics. Stronger relationships by income suggest the feedback structure should be tailored to family income. Future research with larger and more diverse samples needs to test whether perceived threat to self-concept mediates the response to feedback and otherwise verify these findings.

The clinical relevance of advanced artificial feedback in the control of a multi-functional myoelectric prosthesis.

PubMed

Markovic, Marko; Schweisfurth, Meike A; Engels, Leonard F; Bentz, Tashina; Wüstefeld, Daniela; Farina, Dario; Dosen, Strahinja

2018-03-27

To effectively replace the human hand, a prosthesis should seamlessly respond to user intentions but also convey sensory information back to the user. Restoration of sensory feedback is rated highly by the prosthesis users, and feedback is critical for grasping in able-bodied subjects. Nonetheless, the benefits of feedback in prosthetics are still debated. The lack of consensus is likely due to the complex nature of sensory feedback during prosthesis control, so that its effectiveness depends on multiple factors (e.g., task complexity, user learning). We evaluated the impact of these factors with a longitudinal assessment in six amputee subjects, using a clinical setup (socket, embedded control) and a range of tasks (box and blocks, block turn, clothespin and cups relocation). To provide feedback, we have proposed a novel vibrotactile stimulation scheme capable of transmitting multiple variables from a multifunction prosthesis. The subjects wore a bracelet with four by two uniformly placed vibro-tactors providing information on contact, prosthesis state (active function), and grasping force. The subjects also completed a questionnaire for the subjective evaluation of the feedback. The tests demonstrated that feedback was beneficial only in the complex tasks (block turn, clothespin and cups relocation), and that the training had an important, task-dependent impact. In the clothespin relocation and block turn tasks, training allowed the subjects to establish successful feedforward control, and therefore, the feedback became redundant. In the cups relocation task, however, the subjects needed some training to learn how to properly exploit the feedback. The subjective evaluation of the feedback was consistently positive, regardless of the objective benefits. These results underline the multifaceted nature of closed-loop prosthesis control as, depending on the context, the same feedback interface can have different impact on performance. Finally, even if the closed-loop control does not improve the performance, it could be beneficial as it seems to improve the subjective experience. Therefore, in this study we demonstrate, for the first time, the relevance of an advanced, multi-variable feedback interface for dexterous, multi-functional prosthesis control in a clinically relevant setting.

Conveying the Performance Appraisal: The Research and Its Implications.

ERIC Educational Resources Information Center

Wilson, Gerald L.

Results of an examination of research literature on performance-appraisal interviewing and its implications are presented in this report. The appraisal interview functions to (1) provide feedback on performance, (2) counsel and provide help, (3) discover what the employee is thinking, (4) teach the employee to solve problems, (5) help the employee…

Performance Appraisal in an Academic Library: A Case Study.

ERIC Educational Resources Information Center

George, Verna E.

Well-designed performance appraisals should provide employees with feedback concerning their performance, serve as a basis for modifying behavior toward more effective work habits, and provide managers with data which they can use to judge future job assignments and compensation. Poorly-designed ones, used as short-term control systems, can create…

6- And 8-Year-Olds' Performance Evaluations: Do They Differ between Self And Unknown Others?

ERIC Educational Resources Information Center

Destan, Nesrin; Spiess, Manuela A.; de Bruin, Anique; van Loon, Mariëtte; Roebers, Claudia M.

2017-01-01

The current study investigated kindergarteners and second graders' ability to monitor and evaluate their own and a virtual peer's performance in a paired-associate learning task. Participants provided confidence judgments (CJs) for their own responses and performance-based judgments (judgments provided "after" receiving feedback on their…

Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies.

PubMed

Waterbrook, Anna L; Spear Ellinwood, Karen C; Pritchard, T Gail; Bertels, Karen; Johnson, Ariel C; Min, Alice; Stoneking, Lisa R

2018-01-01

Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents' perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills. Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones. Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable. Medical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process.

Exercise Performance Measurement with Smartphone Embedded Sensor for Well-Being Management

PubMed Central

Liu, Chung-Tse; Chan, Chia-Tai

2016-01-01

Regular physical activity reduces the risk of many diseases and improves physical and mental health. However, physical inactivity is widespread globally. Improving physical activity levels is a global concern in well-being management. Exercise performance measurement systems have the potential to improve physical activity by providing feedback and motivation to users. We propose an exercise performance measurement system for well-being management that is based on the accumulated activity effective index (AAEI) and incorporates a smartphone-embedded sensor. The proposed system generates a numeric index that is based on users’ exercise performance: their level of physical activity and number of days spent exercising. The AAEI presents a clear number that can serve as a useful feedback and goal-setting tool. We implemented the exercise performance measurement system by using a smartphone and conducted experiments to assess the feasibility of the system and investigated the user experience. We recruited 17 participants for validating the feasibility of the measurement system and a total of 35 participants for investigating the user experience. The exercise performance measurement system showed an overall precision of 88% in activity level estimation. Users provided positive feedback about their experience with the exercise performance measurement system. The proposed system is feasible and has a positive effective on well-being management. PMID:27727188

Exercise Performance Measurement with Smartphone Embedded Sensor for Well-Being Management.

PubMed

Liu, Chung-Tse; Chan, Chia-Tai

2016-10-11

Regular physical activity reduces the risk of many diseases and improves physical and mental health. However, physical inactivity is widespread globally. Improving physical activity levels is a global concern in well-being management. Exercise performance measurement systems have the potential to improve physical activity by providing feedback and motivation to users. We propose an exercise performance measurement system for well-being management that is based on the accumulated activity effective index (AAEI) and incorporates a smartphone-embedded sensor. The proposed system generates a numeric index that is based on users' exercise performance: their level of physical activity and number of days spent exercising. The AAEI presents a clear number that can serve as a useful feedback and goal-setting tool. We implemented the exercise performance measurement system by using a smartphone and conducted experiments to assess the feasibility of the system and investigated the user experience. We recruited 17 participants for validating the feasibility of the measurement system and a total of 35 participants for investigating the user experience. The exercise performance measurement system showed an overall precision of 88% in activity level estimation. Users provided positive feedback about their experience with the exercise performance measurement system. The proposed system is feasible and has a positive effective on well-being management.

Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model

PubMed Central

Konstantinova, Jelizaveta; Xu, Guanghua; He, Bo; Aminzadeh, Vahid; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar

2017-01-01

Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback) of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation. PMID:28248996

Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model.

PubMed

Li, Min; Konstantinova, Jelizaveta; Xu, Guanghua; He, Bo; Aminzadeh, Vahid; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar

2017-01-01

Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback) of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation.

Practice Variation and Effects of E-mail-only Performance Feedback on Resource Use in the Emergency Department.

PubMed

Tavarez, Melissa M; Ayers, Brandon; Jeong, Jong H; Coombs, Carmen M; Thompson, Ann; Hickey, Robert W

2017-08-01

Higher resource utilization in the management of pediatric patients with undifferentiated vomiting and/or diarrhea does not correlate consistently with improved outcomes or quality of care. Performance feedback has been shown to change physician practice behavior and may be a mechanism to minimize practice variation. We aimed to evaluate the effects of e-mail-only, provider-level performance feedback on the ordering and admission practice variation of pediatric emergency physicians for patients presenting with undifferentiated vomiting and/or diarrhea. We conducted a prospective, quality improvement intervention and collected data over 3 consecutive fiscal years. The setting was a single, tertiary care pediatric emergency department. We collected admission and ordering practices data on 19 physicians during baseline, intervention, and postintervention periods. We provided physicians with quarterly e-mail-based performance reports during the intervention phase. We measured admission rate and created four categories for ordering practices: no orders, laboratory orders, pharmacy orders, and radiology orders. There was wide (two- to threefold) practice variation among physicians. Admission rates ranged from 15% to 30%, laboratory orders from 19% to 43%, pharmacy orders from 29% to 57%, and radiology orders from 11% to 30%. There was no statistically significant difference in the proportion of patients admitted or with radiology or pharmacy orders placed between preintervention, intervention, or postintervention periods (p = 0.58, p = 0.19, and p = 0.75, respectively). There was a significant but very small decrease in laboratory orders between the preintervention and postintervention periods. Performance feedback provided only via e-mail to pediatric emergency physicians on a quarterly basis does not seem to significantly impact management practices for patients with undifferentiated vomiting and/or diarrhea. © 2017 by the Society for Academic Emergency Medicine.

Improving Nursing Home Care through Feedback On PerfoRMance Data (INFORM): Protocol for a cluster-randomized trial.

PubMed

Hoben, Matthias; Norton, Peter G; Ginsburg, Liane R; Anderson, Ruth A; Cummings, Greta G; Lanham, Holly J; Squires, Janet E; Taylor, Deanne; Wagg, Adrian S; Estabrooks, Carole A

2017-01-10

Audit and feedback is effective in improving the quality of care. However, methods and results of international studies are heterogeneous, and studies have been criticized for a lack of systematic use of theory. In TREC (Translating Research in Elder Care), a longitudinal health services research program, we collect comprehensive data from care providers and residents in Canadian nursing homes to improve quality of care and life of residents, and quality of worklife of caregivers. The study aims are to a) systematically feed back TREC research data to nursing home care units, and b) compare the effectiveness of three different theory-based feedback strategies in improving performance within care units. INFORM (Improving Nursing Home Care through Feedback On PerfoRMance Data) is a 3.5-year pragmatic, three-arm, parallel, cluster-randomized trial. We will randomize 67 Western Canadian nursing homes with 203 care units to the three study arms, a standard feedback strategy and two assisted and goal-directed feedback strategies. Interventions will target care unit managerial teams. They are based on theory and evidence related to audit and feedback, goal setting, complex adaptive systems, and empirical work on feeding back research results. The primary outcome is the increased number of formal interactions (e.g., resident rounds or family conferences) involving care aides - non-registered caregivers providing up to 80% of direct care. Secondary outcomes are a) other modifiable features of care unit context (improved feedback, social capital, slack time) b) care aides' quality of worklife (improved psychological empowerment, job satisfaction), c) more use of best practices, and d) resident outcomes based on the Resident Assessment Instrument - Minimum Data Set 2.0. Outcomes will be assessed at baseline, immediately after the 12-month intervention period, and 18 months post intervention. INFORM is the first study to systematically assess the effectiveness of different strategies to feed back research data to nursing home care units in order to improve their performance. Results of this study will enable development of a practical, sustainable, effective, and cost-effective feedback strategy for routine use by managers, policy makers and researchers. The results may also be generalizable to care settings other than nursing homes. ClinicalTrials.gov Identifier: NCT02695836 . Date of registration: 24 February 2016.

An in flight investigation of pitch rate flight control systems and application of frequency domain and time domain predictive criteria

NASA Technical Reports Server (NTRS)

Berthe, C. J.; Chalk, C. R.; Sarrafian, S.

1984-01-01

The degree of attitude control provided by current integral-proportional pitch rate command-type control systems, while a prerequisite for flared landing, is insufficient for 'Level 1' performance. The pilot requires 'surrogate' feedback cues to precisely control flight path in the landing flare. Monotonic stick forces and pilot station vertical acceleration are important cues which can be provided by means of angle-of-attack and pitch rate feedback in order to achieve conventional short period and phugoid characteristics. Integral-proportional pitch rate flight control systems can be upgraded to Level 1 flared landing performance by means of lead/lag and washout prefilters in the command path. Strong pilot station vertical acceleration cues can provide Level 1 flared landing performance even in the absence of monotonic stick forces.

Prevailing Trends in Haptic Feedback Simulation for Minimally Invasive Surgery.

PubMed

Pinzon, David; Byrns, Simon; Zheng, Bin

2016-08-01

Background The amount of direct hand-tool-tissue interaction and feedback in minimally invasive surgery varies from being attenuated in laparoscopy to being completely absent in robotic minimally invasive surgery. The role of haptic feedback during surgical skill acquisition and its emphasis in training have been a constant source of controversy. This review discusses the major developments in haptic simulation as they relate to surgical performance and the current research questions that remain unanswered. Search Strategy An in-depth review of the literature was performed using PubMed. Results A total of 198 abstracts were returned based on our search criteria. Three major areas of research were identified, including advancements in 1 of the 4 components of haptic systems, evaluating the effectiveness of haptic integration in simulators, and improvements to haptic feedback in robotic surgery. Conclusions Force feedback is the best method for tissue identification in minimally invasive surgery and haptic feedback provides the greatest benefit to surgical novices in the early stages of their training. New technology has improved our ability to capture, playback and enhance to utility of haptic cues in simulated surgery. Future research should focus on deciphering how haptic training in surgical education can increase performance, safety, and improve training efficiency. © The Author(s) 2016.

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

PubMed

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

Pharmacy Student Self-Testing as a Predictor of Examination Performance

PubMed Central

Panus, Peter; Hagemeier, Nicholas; Thigpen, Jim; Brooks, Lauren

2014-01-01

Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course. Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. Conclusions. Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition. PMID:24672065

Can Item Keyword Feedback Help Remediate Knowledge Gaps?

PubMed Central

Feinberg, Richard A.; Clauser, Amanda L.

2016-01-01

ABSTRACT Background  In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback. Objective  The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation. Methods  Participants included 319 trainees who completed a medical subspecialty in-training examination (ITE) in 2012 as first-year fellows, and then 1 year later in 2013 as second-year fellows. Performance on 2013 ITE items in which keywords were, or were not, exposed as part of the 2012 ITE score feedback was compared across groups based on the amount of time studying (preparation). For the same items common to both 2012 and 2013 ITEs, response patterns were analyzed to investigate changes in answer selection. Results  Test takers who indicated greater amounts of preparation on the 2013 ITE did not perform better on the items in which keywords were exposed compared to those who were not exposed. The response pattern analysis substantiated overall growth in performance from the 2012 ITE. For items with incorrect responses on both attempts, examinees selected the same option 58% of the time. Conclusions  Results from the current study were unsuccessful in supporting the use of item keywords in aiding remediation. Unfortunately, the results did provide evidence of examinees retaining misinformation. PMID:27777664

Affect-Aware Adaptive Tutoring Based on Human-Automation Etiquette Strategies.

PubMed

Yang, Euijung; Dorneich, Michael C

2018-06-01

We investigated adapting the interaction style of intelligent tutoring system (ITS) feedback based on human-automation etiquette strategies. Most ITSs adapt the content difficulty level, adapt the feedback timing, or provide extra content when they detect cognitive or affective decrements. Our previous work demonstrated that changing the interaction style via different feedback etiquette strategies has differential effects on students' motivation, confidence, satisfaction, and performance. The best etiquette strategy was also determined by user frustration. Based on these findings, a rule set was developed that systemically selected the proper etiquette strategy to address one of four learning factors (motivation, confidence, satisfaction, and performance) under two different levels of user frustration. We explored whether etiquette strategy selection based on this rule set (systematic) or random changes in etiquette strategy for a given level of frustration affected the four learning factors. Participants solved mathematics problems under different frustration conditions with feedback that adapted dynamic changes in etiquette strategies either systematically or randomly. The results demonstrated that feedback with etiquette strategies chosen systematically via the rule set could selectively target and improve motivation, confidence, satisfaction, and performance more than changing etiquette strategies randomly. The systematic adaptation was effective no matter the level of frustration for the participant. If computer tutors can vary the interaction style to effectively mitigate negative emotions, then ITS designers would have one more mechanism in which to design affect-aware adaptations that provide the proper responses in situations where human emotions affect the ability to learn.

Psychometric properties of the feedback orientation scale among South African salespersons.

PubMed

Lilford, Neil; Caruana, Albert; Pitt, Leyland

2014-02-01

Feedback to employees is an important management tool, and the literature demonstrates that it has a positive effect on learning, motivation, and job performance. This study investigates in a non-U.S. context the psychometric properties of the Feedback Orientation Scale. Data were gathered from a sample of 202 salespersons from a large South African firm within the industrial fuels and lubricants sector. Confirmatory Factor Analysis provided evidence for the intended dimensionality, reliability, and convergent and discriminant validity of the scale.

Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation.

PubMed

Mostyn, Alison; Meade, Oonagh; Lymn, Joanne S

2012-11-13

The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees' initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback.A significant positive correlation was found between students' formative feedback scores and their summative pharmacology exam scores (Spearman's rho = 0.71, N=107, p<.01). Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness.

Feedback is the breakfast of champions: the significance of self-controlled formal feedback for autonomous task engagement.

PubMed

Meng, Liang; Yang, Zijing

2018-01-03

With the aim of examining the positive effect of the formal feedback mechanism itself beyond its informational aspect, we engaged participants in the stopwatch task and recorded their electroencephalogram throughout the experiment. This task requires a button press to stop the watch within a given time interval, the completion of which is simultaneously accompanied by adequate information on task performance. In the self-controlled feedback mode, participants could freely choose whether to request formal feedback after completing the task. In another mode, additional feedback was not provided. The 'non-choice' cue was found to elicit a more negative cue-elicited feedback negativity compared with 'choice', suggesting that the opportunity to solicit formal feedback was perceived as more desirable. In addition, a more enhanced stimulus-preceding negativity was observed prior to the task initiation cue in the self-controlled feedback condition, indicating that participants paid more sustained anticipatory attention during task preparation. Taken together, these electrophysiological results suggested an inherent reward within the formal feedback mechanism itself and the significance of self-controlled formal feedback for autonomous task engagement.

Self-reported strategies in decisions under risk: role of feedback, reasoning abilities, executive functions, short-term-memory, and working memory.

PubMed

Schiebener, Johannes; Brand, Matthias

2015-11-01

In decisions under objective risk conditions information about the decision options' possible outcomes and the rules for outcomes' occurrence are provided. Thus, deciders can base decision-making strategies on probabilistic laws. In many laboratory decision-making tasks, choosing the option with the highest winning probability in all trials (=maximization strategy) is probabilistically regarded the most rational behavior. However, individuals often behave less optimal, especially in case the individuals have lower cognitive functions or in case no feedback about consequences is provided in the situation. It is still unclear which cognitive functions particularly predispose individuals for using successful strategies and which strategies profit from feedback. We investigated 195 individuals with two decision-making paradigms, the Game of Dice Task (GDT) (with and without feedback), and the Card Guessing Game. Thereafter, participants reported which strategies they had applied. Interaction effects (feedback × strategy), effect sizes, and uncorrected single group comparisons suggest that feedback in the GDT tended to be more beneficial to individuals reporting exploratory strategies (e.g., use intuition). In both tasks, the self-reported use of more principled and more rational strategies was accompanied by better decision-making performance and better performances in reasoning and executive functioning tasks. The strategy groups did not significantly differ in most short-term and working-memory tasks. Thus, particularly individual differences in reasoning and executive functions seem to predispose individuals toward particular decision-making strategies. Feedback seems to be useful for individuals who rather explore the decision-making situation instead of following a certain plan.

Can You Hear That Peak? Utilization of Auditory and Visual Feedback at Peak Limb Velocity.

PubMed

Loria, Tristan; de Grosbois, John; Tremblay, Luc

2016-09-01

At rest, the central nervous system combines and integrates multisensory cues to yield an optimal percept. When engaging in action, the relative weighing of sensory modalities has been shown to be altered. Because the timing of peak velocity is the critical moment in some goal-directed movements (e.g., overarm throwing), the current study sought to test whether visual and auditory cues are optimally integrated at that specific kinematic marker when it is the critical part of the trajectory. Participants performed an upper-limb movement in which they were required to reach their peak limb velocity when the right index finger intersected a virtual target (i.e., a flinging movement). Brief auditory, visual, or audiovisual feedback (i.e., 20 ms in duration) was provided to participants at peak limb velocity. Performance was assessed primarily through the resultant position of peak limb velocity and the variability of that position. Relative to when no feedback was provided, auditory feedback significantly reduced the resultant endpoint variability of the finger position at peak limb velocity. However, no such reductions were found for the visual or audiovisual feedback conditions. Further, providing both auditory and visual cues concurrently also failed to yield the theoretically predicted improvements in endpoint variability. Overall, the central nervous system can make significant use of an auditory cue but may not optimally integrate a visual and auditory cue at peak limb velocity, when peak velocity is the critical part of the trajectory.

Implementing Performance Assessment in the Classroom.

ERIC Educational Resources Information Center

Brualdi, Amy

1999-01-01

Provides advice on implementing performance assessment in the classroom. Outlines the basic steps from defining the purpose of the assessment to giving the student feedback. Advice is also given about scoring rubrics. (SLD)

Powerful Learning Conversations: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Rienzo, Cinzia; Rolfe, Heather; Wilkinson, David

2016-01-01

Powerful Learning Conversations (PLC) sought to improve the feedback that teachers give to pupils in Year 9, by training them to apply techniques used in sports coaching. It is based on the idea that feedback in sports coaching is often provided immediately after a task is performed, and delivered in a way that children are more likely to respond…

Mind the Gap! Students' Use of Exemplars and Detailed Rubrics as Formative Assessment

ERIC Educational Resources Information Center

Lipnevich, Anastasiya A.; McCallen, Leigh N.; Miles, Katharine Pace; Smith, Jeffrey K.

2014-01-01

The current study examined efficient modes for providing standardized feedback to improve performance on an assignment for a second year college class involving writing a brief research proposal. Two forms of standardized feedback (detailed rubric and proposal exemplars) were utilized is an experimental design with undergraduate students (N = 100)…

A Learner-Centered Grading Method Focused on Reaching Proficiency with Course Learning Outcomes

ERIC Educational Resources Information Center

Toledo, Santiago; Dubas, Justin M.

2017-01-01

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading…

The Influence of Competences and Support on School Performance Feedback Use

ERIC Educational Resources Information Center

Vanhoof, Jan; Verhaeghe, Goedele; Verhaeghe, Jean Pierre; Valcke, Martin; Van Petegem, Peter

2011-01-01

Information-rich environments are created to promote data use in schools for the purpose of self-evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the…

Computer-Based Feedback in Linear Algebra: Effects on Transfer Performance and Motivation

ERIC Educational Resources Information Center

Corbalan, Gemma; Paas, Fred; Cuypers, Hans

2010-01-01

Two studies investigated the effects on students' perceptions (Study 1) and learning and motivation (Study 2) of different levels of feedback in mathematical problems. In these problems, an error made in one step of the problem-solving procedure will carry over to the following steps and consequently to the final solution. Providing immediate…

Tool actuation and force feedback on robot-assisted microsurgery system

NASA Technical Reports Server (NTRS)

Das, Hari (Inventor); Ohm, Tim R. (Inventor); Boswell, Curtis D. (Inventor); Steele, Robert D. (Inventor)

2002-01-01

An input control device with force sensors is configured to sense hand movements of a surgeon performing a robot-assisted microsurgery. The sensed hand movements actuate a mechanically decoupled robot manipulator. A microsurgical manipulator, attached to the robot manipulator, is activated to move small objects and perform microsurgical tasks. A force-feedback element coupled to the robot manipulator and the input control device provides the input control device with an amplified sense of touch in the microsurgical manipulator.

Random Feedback Makes Listeners Tone-Deaf.

PubMed

Vuvan, Dominique T; Zendel, Benjamin Rich; Peretz, Isabelle

2018-05-08

The mental representation of pitch structure (tonal knowledge) is a core component of musical experience and is learned implicitly through exposure to music. One theory of congenital amusia (tone deafness) posits that conscious access to tonal knowledge is disrupted, leading to a severe deficit of music cognition. We tested this idea by providing random performance feedback to neurotypical listeners while they listened to melodies for tonal incongruities and had their electrical brain activity monitored. The introduction of random feedback was associated with a reduction of accuracy and confidence, and a suppression of the late positive brain response usually elicited by conscious detection of a tonal violation. These effects mirror the behavioural and neurophysiological profile of amusia. In contrast, random feedback was associated with an increase in the amplitude of the early right anterior negativity, possibly due to heightened attention to the experimental task. This successful simulation of amusia in a normal brain highlights the key role of feedback in learning, and thereby provides a new avenue for the rehabilitation of learning disorders.

A cognitive neuroprosthetic that uses cortical stimulation for somatosensory feedback.

PubMed

Klaes, Christian; Shi, Ying; Kellis, Spencer; Minxha, Juri; Revechkis, Boris; Andersen, Richard A

2014-10-01

Present day cortical brain-machine interfaces (BMIs) have made impressive advances using decoded brain signals to control extracorporeal devices. Although BMIs are used in a closed-loop fashion, sensory feedback typically is visual only. However medical case studies have shown that the loss of somesthesis in a limb greatly reduces the agility of the limb even when visual feedback is available. To overcome this limitation, this study tested a closed-loop BMI that utilizes intracortical microstimulation to provide 'tactile' sensation to a non-human primate. Using stimulation electrodes in Brodmann area 1 of somatosensory cortex (BA1) and recording electrodes in the anterior intraparietal area, the parietal reach region and dorsal area 5 (area 5d), it was found that this form of feedback can be used in BMI tasks. Providing somatosensory feedback has the poyential to greatly improve the performance of cognitive neuroprostheses especially for fine control and object manipulation. Adding stimulation to a BMI system could therefore improve the quality of life for severely paralyzed patients.

Virtual reality environments for post-stroke arm rehabilitation.

PubMed

Subramanian, Sandeep; Knaut, Luiz A; Beaudoin, Christian; McFadyen, Bradford J; Feldman, Anatol G; Levin, Mindy F

2007-06-22

Optimal practice and feedback elements are essential requirements for maximal motor recovery in patients with motor deficits due to central nervous system lesions. A virtual environment (VE) was created that incorporates practice and feedback elements necessary for maximal motor recovery. It permits varied and challenging practice in a motivating environment that provides salient feedback. The VE gives the user knowledge of results feedback about motor behavior and knowledge of performance feedback about the quality of pointing movements made in a virtual elevator. Movement distances are related to length of body segments. We describe an immersive and interactive experimental protocol developed in a virtual reality environment using the CAREN system. The VE can be used as a training environment for the upper limb in patients with motor impairments.

Conducting effective performance appraisals.

PubMed

2001-01-01

According to experts, performance appraisals rate just below firing someone as the least favorite thing managers do. Many factors contribute to this view--one is that current systems do a poor job of evaluating performance and in fact often impede both evaluation and performance. When used as part of an ongoing supportive process of goal setting and feedback, performance appraisals can enhance performance and morale. One alternative to traditional employee evaluation methods is full-circle or 360-degree feedback. Contained in this issue are practical suggestions for preparing employees for performance appraisals which, when followed daily, encourage employees to put their best feet forward as part of their regular routine. Also included is a template specific to assessing the performance of clinical laboratory technologists . Additionally, numerous resources are provided to help you refine appraisal systems to fit your needs. Full-circle feedback is proving to be a boon to managers. It relieves them from being the exclusive "heavies" in evaluating performance, integrates appraisal input from several sources, and incorporates increasing employee skills, competencies, and satisfaction, thus improving productivity of people and processes. And aren't integration and continuous improvement what the laboratory is all about?

SIRRACT: An international randomized clinical trial of activity feedback during inpatient stroke rehabilitation enabled by wireless sensing

PubMed Central

Dorsch, Andrew K.; Thomas, Seth; Xu, Xiaoyu; Kaiser, William; Dobkin, Bruce H.

2014-01-01

Background Walking-related disability is the most frequent reason for inpatient stroke rehabilitation. Task-related practice is a critical component for improving patient outcomes. Objective To test the feasibility of providing quantitative feedback about daily walking performance and motivating greater skills practice via remote sensing. Methods In this phase III randomized, single blind clinical trial, patients participated in conventional therapies while wearing wireless sensors (tri-axial accelerometers) at both ankles. Activity-recognition algorithms calculated the speed, distance, and duration of walking bouts. Three times a week, therapists provided either feedback about performance on a 10-meter walk (speed-only) or walking speed feedback plus a review of walking activity recorded by the sensors (augmented). Primary outcomes at discharge included total daily walking time, derived from the sensors, and a timed 15-meter walk. Results Sixteen rehabilitation centers in 11 countries enrolled 135 participants over 15 months. Sensors recorded more than 1800 days of therapy, 37,000 individual walking bouts, and 2.5 million steps. No significant differences were found between the two feedback groups in daily walking time (15.1±13.1min vs. 16.6±14.3min, p=0.54) or 15-meter walking speed (0.93±0.47m/s vs. 0.91±0.53m/s, p=0.96). Remarkably, 30% of participants decreased their total daily walking time over their rehabilitation stay. Conclusions In this first trial of remote monitoring of inpatient stroke rehabilitation, augmented feedback beyond speed alone did not increase the time spent practicing or improve walking outcomes. Remarkably modest time was spent walking. Wireless sensing, however, allowed clinicians to audit skills practice and provided ground truth regarding changes in clinically important, mobility-related activities. PMID:25261154

Holistic feedback approach with video and peer discussion under teacher supervision.

PubMed

Hunukumbure, Agra Dilshani; Smith, Susan F; Das, Saroj

2017-09-29

High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers' insight into students' feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky's zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher's guidance. The aims of this qualitative study were to explore students' perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning. Semi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital. Video based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other's mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment. This study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the standard descriptive feedback.

How does audit and feedback influence intentions of health professionals to improve practice? A laboratory experiment and field study in cardiac rehabilitation.

PubMed

Gude, Wouter T; van Engen-Verheul, Mariëtte M; van der Veer, Sabine N; de Keizer, Nicolette F; Peek, Niels

2017-04-01

To identify factors that influence the intentions of health professionals to improve their practice when confronted with clinical performance feedback, which is an essential first step in the audit and feedback mechanism. We conducted a theory-driven laboratory experiment with 41 individual professionals, and a field study in 18 centres in the context of a cluster-randomised trial of electronic audit and feedback in cardiac rehabilitation. Feedback reports were provided through a web-based application, and included performance scores and benchmark comparisons (high, intermediate or low performance) for a set of process and outcome indicators. From each report participants selected indicators for improvement into their action plan. Our unit of observation was an indicator presented in a feedback report (selected yes/no); we considered selecting an indicator to reflect an intention to improve. We analysed 767 observations in the laboratory experiment and 614 in the field study, respectively. Each 10% decrease in performance score increased the probability of an indicator being selected by 54% (OR, 1.54; 95% CI 1.29% to 1.83%) in the laboratory experiment, and 25% (OR, 1.25; 95% CI 1.13% to 1.39%) in the field study. Also, performance being benchmarked as low and intermediate increased this probability in laboratory settings. Still, participants ignored the benchmarks in 34% (laboratory experiment) and 48% (field study) of their selections. When confronted with clinical performance feedback, performance scores and benchmark comparisons influenced health professionals' intentions to improve practice. However, there was substantial variation in these intentions, because professionals disagreed with benchmarks, deemed improvement unfeasible or did not consider the indicator an essential aspect of care quality. These phenomena impede intentions to improve practice, and are thus likely to dilute the effects of audit and feedback interventions. NTR3251, pre-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Involvement of inpatient mental health clients in the practical training and assessment of mental health nursing students: Can it benefit clients and students?

PubMed

Debyser, Bart; Grypdonck, Mieke H F; Defloor, Tom; Verhaeghe, Sofie T L

2011-02-01

Even though the central position of the client has been recognized in psychiatric nursing education, the client is seldom formally involved in the feedback provided to students during practical training. This research paper focuses on three questions: (1) What conditions support the gathering of meaningful client feedback to enhance the student's learning process and client's wellbeing? (2) Does the use of the practical model for client feedback lead to positive experiences, and if so, under what conditions? (3) To what extent is a client's feedback on the student's work performance, consistent with feedback from the mentor (nurse from the ward), the teacher and the student? Based on a literature review, participatory observation and contacts with experts, a practical model was developed to elicit client feedback. Using this model in two psychiatric inpatient services, clients were actively and formally involved in providing feedback to four, final year psychiatric nursing students. Clients, nurses, teachers and students were interviewed and data were analysed using a qualitative explorative research approach. Analyses revealed that client feedback becomes meaningful in a safe environment created by the psychiatric nurse. Client feedback generates a learning effect for the student and supports the student's recognition of the value and vulnerability of the psychiatric client. Copyright © 2010 Elsevier Ltd. All rights reserved.

Brain-computer interface: changes in performance using virtual reality techniques.

PubMed

Ron-Angevin, Ricardo; Díaz-Estrella, Antonio

2009-01-09

The ability to control electroencephalographic (EEG) signals when different mental tasks are carried out would provide a method of communication for people with serious motor function problems. This system is known as a brain-computer interface (BCI). Due to the difficulty of controlling one's own EEG signals, a suitable training protocol is required to motivate subjects, as it is necessary to provide some type of visual feedback allowing subjects to see their progress. Conventional systems of feedback are based on simple visual presentations, such as a horizontal bar extension. However, virtual reality is a powerful tool with graphical possibilities to improve BCI-feedback presentation. The objective of the study is to explore the advantages of the use of feedback based on virtual reality techniques compared to conventional systems of feedback. Sixteen untrained subjects, divided into two groups, participated in the experiment. A group of subjects was trained using a BCI system, which uses conventional feedback (bar extension), and another group was trained using a BCI system, which submits subjects to a more familiar environment, such as controlling a car to avoid obstacles. The obtained results suggest that EEG behaviour can be modified via feedback presentation. Significant differences in classification error rates between both interfaces were obtained during the feedback period, confirming that an interface based on virtual reality techniques can improve the feedback control, specifically for untrained subjects.

Curbing the DUI offender’s self-efficacy to drink and drive: A laboratory study

PubMed Central

Roberts, Walter; Fillmore, Mark T.

2017-01-01

Background People arrested for driving under the influence of alcohol (DUI) are at high risk to reoffend. One reason for this high rate of recidivism among DUI offenders is that these individuals systematically underestimate the degree to which alcohol impairs their ability to drive. This study compared perceived and objective driving ability following alcohol and performance feedback in drivers with and without a history of DUI. Method Adult drivers with (n = 20) and without (n = 20) a history of DUI arrest attended two dose challenge sessions where they received 0.64 g/kg alcohol or placebo, completed a simulated driving task, and provided measures of subjective impairment. They attended a third retesting session where they received feedback that they were impaired by alcohol. They received 0.64 g/kg alcohol and their objective and perceived driving ability was retested. Results Both groups showed significant impairment of driving performance following 0.64 g/kg alcohol compared to placebo. DUI offenders rated themselves as less impaired than controls. After performance feedback, self-reported impairment during the alcohol retest increased for DUI offenders but not for controls. There was no effect of performance feedback on objective driving ability. Conclusions These results support the notion that under alcohol DUI offenders characteristically perceive themselves as better able to drive than non-offenders. These perceptions can be tempered by performance feedback. To the extent that perceived ability to drive safely after drinking contributes to DUI and its recidivism, feedback geared towards lowering this self-efficacy could reduce willingness to engage in this behavior. PMID:28152449

Learning in an interactive simulation tool against landslide risks: the role of strength and availability of experiential feedback

NASA Astrophysics Data System (ADS)

Chaturvedi, Pratik; Arora, Akshit; Dutt, Varun

2018-06-01

Feedback via simulation tools is likely to help people improve their decision-making against natural disasters. However, little is known on how differing strengths of experiential feedback and feedback's availability in simulation tools influence people's decisions against landslides. We tested the influence of differing strengths of experiential feedback and feedback's availability on people's decisions against landslides in Mandi, Himachal Pradesh, India. Experiential feedback (high or low) and feedback's availability (present or absent) were varied across four between-subject conditions in a tool called the Interactive Landslide Simulation (ILS): high damage with feedback present, high damage with feedback absent, low damage with feedback present, and low damage with feedback absent. In high-damage conditions, the probabilities of damages to life and property due to landslides were 10 times higher than those in the low-damage conditions. In feedback-present conditions, experiential feedback was provided in numeric, text, and graphical formats in ILS. In feedback-absent conditions, the probabilities of damages were described; however, there was no experiential feedback present. Investments were greater in conditions where experiential feedback was present and damages were high compared to conditions where experiential feedback was absent and damages were low. Furthermore, only high-damage feedback produced learning in ILS. Simulation tools like ILS seem appropriate for landslide risk communication and for performing what-if analyses.

Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies

PubMed Central

Waterbrook, Anna L; Spear Ellinwood, Karen C; Pritchard, T Gail; Bertels, Karen; Johnson, Ariel C; Min, Alice; Stoneking, Lisa R

2018-01-01

Objective Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents’ perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills. Methods Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones. Results Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable. Conclusion Medical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process. PMID:29765259

Oxytocin selectively facilitates learning with social feedback and increases activity and functional connectivity in emotional memory and reward processing regions.

PubMed

Hu, Jiehui; Qi, Song; Becker, Benjamin; Luo, Lizhu; Gao, Shan; Gong, Qiyong; Hurlemann, René; Kendrick, Keith M

2015-06-01

In male Caucasian subjects, learning is facilitated by receipt of social compared with non-social feedback, and the neuropeptide oxytocin (OXT) facilitates this effect. In this study, we have first shown a cultural difference in that male Chinese subjects actually perform significantly worse in the same reinforcement associated learning task with social (emotional faces) compared with non-social feedback. Nevertheless, in two independent double-blind placebo (PLC) controlled between-subject design experiments we found OXT still selectively facilitated learning with social feedback. Similar to Caucasian subjects this OXT effect was strongest with feedback using female rather than male faces. One experiment performed in conjunction with functional magnetic resonance imaging showed that during the response, but not feedback phase of the task, OXT selectively increased activity in the amygdala, hippocampus, parahippocampal gyrus and putamen during the social feedback condition, and functional connectivity between the amygdala and insula and caudate. Therefore, OXT may be increasing the salience and reward value of anticipated social feedback. In the PLC group, response times and state anxiety scores during social feedback were associated with signal changes in these same regions but not in the OXT group. OXT may therefore have also facilitated learning by reducing anxiety in the social feedback condition. Overall our results provide the first evidence for cultural differences in social facilitation of learning per se, but a similar selective enhancement of learning with social feedback under OXT. This effect of OXT may be associated with enhanced responses and functional connectivity in emotional memory and reward processing regions. © 2015 Wiley Periodicals, Inc.

Individualized feedback during simulated laparoscopic training: a mixed methods study

PubMed Central

Weurlander, Maria; Hedman, Leif; Nisell, Henry; Lindqvist, Pelle G.; Felländer-Tsai, Li; Enochsson, Lars

2015-01-01

Objectives This study aimed to explore the value of indi-vidualized feedback on performance, flow and self-efficacy during simulated laparoscopy. Furthermore, we wished to explore attitudes towards feedback and simulator training among medical students. Methods Sixteen medical students were included in the study and randomized to laparoscopic simulator training with or without feedback. A teacher provided individualized feedback continuously throughout the procedures to the target group. Validated questionnaires and scales were used to evaluate self-efficacy and flow. The Mann-Whitney U test was used to evaluate differences between groups regarding laparoscopic performance (instrument path length), self-efficacy and flow. Qualitative data was collected by group interviews and interpreted using inductive thematic analyses. Results Sixteen students completed the simulator training and questionnaires. Instrument path length was shorter in the feedback group (median 3.9 m; IQR: 3.3-4.9) as com-pared to the control group (median 5.9 m; IQR: 5.0-8.1), p<0.05. Self-efficacy improved in both groups. Eleven students participated in the focus interviews. Participants in the control group expressed that they had fun, whereas participants in the feedback group were more concentrated on the task and also more anxious. Both groups had high ambitions to succeed and also expressed the importance of getting feedback. The authenticity of the training scenario was important for the learning process. Conclusions This study highlights the importance of individualized feedback during simulated laparoscopy training. The next step is to further optimize feedback and to transfer standardized and individualized feedback from the simulated setting to the operating room. PMID:26223033

Can false memories be corrected by feedback in the DRM paradigm?

PubMed

McConnell, Melissa D; Hunt, R Reed

2007-07-01

Normal processes of comprehension frequently yield false memories as an unwanted by-product. The simple paradigm now known as the Deese/Roediger-McDermott (DRM) paradigm takes advantage of this fact and has been used to reliably produce false memory for laboratory study. Among the findings from past research is the difficulty of preventing false memories in this paradigm. The purpose of the present experiments was to examine the effectiveness of feedback in correcting false memories. Two experiments were conducted, in which participants recalled DRM lists and either received feedback on their performance or did not. A subsequent recall test was administered to assess the effect of feedback. The results showed promising effects of feedback: Feedback enhanced both error correction and the propagation of correct recall. The data replicated other data of studies that have shown substantial error perseveration following feedback. These data also provide new information on the occurrence of errors following feedback. The results are discussed in terms of the activation-monitoring theory of false memory.

Feedback using an ePortfolio for medicine long cases: quality not quantity.

PubMed

Bleasel, Jane; Burgess, Annette; Weeks, Ruth; Haq, Inam

2016-10-21

The evidence for the positive impact of an electronic Portfolio (ePortfolio) on feedback in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the feedback process. In total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of feedback, and provide a rich understanding of both students' and faculty's experience and perceptions of the ePortfolio. Students received a variable quantity of feedback at each of the three studied clinical schools, with an average of between 4 - 5.4 feedback episodes per student. Feedback that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed feedback reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement. Feedback using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized feedback in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

PubMed Central

Nottingham, Sara; Henning, Jolene

2014-01-01

Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs. PMID:24151809

Feedback in clinical education, part II: Approved clinical instructor and student perceptions of and influences on feedback.

PubMed

Nottingham, Sara; Henning, Jolene

2014-01-01

Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Qualitative study. One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Four ACIs and 4 second-year ATSs. Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.

Does real-time objective feedback and competition improve performance and quality in manikin CPR training--a prospective observational study from several European EMS.

PubMed

Smart, J R; Kranz, K; Carmona, F; Lindner, T W; Newton, A

2015-10-15

Previous studies have reported that the quality of cardiopulmonary resuscitation (CPR) is important for patient survival. Real time objective feedback during manikin training has been shown to improve CPR performance. Objective measurement could facilitate competition and help motivate participants to improve their CPR performance. The aims of this study were to investigate whether real time objective feedback on manikins helps improve CPR performance and whether competition between separate European Emergency Medical Services (EMS) and between participants at each EMS helps motivation to train. Ten European EMS took part in the study and was carried out in two stages. At Stage 1, each EMS provided 20 pre-hospital professionals. A questionnaire was completed and standardised assessment scenarios were performed for adult and infant out of hospital cardiac arrest (OHCA). CPR performance was objectively measured and recorded but no feedback given. Between Stage 1 and 2, each EMS was given access to manikins for 6 months and instructed on how to use with objective real-time CPR feedback available. Stage 2 was undertaken and was a repeat of Stage 1 with a questionnaire with additional questions relating to usefulness of feedback and the competition nature of the study (using a 10 point Likert score). The EMS that improved the most from Stage 1 to Stage 2 was declared the winner. An independent samples Student t-test was used to analyse the objective CPR metrics with the significance level taken as p < 0.05. Overall mean Improvement of CPR performance from Stage 1 to Stage 2 was significant. The improvement was greater for the infant assessment. The participants thought the real-time feedback very useful (mean score of 8.5) and very easy to use (mean score of 8.2). Competition between EMS organisations recorded a mean score of 5.8 and competition between participants recorded a mean score of 6.0. The results suggest that the use of real time objective feedback can significantly help improve CPR performance. Competition, especially between participants, appeared to encourage staff to practice and this study suggests that competition might have a useful role to help motivate staff to perform CPR training.

Laparoscopic training using a quantitative assessment and instructional system.

PubMed

Yamaguchi, T; Nakamura, R

2018-04-28

Laparoscopic surgery requires complex surgical skills; hence, surgeons require regular training to improve their surgical techniques. The quantitative assessment of a surgeon's skills and the provision of feedback are important processes for conducting effective training. The aim of this study was to develop an inexpensive training system that provides automatic technique evaluation and feedback. We detected the instrument using image processing of commercial web camera images and calculated the motion analysis parameters (MAPs) of the instrument to quantify performance features. Upon receiving the results, we developed a method of evaluating the surgeon's skill level. The feedback system was developed using MAPs-based radar charts and scores for determining the skill level. These methods were evaluated using the videos of 38 surgeons performing a suturing task. There were significant differences in MAPs among surgeons; therefore, MAPs can be effectively used to quantify a surgeon's performance features. The results of skill evaluation and feedback differed greatly between skilled and unskilled surgeons, and it was possible to indicate points of improvement for the procedure performed in this study. Furthermore, the results obtained for certain novice surgeons were similar to those obtained for skilled surgeons. This system can be used to assess the skill level of surgeons, independent of the years of experience, and provide an understanding of the individual's current surgical skill level effectively. We conclude that our system is useful as an inexpensive laparoscopic training system that might aid in skill improvement.

Implementation of remote video auditing with feedback and compliance for manual-cleaning protocols of endoscopic retrograde cholangiopancreatography endoscopes.

PubMed

Armellino, Donna; Cifu, Kelly; Wallace, Maureen; Johnson, Sherly; DiCapua, John; Dowling, Oonagh; Jacobs, Mitchel; Browning, Susan

2018-05-01

A pilot initiative to assess the use of remote video auditing in monitoring compliance with manual-cleaning protocols for endoscopic retrograde cholangiopancreatography (ERCP) endoscopes was performed. Compliance with manual-cleaning steps following the initiation of feedback was measured. A video feed of the ERCP reprocessing room was provided to remote auditors who scored items of an ERCP endoscope manual-cleaning checklist. Compliance feedback was provided in the form of reports and reeducation. Outcomes were reported as checklist compliance. The use of remote video auditing to document manual processing is a feasible approach and feedback and reeducation increased manual-cleaning compliance from 53.1% (95% confidence interval, 34.7-71.6) to 98.9% (95.0% confidence interval, 98.1-99.6). Copyright © 2018 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Fitts’ Law in the Control of Isometric Grip Force With Naturalistic Targets

PubMed Central

Thumser, Zachary C.; Slifkin, Andrew B.; Beckler, Dylan T.; Marasco, Paul D.

2018-01-01

Fitts’ law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts’ law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts’ law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts’ law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts’ law (average r2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts’ law for explicit targets with vision (r2 = 0.96) and implicit targets (r2 = 0.89), but not as well-described for explicit targets without vision (r2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts’ law to quantify the relative speed-accuracy relationship of any given grasper. PMID:29773999

Blunted feedback processing during risk-taking in adolescents with features of problematic Internet use.

PubMed

Yau, Yvonne H C; Potenza, Marc N; Mayes, Linda C; Crowley, Michael J

2015-06-01

While the conceptualization of problematic Internet use (PIU) as a "behavioral addiction" resembling substance-use disorders is debated, the neurobiological underpinnings of PIU remain understudied. This study examined whether adolescents displaying features of PIU (at-risk PIU; ARPIU) are more impulsive and exhibit blunted responding in the neural mechanisms underlying feedback processing and outcome evaluation during risk-taking. Event-related potentials (ERPs) elicited by positive (i.e. reward) and negative (i.e. loss) feedback were recorded during performance on a modified version of the Balloon Analogue Risk Task (BART) among ARPIU (n=39) and non-ARPIU subjects (n=27). Compared to non-ARPIU, ARPIU adolescents displayed higher levels of urgency and lack of perseverance on the UPPS Impulsive Behavior Scale. Although no between-group difference in BART performance was observed, ERPs demonstrated overall decreased sensitivity to feedback in ARPIU compared to non-ARPIU adolescents, as indexed by blunted feedback-related negativity (FRN) and P300 amplitudes to both negative and positive feedback. The present study provides evidence for feedback processing during risk-taking as a neural correlate of ARPIU. Given recent concerns regarding the growing prevalence of PIU as a health concern, future work should examine the extent to which feedback processing may represent a risk factor for PIU, a consequence of PIU, or possibly both. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effect of visual distraction and auditory feedback on patient effort during robot-assisted movement training after stroke

PubMed Central

2011-01-01

Background Practicing arm and gait movements with robotic assistance after neurologic injury can help patients improve their movement ability, but patients sometimes reduce their effort during training in response to the assistance. Reduced effort has been hypothesized to diminish clinical outcomes of robotic training. To better understand patient slacking, we studied the role of visual distraction and auditory feedback in modulating patient effort during a common robot-assisted tracking task. Methods Fourteen participants with chronic left hemiparesis from stroke, five control participants with chronic right hemiparesis and fourteen non-impaired healthy control participants, tracked a visual target with their arms while receiving adaptive assistance from a robotic arm exoskeleton. We compared four practice conditions: the baseline tracking task alone; tracking while also performing a visual distracter task; tracking with the visual distracter and sound feedback; and tracking with sound feedback. For the distracter task, symbols were randomly displayed in the corners of the computer screen, and the participants were instructed to click a mouse button when a target symbol appeared. The sound feedback consisted of a repeating beep, with the frequency of repetition made to increase with increasing tracking error. Results Participants with stroke halved their effort and doubled their tracking error when performing the visual distracter task with their left hemiparetic arm. With sound feedback, however, these participants increased their effort and decreased their tracking error close to their baseline levels, while also performing the distracter task successfully. These effects were significantly smaller for the participants who used their non-paretic arm and for the participants without stroke. Conclusions Visual distraction decreased participants effort during a standard robot-assisted movement training task. This effect was greater for the hemiparetic arm, suggesting that the increased demands associated with controlling an affected arm make the motor system more prone to slack when distracted. Providing an alternate sensory channel for feedback, i.e., auditory feedback of tracking error, enabled the participants to simultaneously perform the tracking task and distracter task effectively. Thus, incorporating real-time auditory feedback of performance errors might improve clinical outcomes of robotic therapy systems. PMID:21513561

Does Varying Attentional Focus Affect Skill Acquisition in Children? A Comparison of Internal and External Focus Instructions and Feedback

ERIC Educational Resources Information Center

Agar, Charles; Humphries, Charlotte A.; Naquin, Millie; Hebert, Edward; Wood, Ralph

2016-01-01

Recently, researchers have concluded that motor skill performance is enhanced when learners adopt an external attentional focus, compared to adopting an internal focus. We extended the line of inquiry to children and examined if skill learning in children was differentially affected by providing instructions and feedback that direct attentional…

Providing Test Performance Feedback That Bridges Assessment and Instruction: The Case of Two Standardized English Language Tests in Japan

ERIC Educational Resources Information Center

Sawaki, Yasuyo; Koizumi, Rie

2017-01-01

This small-scale qualitative study considers feedback and results reported for two major large-scale English language tests administered in Japan: the Global Test of English Communication for Students (GTECfS) and the Eiken Test in Practical English Proficiency (Eiken). Specifically, it examines current score-reporting practices in student and…

Effects of Online Sensory Feedback Restriction during the Training on Immediate and Long-Term Learning on a Finger Opposition Tapping Task

ERIC Educational Resources Information Center

Piemonte, Maria Elisa Pimentel; Kopczynski, Marcos Cammarosano; Voos, Mariana Callil; Miranda, Camila Souza; Oliveira, Tatiana de Paula

2015-01-01

Background: Online sensory feedback has been considered fundamental for motor learning. The sensory inputs experienced in previous attempts can be processed and compared to allow the online refinement of subsequent attempts, resulting on performance improvement. However, numerous studies have provided direct and indirect evidence that learning new…

Social feedback processing from early to late adolescence: influence of sex, age, and attachment style

PubMed Central

Vrtička, Pascal; Sander, David; Anderson, Brittany; Badoud, Deborah; Eliez, Stephan; Debbané, Martin

2014-01-01

Objective The establishment of an accurate understanding of one's social context is a central developmental task during adolescence. A critical component of such development is to learn how to integrate the objective evaluation of one's behavior with the social response to the latter—here referred to as social feedback processing. Case report We measured brain activity by means of fMRI in 33 healthy adolescents (12–19 years old, 14 females). Participants played a difficult perceptual game with integrated verbal and visual feedback. Verbal feedback provided the participants with objective performance evaluation (won vs. lost). Visual feedback consisted of either smiling or angry faces, representing positive or negative social evaluations. Together, the combination of verbal and visual feedback gave rise to congruent versus incongruent social feedback combinations. In addition to assessing sex differences, we further tested for the effects of age and attachment style on social feedback processing. Results revealed that brain activity during social feedback processing was significantly modulated by sex, age, and attachment style in prefrontal cortical areas, ventral anterior cingulate cortex, anterior insula, caudate, and amygdala/hippocampus. We found indication for heightened activity during incongruent social feedback processing in females, older participants, and individuals with an anxious attachment style. Conversely, we observed stronger activity during processing of congruent social feedback in males and participants with an avoidant attachment style. Conclusion Our findings not only extend knowledge on the typical development of socio-emotional brain function during adolescence, but also provide first clues on how attachment insecurities, and particularly attachment avoidance, could interfere with the latter mechanisms. PMID:25328847

Developing Non-Somatotopic Phantom Finger Sensation to Comparable Levels of Somatotopic Sensation through User Training With Electrotactile Stimulation.

PubMed

Chai, Guohong; Zhang, Dingguo; Zhu, Xiangyang

2017-05-01

Cutaneous electrical stimulation can provide tactile feedback for upper-limb amputees through somatotopic feedback (SF) or non-somatotopic feedback (NF). The SF delivers electrotactile stimulus to projection finger maps (PFMs) on the stumps of amputees, which outperforms NF that transfers stimulus to other human intact skin areas in general. However, the SF areas on stumps are very limited and often occupied by electromyography (EMG) sensors in application of myoelectric prosthesis. This work aims at improving NF performance on human upper arms through user training with electrotactile stimulation. The experiments were conducted over seven consecutive days on nine able-bodied subjects and two forearm amputees. The performance measures of NF/SF included the correct identification rates (CIR s ), the response time and the NASA-TLX questionnaire. The between-day CIR s on NF sites increased logarithmically with a mean course of 3-day rapid-improving phase and plateaued in the relative-steady phase. The response time and NASA-TLX scores could also rapidly reduce to the comparable levels of the SF areas during the same mean period of 3-day rapid-improving phase, respectively. These results indicated that the performance of NF could be highly improved to the equivalent level as that of SF through 3-day electrotactile training, which we named as "3-day effect". It provides important insights that intact skin areas without phantom sensations can effectively replace SF sites to transfer tactile feedback after continuous user training, which validates effectiveness of non-invasive interfaces of tactile feedback for upper-limb amputees in practice.

The case of "Miss Jacobs": adolescent simulated patients and the quality of their role playing, feedback, and personal impact.

PubMed

Bokken, Lonneke; van Dalen, Jan; Rethans, Jan-Joost

2010-12-01

Adolescents as standardized patients are relatively new in medical education. Studies have mostly explored the impact of role playing on adolescents trained to perform standardized patient roles for assessment purposes. No studies were found with regard to the quality of adolescents' role playing. We evaluated the effects of performing a patient role on adolescents trained as simulated patients (SPs) for teaching purposes (in contrast to standardized patients) and evaluated the quality of adolescent SPs' role playing and feedback. Nine young women, aged 16 to 18 years, were trained to portray roles of adolescents asking their general practitioner for an oral contraceptive. Three adolescent men were trained to portray roles of some of the girls' boyfriends. Each role was developed in consultation with the individual adolescent and was largely based on her own personal experience. Students rated the quality of the adolescent SP's role playing and feedback after each SP encounter on a previously validated questionnaire (the Maastricht Assessment of Simulated Patients). Both the adolescent SPs and faculty teachers both completed questionnaires on their experiences. Three hundred forty-one students rated the quality of the SPs' role playing and feedback with a mean score of 7.5 of 10. The faculty teachers were also generally positive about the role playing and feedback. Nevertheless, there were some concerns about the quality of the feedback. Adolescent SPs reported no negative effects because of their performance. Generally, students and teachers were satisfied with the quality of the role playing and feedback provided by the adolescent SPs. The adolescent SPs experienced no negative effects related to their performance, which confirms earlier findings among adolescent standardized patients.

Willing to Wait: Elevated Reward-Processing EEG Activity Associated with a Greater Preference for Larger-But-Delayed Rewards

PubMed Central

Pornpattananangkul, Narun; Nusslock, Robin

2016-01-01

While almost everyone discounts the value of future rewards over immediate rewards, people differ in their so-called delay-discounting. One of the several factors that may explain individual differences in delay-discounting is reward-processing. To study individual-differences in reward-processing, however, one needs to consider the heterogeneity of neural-activity at each reward-processing stage. Here using EEG, we separated reward-related neural activity into distinct reward-anticipation and reward-outcome stages using time-frequency characteristics. Thirty-seven individuals completed a behavioral delay-discounting task. Reward-processing EEG activity was assessed using a separate reward-learning task, called a reward time-estimation task. During this task, participants were instructed to estimate time duration and were provided performance feedback on a trial-by-trial basis. Participants received monetary-reward for accurate-performance on Reward trials, but not on No-Reward trials. Reward trials, relative to No-Reward trials, enhanced EEG activity during both reward-anticipation stage (including, cued-locked delta power during cue-evaluation and pre-feedback alpha suppression during feedback-anticipation) and at the reward-outcome stage (including, feedback-locked delta, theta and beta power). Moreover, all of these EEG indices correlated with behavioral performance in the time-estimation task, suggesting their essential roles in learning and adjusting performance to maximize winnings in a reward-learning situation. Importantly, enhanced EEG power during Reward trials for 1) pre-feedback alpha suppression, 2) feedback-locked theta and 3) feedback-locked beta was associated with a greater preference for larger-but-delayed rewards. Results highlight the association between a stronger preference toward larger-but-delayed rewards and enhanced reward-processing. Moreover, our reward-processing EEG indices detail the specific stages of reward-processing where these associations occur. PMID:27477630

A new visual feedback-based magnetorheological haptic master for robot-assisted minimally invasive surgery

NASA Astrophysics Data System (ADS)

Choi, Seung-Hyun; Kim, Soomin; Kim, Pyunghwa; Park, Jinhyuk; Choi, Seung-Bok

2015-06-01

In this study, we developed a novel four-degrees-of-freedom haptic master using controllable magnetorheological (MR) fluid. We also integrated the haptic master with a vision device with image processing for robot-assisted minimally invasive surgery (RMIS). The proposed master can be used in RMIS as a haptic interface to provide the surgeon with a sense of touch by using both kinetic and kinesthetic information. The slave robot, which is manipulated with a proportional-integrative-derivative controller, uses a force sensor to obtain the desired forces from tissue contact, and these desired repulsive forces are then embodied through the MR haptic master. To verify the effectiveness of the haptic master, the desired force and actual force are compared in the time domain. In addition, a visual feedback system is implemented in the RMIS experiment to distinguish between the tumor and organ more clearly and provide better visibility to the operator. The hue-saturation-value color space is adopted for the image processing since it is often more intuitive than other color spaces. The image processing and haptic feedback are realized on surgery performance. In this work, tumor-cutting experiments are conducted under four different operating conditions: haptic feedback on, haptic feedback off, image processing on, and image processing off. The experimental realization shows that the performance index, which is a function of pixels, is different in the four operating conditions.

Individual differences in learning correlate with modulation of brain activity induced by transcranial direct current stimulation

PubMed Central

Falcone, Brian; Wada, Atsushi; Parasuraman, Raja

2018-01-01

Transcranial direct current stimulation (tDCS) has been shown to enhance cognitive performance on a variety of tasks. It is hypothesized that tDCS enhances performance by affecting task related cortical excitability changes in networks underlying or connected to the site of stimulation facilitating long term potentiation. However, many recent studies have called into question the reliability and efficacy of tDCS to induce modulatory changes in brain activity. In this study, our goal is to investigate the individual differences in tDCS induced modulatory effects on brain activity related to the degree of enhancement in performance, providing insight into this lack of reliability. In accomplishing this goal, we used functional magnetic resonance imaging (fMRI) concurrently with tDCS stimulation (1 mA, 30 minutes duration) using a visual search task simulating real world conditions. The experiment consisted of three fMRI sessions: pre-training (no performance feedback), training (performance feedback which included response accuracy and target location and either real tDCS or sham stimulation given), and post-training (no performance feedback). The right posterior parietal cortex was selected as the site of anodal tDCS based on its known role in visual search and spatial attention processing. Our results identified a region in the right precentral gyrus, known to be involved with visual spatial attention and orienting, that showed tDCS induced task related changes in cortical excitability that were associated with individual differences in improved performance. This same region showed greater activity during the training session for target feedback of incorrect (target-error feedback) over correct trials for the tDCS stim over sham group indicating greater attention to target features during training feedback when trials were incorrect. These results give important insight into the nature of neural excitability induced by tDCS as it relates to variability in individual differences in improved performance shedding some light the apparent lack of reliability found in tDCS research. PMID:29782510

Intermittent compared to continuous real-time fMRI neurofeedback boosts control over amygdala activation.

PubMed

Hellrung, Lydia; Dietrich, Anja; Hollmann, Maurice; Pleger, Burkhard; Kalberlah, Christian; Roggenhofer, Elisabeth; Villringer, Arno; Horstmann, Annette

2018-02-01

Real-time fMRI neurofeedback is a feasible tool to learn the volitional regulation of brain activity. So far, most studies provide continuous feedback information that is presented upon every volume acquisition. Although this maximizes the temporal resolution of feedback information, it may be accompanied by some disadvantages. Participants can be distracted from the regulation task due to (1) the intrinsic delay of the hemodynamic response and associated feedback and (2) limited cognitive resources available to simultaneously evaluate feedback information and stay engaged with the task. Here, we systematically investigate differences between groups presented with different variants of feedback (continuous vs. intermittent) and a control group receiving no feedback on their ability to regulate amygdala activity using positive memories and feelings. In contrast to the feedback groups, no learning effect was observed in the group without any feedback presentation. The group receiving intermittent feedback exhibited better amygdala regulation performance when compared with the group receiving continuous feedback. Behavioural measurements show that these effects were reflected in differences in task engagement. Overall, we not only demonstrate that the presentation of feedback is a prerequisite to learn volitional control of amygdala activity but also that intermittent feedback is superior to continuous feedback presentation. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Vibrotactile Feedback Alters Dynamics Of Static Postural Control In Persons With Parkinson's Disease But Not Older Adults At High Fall Risk.

PubMed

High, Carleigh M; McHugh, Hannah F; Mills, Stephen C; Amano, Shinichi; Freund, Jane E; Vallabhajosula, Srikant

2018-06-01

Aging and Parkinson's disease are often associated with impaired postural control. Providing extrinsic feedback via vibrotactile sensation could supplement intrinsic feedback to maintain postural control. We investigated the postural control response to vibrotactile feedback provided at the trunk during challenging stance conditions in older adults at high fall risk and individuals with Parkinson's disease compared to healthy older adults. Nine older adults at high fall risk, 9 persons with Parkinson's disease and 10 healthy older adults performed 30s quiet standing on a force platform under five challenging stance conditions with eyes open/closed and standing on firm/foam surface with feet together, each with and without vibrotactile feedback. During vibrotactile feedback trials, feedback was provided when participants swayed >10% over the center of their base of support. Participants were instructed vibrations would be in response to their movement. Magnitude of postural sway was estimated using center of pressure path length, velocity, and sway area. Dynamics of individuals' postural control was evaluated using detrended fluctuation analysis. Results showed that vibrotactile feedback induced a change in postural control dynamics among persons with Parkinson's disease when standing with intact intrinsic visual input and altered intrinsic somatosensory input, but there was no change in sway magnitude. However, use of vibrotactile feedback did not significantly alter dynamics of postural control in older adults with high risk of falling or reduce the magnitude of sway. Considering the effects of vibrotactile feedback were dependent on the population and stance condition, designing an optimal therapeutic regimen for balance training should be carefully considered and be specific to a target population. Furthermore, our results suggest that explicit instructions on how to respond to the vibrotactile feedback could affect training outcome. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

Experimental evaluation of a miniature MR device for a wide range of human perceivable haptic sensations

NASA Astrophysics Data System (ADS)

Yang, Tae-Heon; Koo, Jeong-Hoi

2017-12-01

Humans can experience a realistic and vivid haptic sensations by the sense of touch. In order to have a fully immersive haptic experience, both kinaesthetic and vibrotactile information must be presented to human users. Currently, little haptic research has been performed on small haptic actuators that can covey both vibrotactile feedback based on the frequency of vibrations up to the human-perceivable limit and multiple levels of kinaesthetic feedback rapidly. Therefore, this study intends to design a miniature haptic device based on MR fluid and experimentally evaluate its ability to convey vibrotactile feedback up to 300 Hz along with kinaesthetic feedback. After constructing a prototype device, a series of testing was performed to evaluate its performance of the prototype using an experimental setup, consisting of a precision dynamic mechanical analyzer and an accelerometer. The kinaesthetic testing results show that the prototype device can provide the force rate up to 89% at 5 V (360 mA), which can be discretized into multiple levels of ‘just noticeable difference’ force rate, indicating that the device can convey a wide range of kinaesthetic sensations. To evaluate the high frequency vibrotactile feedback performance of the device, its acceleration responses were measured and processed using the FFT analysis. The results indicate that the device can convey high frequency vibrotactile sensations up to 300 Hz with the sufficiently large intensity of accelerations that human can feel.

The Humble Leader: Association of Discrepancies in Leader and Follower Ratings of Implementation Leadership With Organizational Climate in Mental Health.

PubMed

Aarons, Gregory A; Ehrhart, Mark G; Torres, Elisa M; Finn, Natalie K; Beidas, Rinad S

2017-02-01

Discrepancies, or perceptual distance, between leaders' self-ratings and followers' ratings of the leader are common but usually go unrecognized. Research on discrepancies is limited, but there is evidence that discrepancies are associated with organizational context. This study examined the association of leader-follower discrepancies in Implementation Leadership Scale (ILS) ratings of mental health clinic leaders and the association of those discrepancies with organizational climate for involvement and performance feedback. Both involvement and performance feedback are important for evidence-based practice (EBP) implementation in mental health. A total of 593 individuals-supervisors (leaders, N=80) and clinical service providers (followers, N=513)-completed surveys that included ratings of implementation leadership and organizational climate. Polynomial regression and response surface analyses were conducted to examine the associations of discrepancies in leader-follower ILS ratings with organizational involvement climate and performance feedback climate, aspects of climate likely to support EBP implementation. Both involvement climate and performance feedback climate were highest where leaders rated themselves low on the ILS and their followers rated those leaders high on the ILS ("humble leaders"). Teams with "humble leaders" showed more positive organizational climate for involvement and for performance feedback, contextual factors important during EBP implementation and sustainment. Discrepancy in leader and follower ratings of implementation leadership should be a consideration in understanding and improving leadership and organizational climate for mental health services and for EBP implementation and sustainment in mental health and other allied health settings.

Dynamic Sensing Performance of a Point-Wise Fiber Bragg Grating Displacement Measurement System Integrated in an Active Structural Control System

PubMed Central

Chuang, Kuo-Chih; Liao, Heng-Tseng; Ma, Chien-Ching

2011-01-01

In this work, a fiber Bragg grating (FBG) sensing system which can measure the transient response of out-of-plane point-wise displacement responses is set up on a smart cantilever beam and the feasibility of its use as a feedback sensor in an active structural control system is studied experimentally. An FBG filter is employed in the proposed fiber sensing system to dynamically demodulate the responses obtained by the FBG displacement sensor with high sensitivity. For comparison, a laser Doppler vibrometer (LDV) is utilized simultaneously to verify displacement detection ability of the FBG sensing system. An optical full-field measurement technique called amplitude-fluctuation electronic speckle pattern interferometry (AF-ESPI) is used to provide full-field vibration mode shapes and resonant frequencies. To verify the dynamic demodulation performance of the FBG filter, a traditional FBG strain sensor calibrated with a strain gauge is first employed to measure the dynamic strain of impact-induced vibrations. Then, system identification of the smart cantilever beam is performed by FBG strain and displacement sensors. Finally, by employing a velocity feedback control algorithm, the feasibility of integrating the proposed FBG displacement sensing system in a collocated feedback system is investigated and excellent dynamic feedback performance is demonstrated. In conclusion, our experiments show that the FBG sensor is capable of performing dynamic displacement feedback and/or strain measurements with high sensitivity and resolution. PMID:22247683

Generalized fast feedback system in the SLC

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hendrickson, L.; Allison, S.; Gromme, T.

A generalized fast feedback system has been developed to stabilize beams at various locations in the SLC. The system is designed to perform measurements and change actuator settings to control beam states such as position, angle and energy on a pulse to pulse basis. The software design is based on the state space formalism of digital control theory. The system is database-driven, facilitating the addition of new loops without requiring additional software. A communications system, KISNet, provides fast communications links between microprocessors for feedback loops which involve multiple micros. Feedback loops have been installed in seventeen locations throughout the SLCmore » and have proven to be invaluable in stabilizing the machine.« less

It Pays to Go Off-Track: Practicing with Error-Augmenting Haptic Feedback Facilitates Learning of a Curve-Tracing Task

PubMed Central

Williams, Camille K.; Tremblay, Luc; Carnahan, Heather

2016-01-01

Researchers in the domain of haptic training are now entering the long-standing debate regarding whether or not it is best to learn a skill by experiencing errors. Haptic training paradigms provide fertile ground for exploring how various theories about feedback, errors and physical guidance intersect during motor learning. Our objective was to determine how error minimizing, error augmenting and no haptic feedback while learning a self-paced curve-tracing task impact performance on delayed (1 day) retention and transfer tests, which indicate learning. We assessed performance using movement time and tracing error to calculate a measure of overall performance – the speed accuracy cost function. Our results showed that despite exhibiting the worst performance during skill acquisition, the error augmentation group had significantly better accuracy (but not overall performance) than the error minimization group on delayed retention and transfer tests. The control group’s performance fell between that of the two experimental groups but was not significantly different from either on the delayed retention test. We propose that the nature of the task (requiring online feedback to guide performance) coupled with the error augmentation group’s frequent off-target experience and rich experience of error-correction promoted information processing related to error-detection and error-correction that are essential for motor learning. PMID:28082937

Verbal communication improves laparoscopic team performance.

PubMed

Shiliang Chang; Waid, Erin; Martinec, Danny V; Bin Zheng; Swanstrom, Lee L

2008-06-01

The impact of verbal communication on laparoscopic team performance was examined. A total of 24 dyad teams, comprised of residents, medical students, and office staff, underwent 2 team tasks using a previously validated bench model. Twelve teams (feedback groups) received instant verbal instruction and feedback on their performance from an instructor which was compared with 12 teams (control groups) with minimal or no verbal feedback. Their performances were both video and audio taped for analysis. Surgical backgrounds were similar between feedback and control groups. Teams with more verbal feedback achieved significantly better task performance (P = .002) compared with the control group with less feedback. Impact of verbal feedback was more pronounced for tasks requiring team cooperation (aiming and navigation) than tasks depending on individual skills (knotting). Verbal communication, especially the instructions and feedback from an experienced instructor, improved team efficiency and performance.

The Role of Direct and Visual Force Feedback in Suturing Using a 7-DOF Dual-Arm Teleoperated System.

PubMed

Talasaz, Ali; Trejos, Ana Luisa; Patel, Rajni V

2017-01-01

The lack of haptic feedback in robotics-assisted surgery can result in tissue damage or accidental tool-tissue hits. This paper focuses on exploring the effect of haptic feedback via direct force reflection and visual presentation of force magnitudes on performance during suturing in robotics-assisted minimally invasive surgery (RAMIS). For this purpose, a haptics-enabled dual-arm master-slave teleoperation system capable of measuring tool-tissue interaction forces in all seven Degrees-of-Freedom (DOFs) was used. Two suturing tasks, tissue puncturing and knot-tightening, were chosen to assess user skills when suturing on phantom tissue. Sixteen subjects participated in the trials and their performance was evaluated from various points of view: force consistency, number of accidental hits with tissue, amount of tissue damage, quality of the suture knot, and the time required to accomplish the task. According to the results, visual force feedback was not very useful during the tissue puncturing task as different users needed different amounts of force depending on the penetration of the needle into the tissue. Direct force feedback, however, was more useful for this task to apply less force and to minimize the amount of damage to the tissue. Statistical results also reveal that both visual and direct force feedback were required for effective knot tightening: direct force feedback could reduce the number of accidental hits with the tissue and also the amount of tissue damage, while visual force feedback could help to securely tighten the suture knots and maintain force consistency among different trials/users. These results provide evidence of the importance of 7-DOF force reflection when performing complex tasks in a RAMIS setting.

Validity evidence and reliability of a simulated patient feedback instrument.

PubMed

Schlegel, Claudia; Woermann, Ulrich; Rethans, Jan-Joost; van der Vleuten, Cees

2012-01-27

In the training of healthcare professionals, one of the advantages of communication training with simulated patients (SPs) is the SP's ability to provide direct feedback to students after a simulated clinical encounter. The quality of SP feedback must be monitored, especially because it is well known that feedback can have a profound effect on student performance. Due to the current lack of valid and reliable instruments to assess the quality of SP feedback, our study examined the validity and reliability of one potential instrument, the 'modified Quality of Simulated Patient Feedback Form' (mQSF). Content validity of the mQSF was assessed by inviting experts in the area of simulated clinical encounters to rate the importance of the mQSF items. Moreover, generalizability theory was used to examine the reliability of the mQSF. Our data came from videotapes of clinical encounters between six simulated patients and six students and the ensuing feedback from the SPs to the students. Ten faculty members judged the SP feedback according to the items on the mQSF. Three weeks later, this procedure was repeated with the same faculty members and recordings. All but two items of the mQSF received importance ratings of > 2.5 on a four-point rating scale. A generalizability coefficient of 0.77 was established with two judges observing one encounter. The findings for content validity and reliability with two judges suggest that the mQSF is a valid and reliable instrument to assess the quality of feedback provided by simulated patients.

Neural correlates of anticipation and processing of performance feedback in social anxiety.

PubMed

Heitmann, Carina Y; Peterburs, Jutta; Mothes-Lasch, Martin; Hallfarth, Marlit C; Böhme, Stephanie; Miltner, Wolfgang H R; Straube, Thomas

2014-12-01

Fear of negative evaluation, such as negative social performance feedback, is the core symptom of social anxiety. The present study investigated the neural correlates of anticipation and perception of social performance feedback in social anxiety. High (HSA) and low (LSA) socially anxious individuals were asked to give a speech on a personally relevant topic and received standardized but appropriate expert performance feedback in a succeeding experimental session in which neural activity was measured during anticipation and presentation of negative and positive performance feedback concerning the speech performance, or a neutral feedback-unrelated control condition. HSA compared to LSA subjects reported greater anxiety during anticipation of negative feedback. Functional magnetic resonance imaging results showed deactivation of medial prefrontal brain areas during anticipation of negative feedback relative to the control and the positive condition, and medial prefrontal and insular hyperactivation during presentation of negative as well as positive feedback in HSA compared to LSA subjects. The results indicate distinct processes underlying feedback processing during anticipation and presentation of feedback in HSA as compared to LSA individuals. In line with the role of the medial prefrontal cortex in self-referential information processing and the insula in interoception, social anxiety seems to be associated with lower self-monitoring during feedback anticipation, and an increased self-focus and interoception during feedback presentation, regardless of feedback valence. © 2014 Wiley Periodicals, Inc.

Time to CUSUM: simplified reporting of outcomes in colorectal surgery.

PubMed

Bowles, Thomas A; Watters, David A

2007-07-01

Surgical audit has added value when outcomes can be compared and individual surgeons receive feedback. It is expected that surgeons compare their results with others in similar local practice, the published work, or peers from a craft group audit. Although feedback and comparison are worthy aims, for many surgeons the standards have not been agreed nor is there a craft group audit. The aim of this paper was to develop a reporting format for surgeons carrying out colorectal surgery in a regional hospital. The performance of 13 individual surgeons was analysed using a comprehensive colorectal audit with more than 600 cases. Feedback included caseload and type. Risk stratification of outcomes included; operation urgency, age and Physiological and Operative Severity Score for enUmeration of Mortality and Morbidity. Outcome measures were anastomotic leaks, end stoma rates, unplanned reoperations and mortality. Visual feedback included cumulative summation graphs for elective leaks, mortality and unplanned reoperations. A single A4 page of an individuals performance could be prepared that allowed comparison to the groups data overall. Alerts were set at 2-5% elective leaks, 4-7.5% mortality and 4-11% unplanned return to theatre. Cumulative summation graphs added to this allowed a visual guide to the key performance indicators. Surgeons need to determine how they will review their individual and collective results. These are equally important to the reported work. Detailed analysis of risk-stratified data should occur. Binary outcomes such as leak, mortality and unplanned reoperations may be followed by cumulative summation graphs. This provides a continually updated method of feedback, enabling immediate visual feedback of a surgeon's performance.

How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way.

PubMed

Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten

2010-10-01

We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes' optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to future intentions to persist and well-being and negatively related to ill-being. These relations were partially mediated by the perceived legitimacy of the corrective feedback (i.e., the degree of acceptance of corrective feedback), and, in turn, by intrinsic motivation, identified regulation, and external regulation for doing sports. Results indicate that autonomy-supporting feedback can be still motivating even in cases in which such feedback conveys messages of still too low competence.

Self-adaptive relevance feedback based on multilevel image content analysis

NASA Astrophysics Data System (ADS)

Gao, Yongying; Zhang, Yujin; Fu, Yu

2001-01-01

In current content-based image retrieval systems, it is generally accepted that obtaining high-level image features is a key to improve the querying. Among the related techniques, relevance feedback has become a hot research aspect because it combines the information from the user to refine the querying results. In practice, many methods have been proposed to achieve the goal of relevance feedback. In this paper, a new scheme for relevance feedback is proposed. Unlike previous methods for relevance feedback, our scheme provides a self-adaptive operation. First, based on multi- level image content analysis, the relevant images from the user could be automatically analyzed in different levels and the querying could be modified in terms of different analysis results. Secondly, to make it more convenient to the user, the procedure of relevance feedback could be led with memory or without memory. To test the performance of the proposed method, a practical semantic-based image retrieval system has been established, and the querying results gained by our self-adaptive relevance feedback are given.

Self-adaptive relevance feedback based on multilevel image content analysis

NASA Astrophysics Data System (ADS)

Gao, Yongying; Zhang, Yujin; Fu, Yu

2000-12-01

In current content-based image retrieval systems, it is generally accepted that obtaining high-level image features is a key to improve the querying. Among the related techniques, relevance feedback has become a hot research aspect because it combines the information from the user to refine the querying results. In practice, many methods have been proposed to achieve the goal of relevance feedback. In this paper, a new scheme for relevance feedback is proposed. Unlike previous methods for relevance feedback, our scheme provides a self-adaptive operation. First, based on multi- level image content analysis, the relevant images from the user could be automatically analyzed in different levels and the querying could be modified in terms of different analysis results. Secondly, to make it more convenient to the user, the procedure of relevance feedback could be led with memory or without memory. To test the performance of the proposed method, a practical semantic-based image retrieval system has been established, and the querying results gained by our self-adaptive relevance feedback are given.

Effects of Grip-Force, Contact, and Acceleration Feedback on a Teleoperated Pick-and-Place Task.

PubMed

Khurshid, Rebecca P; Fitter, Naomi T; Fedalei, Elizabeth A; Kuchenbecker, Katherine J

2017-01-01

The multifaceted human sense of touch is fundamental to direct manipulation, but technical challenges prevent most teleoperation systems from providing even a single modality of haptic feedback, such as force feedback. This paper postulates that ungrounded grip-force, fingertip-contact-and-pressure, and high-frequency acceleration haptic feedback will improve human performance of a teleoperated pick-and-place task. Thirty subjects used a teleoperation system consisting of a haptic device worn on the subject's right hand, a remote PR2 humanoid robot, and a Vicon motion capture system to move an object to a target location. Each subject completed the pick-and-place task 10 times under each of the eight haptic conditions obtained by turning on and off grip-force feedback, contact feedback, and acceleration feedback. To understand how object stiffness affects the utility of the feedback, half of the subjects completed the task with a flexible plastic cup, and the others used a rigid plastic block. The results indicate that the addition of grip-force feedback with gain switching enables subjects to hold both the flexible and rigid objects more stably, and it also allowed subjects who manipulated the rigid block to hold the object more delicately and to better control the motion of the remote robot's hand. Contact feedback improved the ability of subjects who manipulated the flexible cup to move the robot's arm in space, but it deteriorated this ability for subjects who manipulated the rigid block. Contact feedback also caused subjects to hold the flexible cup less stably, but the rigid block more securely. Finally, adding acceleration feedback slightly improved the subject's performance when setting the object down, as originally hypothesized; interestingly, it also allowed subjects to feel vibrations produced by the robot's motion, causing them to be more careful when completing the task. This study supports the utility of grip-force and high-frequency acceleration feedback in teleoperation systems and motivates further improvements to fingertip-contact-and-pressure feedback.

Mathematical Modeling of RNA-Based Architectures for Closed Loop Control of Gene Expression.

PubMed

Agrawal, Deepak K; Tang, Xun; Westbrook, Alexandra; Marshall, Ryan; Maxwell, Colin S; Lucks, Julius; Noireaux, Vincent; Beisel, Chase L; Dunlop, Mary J; Franco, Elisa

2018-05-08

Feedback allows biological systems to control gene expression precisely and reliably, even in the presence of uncertainty, by sensing and processing environmental changes. Taking inspiration from natural architectures, synthetic biologists have engineered feedback loops to tune the dynamics and improve the robustness and predictability of gene expression. However, experimental implementations of biomolecular control systems are still far from satisfying performance specifications typically achieved by electrical or mechanical control systems. To address this gap, we present mathematical models of biomolecular controllers that enable reference tracking, disturbance rejection, and tuning of the temporal response of gene expression. These controllers employ RNA transcriptional regulators to achieve closed loop control where feedback is introduced via molecular sequestration. Sensitivity analysis of the models allows us to identify which parameters influence the transient and steady state response of a target gene expression process, as well as which biologically plausible parameter values enable perfect reference tracking. We quantify performance using typical control theory metrics to characterize response properties and provide clear selection guidelines for practical applications. Our results indicate that RNA regulators are well-suited for building robust and precise feedback controllers for gene expression. Additionally, our approach illustrates several quantitative methods useful for assessing the performance of biomolecular feedback control systems.

Effects of the amount of feedback information on urban traffic with advanced traveler information system

NASA Astrophysics Data System (ADS)

Chen, Jie; Li, Ming; Jiang, Rui; Hu, Mao-Bin

2017-09-01

In a real traffic system, information feedback has already been proven to be a good way to alleviate traffic jams. However, due to the massive traffic information of real system, the procedure is often difficult in practice. In this paper, we study the effects of the amount of feedback information based on a cellular automaton model of urban traffic. What we found most interesting is that when providing the traffic information of a part of a road to travelers, the performance of the system will be better than that providing the road's full traffic information. From this basis, we can provide more effective routing strategy with less information. We demonstrate that only providing the traffic information of about first half road from upstream to downstream can maximize the traffic capacity of the system. We also give an explanation for these phenomena by studying the distribution pattern of vehicles and the detailed turning environment at the intersections. The effects of the traffic light period are also provided.

Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

PubMed Central

2012-01-01

Background The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, p<.01). Conclusions Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness. PMID:23148762

A Component Analysis of the Impact of Evaluative and Objective Feedback on Performance

ERIC Educational Resources Information Center

Johnson, Douglas A.

2013-01-01

Despite the frequency with which performance feedback interventions are used in organizational behavior management, component analyses of such feedback are rare. It has been suggested that evaluation of performance and objective details about performance are two necessary components for performance feedback. The present study was designed to help…

Can Performance Feedback during Instruction Boost Knowledge Acquisition? Contrasting Criterion-Based and Social Comparison Feedback

ERIC Educational Resources Information Center

Kollöffel, Bas; de Jong, Ton

2016-01-01

Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to…

Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Summary. MET Project

ERIC Educational Resources Information Center

Bill & Melinda Gates Foundation, 2012

2012-01-01

Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to…

Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Brief. MET Project

ERIC Educational Resources Information Center

Kane, Thomas J.; Staiger, Douglas O.

2012-01-01

Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to…

Evaluating the effect of a web-based quality improvement system with feedback and outreach visits on guideline concordance in the field of cardiac rehabilitation: rationale and study protocol.

PubMed

van Engen-Verheul, Mariëtte M; de Keizer, Nicolette F; van der Veer, Sabine N; Kemps, Hareld M C; Scholte op Reimer, Wilma J M; Jaspers, Monique W M; Peek, Niels

2014-12-31

Implementation of clinical practice guidelines into daily care is hampered by a variety of barriers related to professional knowledge and collaboration in teams and organizations. To improve guideline concordance by changing the clinical decision-making behavior of professionals, computerized decision support (CDS) has been shown to be one of the most effective instruments. However, to address barriers at the organizational level, additional interventions are needed. Continuous monitoring and systematic improvement of quality are increasingly used to achieve change at this level in complex health care systems. The study aims to assess the effectiveness of a web-based quality improvement (QI) system with indicator-based performance feedback and educational outreach visits to overcome organizational barriers for guideline concordance in multidisciplinary teams in the field of cardiac rehabilitation (CR). A multicenter cluster-randomized trial with a balanced incomplete block design will be conducted in 18 Dutch CR clinics using an electronic patient record with CDS at the point of care. The intervention consists of (i) periodic performance feedback on quality indicators for CR and (ii) educational outreach visits to support local multidisciplinary QI teams focussing on systematically improving the care they provide. The intervention is supported by a web-based system which provides an overview of the feedback and facilitates development and monitoring of local QI plans. The primary outcome will be concordance to national CR guidelines with respect to the CR needs assessment and therapy indication procedure. Secondary outcomes are changes in performance of CR clinics as measured by structure, process and outcome indicators, and changes in practice variation on these indicators. We will also conduct a qualitative process evaluation (concept-mapping methodology) to assess experiences from participating CR clinics and to gain insight into factors which influence the implementation of the intervention. To our knowledge, this will be the first study to evaluate the effect of providing performance feedback with a web-based system that incorporates underlying QI concepts. The results may contribute to improving CR in the Netherlands, increasing knowledge on facilitators of guideline implementation in multidisciplinary health care teams and identifying success factors of multifaceted feedback interventions. NTR3251.

Dynamics of Team Reflexivity after Feedback

ERIC Educational Resources Information Center

Gabelica, Catherine; Van den Bossche, Piet; Segers, Mien; Gijselaers, Wim

2014-01-01

A great deal of work has been generated on feedback in teams and has shown that giving performance feedback to teams is not sufficient to improve performance. To achieve the potential of feedback, it is stated that teams need to proactively process this feedback and thus collectively evaluate their performance and strategies, look for…

Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: evidence for the dual-process theory of memory.

PubMed

Sinha, Neha; Glass, Arnold Lewis

2015-01-01

Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.

Effect of feedback mode and task difficulty on quality of timing decisions in a zero-sum game.

PubMed

Tikuisis, Peter; Vartanian, Oshin; Mandel, David R

2014-09-01

The objective was to investigate the interaction between the mode of performance outcome feedback and task difficulty on timing decisions (i.e., when to act). Feedback is widely acknowledged to affect task performance. However, the extent to which feedback display mode and its impact on timing decisions is moderated by task difficulty remains largely unknown. Participants repeatedly engaged a zero-sum game involving silent duels with a computerized opponent and were given visual performance feedback after each engagement. They were sequentially tested on three different levels of task difficulty (low, intermediate, and high) in counterbalanced order. Half received relatively simple "inside view" binary outcome feedback, and the other half received complex "outside view" hit rate probability feedback. The key dependent variables were response time (i.e., time taken to make a decision) and survival outcome. When task difficulty was low to moderate, participants were more likely to learn and perform better from hit rate probability feedback than binary outcome feedback. However, better performance with hit rate feedback exacted a higher cognitive cost manifested by higher decision response time. The beneficial effect of hit rate probability feedback on timing decisions is partially moderated by task difficulty. Performance feedback mode should be judiciously chosen in relation to task difficulty for optimal performance in tasks involving timing decisions.

The potential application of behavior-based safety in the trucking industry

DOT National Transportation Integrated Search

2000-04-01

Behavior-based safety (BBS) is a set of methods to improve safety performance in the workplace by engaging workers in the improvement process, identifying critical safety behaviors, performing observations to gather data, providing feedback to encour...

When compliments don't hit but critiques do: an fMRI study into self-esteem and self-knowledge in processing social feedback.

PubMed

van Schie, C C; Chiu, C D; Rombouts, S A R B; Heiser, W J; Elzinga, B M

2018-02-27

The way we view ourselves may play an important role in our responses to interpersonal interactions. In this study, we investigate how feedback valence, consistency of feedback with self-knowledge and global self-esteem influence affective and neural responses to social feedback. Participants (N = 46) with a high range of self-esteem levels performed the social feedback task in an MRI scanner. Negative, intermediate and positive feedback was provided, supposedly by another person based on a personal interview. Participants rated their mood and applicability of feedback to the self. Analyses on trial basis on neural and affective responses are used to incorporate applicability of individual feedback words. Lower self-esteem related to low mood especially after receiving non-applicable negative feedback. Higher self-esteem related to increased PCC and precuneus activation (i.e., self-referential processing) for applicable negative feedback. Lower self-esteem related to decreased mPFC, insula, ACC and PCC activation (i.e, self-referential processing) during positive feedback and decreased TPJ activation (i.e., other referential processing) for applicable positive feedback. Self-esteem and consistency of feedback with self-knowledge appear to guide our affective and neural responses to social feedback. This may be highly relevant for the interpersonal problems that individuals face with low self-esteem and negative self-views.

Investigating the role of feedback and motivation in clinical reaction time assessment.

PubMed

Eckner, James T; Chandran, Srikrishna; Richardson, James K

2011-12-01

To investigate the influence of performance feedback and motivation during 2 tests of simple visuomotor reaction time (RT). Cross-sectional, observational study. Outpatient academic physiatry clinic. Thirty-one healthy adults (mean [SD], 54 ± 15 years). Participants completed a clinical test of RT (RT(clin)) and a computerized test of RT with and without performance feedback (RT(compFB) and RT(compNoFB), respectively) in randomly assigned order. They then ranked their degree of motivation during each test. RT(clin) measured the time required to catch a suspended vertical shaft by hand closure after release of the shaft by the examiner. RT(compFB) and RT(compNoFB) both measured the time required to press a computer key in response to a visual cue displayed on a computer monitor. Performance feedback (visual display of the previous trial and summary results) was provided for RT(compFB), but not for RT(compNoFB). Means and standard deviations of RT(clin), RT(compFB), and RT(compNoFB) and participants' self-reported motivation on a 5-point Likert scale for each test. There were significant differences in both the means and standard deviations of RT(clin), RT(compFB), and RT(compNoFB) (F(2,60) = 81.66, P < .0001; F(2,60) = 32.46, P < .0001, respectively), with RT(clin) being both the fastest and least variable of the RT measurements. RT(clin) was more strongly correlated with RT(compFB) (r = 0.449, P = .0011) than with RT(compNoFB) (r = 0.314, P = .086). The participants reported similar levels of motivation between RT(clin) and RT(compFB), both of which were reported to be more motivating than RT(compNoFB). The stronger correlation between RT(clin) and RT(compFB) as well as the higher reported motivation during RT(clin) and RT(compFB) testing suggest that performance feedback is a positive motivating factor that is inherent to RT(clin) testing. RT(clin) is a simple, inexpensive technique for measuring RT and appears to be an intrinsically motivating task. This motivation may promote faster, more consistent RT performance compared with currently available computerized programs, which do not typically provide performance feedback. Copyright © 2011 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Evaluating Preference for Graphic Feedback on Correct versus Incorrect Performance

ERIC Educational Resources Information Center

Sigurdsson, Sigurdur O.; Ring, Brandon M.

2013-01-01

The current study evaluated preferences of undergraduate students for graphic feedback on percentage of incorrect performance versus feedback on percentage of correct performance. A total of 108 participants were enrolled in the study and received graphic feedback on performance on 12 online quizzes. One half of participants received graphic…

A qualitative study on feedback provided by students in nurse education.

PubMed

Chan, Zenobia C Y; Stanley, David John; Meadus, Robert J; Chien, Wai Tong

2017-08-01

This study aims to help nurse educators/academics understand the perspectives and expectations of students providing their feedback to educators about teaching performance and subject quality. The aim of this study is to reveal students' voices regarding their feedback in nurse education in order to shed light on how the current student feedback practice may be modified. A qualitative study using focus group inquiry. Convenience sampling was adopted and participants recruited from one school of nursing in Hong Kong. A total of 66 nursing students from two pre-registration programs were recruited for seven focus group interviews: one group of Year 1 students (n=21), two groups of Year 3 students (n=27), and four groups of Final Year students (n=18). The interviews were guided by a semi-structured interview guideline and the interview narratives were processed through content analysis. The trustworthiness of this study was guaranteed through peer checking, research meetings, and an audit trail. The participants' privacy was protected throughout the study. Four core themes were discerned based on the narratives of the focus group interviews: (1) "timing of collecting feedback at more than one time point"; (2) "modify the questions being asked in collecting student feedback"; (3) "are electronic means of collecting feedback good enough?; and (4) "what will be next for student feedback?". This study is significant in the following three domains: 1) it contributed to student feedback because it examined the issue from a student's perspective; 2) it explored the timing and channels for collecting feedback from the students' point of view; and 3) it showed the preferred uses of student feedback. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Personalized Feedback on Staff Dose in Fluoroscopy-Guided Interventions: A New Era in Radiation Dose Monitoring.

PubMed

Sailer, Anna M; Vergoossen, Laura; Paulis, Leonie; van Zwam, Willem H; Das, Marco; Wildberger, Joachim E; Jeukens, Cécile R L P N

2017-11-01

Radiation safety and protection are a key component of fluoroscopy-guided interventions. We hypothesize that providing weekly personal dose feedback will increase radiation awareness and ultimately will lead to optimized behavior. Therefore, we designed and implemented a personalized feedback of procedure and personal doses for medical staff involved in fluoroscopy-guided interventions. Medical staff (physicians and technicians, n = 27) involved in fluoroscopy-guided interventions were equipped with electronic personal dose meters (PDMs). Procedure dose data including the dose area product and effective doses from PDMs were prospectively monitored for each consecutive procedure over an 8-month period (n = 1082). A personalized feedback form was designed displaying for each staff individually the personal dose per procedure, as well as relative and cumulative doses. This study consisted of two phases: (1) 1-5th months: Staff did not receive feedback (n = 701) and (2) 6-8th months: Staff received weekly individual dose feedback (n = 381). An anonymous evaluation was performed on the feedback and occupational dose. Personalized feedback was scored valuable by 76% of the staff and increased radiation dose awareness for 71%. 57 and 52% reported an increased feeling of occupational safety and changing their behavior because of personalized feedback, respectively. For technicians, the normalized dose was significantly lower in the feedback phase compared to the prefeedback phase: [median (IQR) normalized dose (phase 1) 0.12 (0.04-0.50) µSv/Gy cm 2 versus (phase 2) 0.08 (0.02-0.24) µSv/Gy cm 2 , p = 0.002]. Personalized dose feedback increases radiation awareness and safety and can be provided to staff involved in fluoroscopy-guided interventions.

A Theory for the Roll-Ratchet Phenomenon in High Performance Aircraft

NASA Technical Reports Server (NTRS)

Hess, Ronald A.

1997-01-01

Roll-ratchet refers to a high frequency oscillation which can occur in pilot-in-the-loop control of roll attitude in high performance aircraft. The frequencies of oscillation are typically well beyond those associated with the more familiar pilot-induced oscillation. A structural model of the human pilot which has been employed to provide a unified theory for aircraft handling qualities and pilot-induced oscillations is employed here to provide a theory for the existence of roll-ratchet. It is hypothesized and demonstrated using the structural model that the pilot's inappropriate use of vestibular acceleration feedback can cause this phenomenon, a possibility which has been discussed previously by other researchers. The possible influence of biodynamic feedback on roll ratchet is also discussed.

Cutaneous Feedback of Fingertip Deformation and Vibration for Palpation in Robotic Surgery.

PubMed

Pacchierotti, Claudio; Prattichizzo, Domenico; Kuchenbecker, Katherine J

2016-02-01

Despite its expected clinical benefits, current teleoperated surgical robots do not provide the surgeon with haptic feedback largely because grounded forces can destabilize the system's closed-loop controller. This paper presents an alternative approach that enables the surgeon to feel fingertip contact deformations and vibrations while guaranteeing the teleoperator's stability. We implemented our cutaneous feedback solution on an Intuitive Surgical da Vinci Standard robot by mounting a SynTouch BioTac tactile sensor to the distal end of a surgical instrument and a custom cutaneous display to the corresponding master controller. As the user probes the remote environment, the contact deformations, dc pressure, and ac pressure (vibrations) sensed by the BioTac are directly mapped to input commands for the cutaneous device's motors using a model-free algorithm based on look-up tables. The cutaneous display continually moves, tilts, and vibrates a flat plate at the operator's fingertip to optimally reproduce the tactile sensations experienced by the BioTac. We tested the proposed approach by having eighteen subjects use the augmented da Vinci robot to palpate a heart model with no haptic feedback, only deformation feedback, and deformation plus vibration feedback. Fingertip deformation feedback significantly improved palpation performance by reducing the task completion time, the pressure exerted on the heart model, and the subject's absolute error in detecting the orientation of the embedded plastic stick. Vibration feedback significantly improved palpation performance only for the seven subjects who dragged the BioTac across the model, rather than pressing straight into it.

Utilising feedback from patients and their families as a learning strategy in a Foundation Degree in palliative and supportive care: a qualitative study.

PubMed

Pal, Laura M; Dixon, Rachael E; Faull, Christina M

2014-03-01

In the UK, support workers provide much of the care that palliative care patients receive, and a novel Foundation Degree was developed to enhance their skills. Feedback on performance is a recognised educational tool that reinforces good practice, and gives insight into areas of weakness, but its use with this workforce has not been described. The aim of this qualitative study is to explore tutor and support workers' experiences of seeking and receiving feedback from patients and their families; focusing on its values and challenges. Support workers enrolled onto the Foundation Degree in Palliative and Supportive Care, were asked to seek feedback from patients and/or their families about the care that they provided using a 'My Experience' questionnaire. Forms were returned anonymously to the course tutor who discussed results with the student as a formative education strategy. The students' experience of this was explored in focus group interviews at three time points. Two tutors' experiences were similarly explored. Results were analysed thematically. Students enjoyed receiving feedback. Positive feedback helped to increase confidence, and negative feedback allowed students to look critically at their practice and identify areas of weakness. Some experienced challenges in approaching patients/families due to having a small number of suitable patients/families; a reluctance to burden patients; high patient turnover and brevity of care relationships. The tutors enjoyed delivering feedback, recognising its benefits as an educational strategy. Some concern was expressed about how to balance delivering negative feedback while continuing to provide tutorial support throughout the Foundation Degree. User feedback is considered a key formative educational strategy. Its use in health and social support workers is not established. The experiences of students and tutors in this Foundation Degree demonstrate some of the benefits and challenges of this as an educational strategy. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Use of Performance Feedback in School Improvement in Louisiana

ERIC Educational Resources Information Center

Schildkamp, Kim; Visscher, Adrie

2010-01-01

Although school performance feedback is available in schools all over the world, there is a dearth of information about the use made of feedback and about the effects of its use. This paper presents case study research into the use of school performance feedback and its perceived effects. All schools used the feedback in writing school improvement…

The effects of driver identity on driving safety in a retrospective feedback system.

PubMed

Zhao, Guozhen; Wu, Changxu

2012-03-01

Retrospective feedback that provides detailed information on a driver's performance in critical driving situations at the end of a trip enhances his/her driving behaviors and safe driving habits. Although this has been demonstrated by a previous study, retrospective feedback can be further improved and applied to non-critical driving situations, which is needed for transportation safety. To propose a new retrospective feedback system that uses driver identity (i.e., a driver's name) and to experimentally study its effects on measures of driving performance and safety in a driving simulator. We conducted a behavioral experimental study with 30 participants. "Feedback type" was a between-subject variable with three conditions: no feedback (control group), feedback without driver identity, and feedback with driver identity. We measured multiple aspects of participants' driving behavior. To control for potential confounds, factors that were significantly correlated with driving behavior (e.g., age and driving experience) were all entered as covariates into a multivariate analysis of variance. To examine the effects of speeding on collision severity in driving simulation studies, we also developed a new index - momentum of potential collision - with a set of equations. Subjects who used a feedback system with driver identity had the fewest speeding violations and central-line crossings, spent the least amount of time speeding and crossing the central line, had the lowest speeding and central-line crossing magnitude, ran the fewest red lights, and had the smallest momentum of potential collision compared to the groups with feedback without driver identity and without feedback (control group). The new retrospective feedback system with driver identity has the potential to enhance a person's driving safety (e.g., speeding, central-line crossing, momentum of potential collision), which is an indication of the valence of one's name in a feedback system design. Copyright © 2011 Elsevier Ltd. All rights reserved.

How can positive and negative trainer feedback in the operating theatre impact a surgical trainee’s confidence and well-being: a qualitative study in the north of England

PubMed Central

Kamali, Dariush; Illing, Jan

2018-01-01

Objective To identify the perception of positive feedback (PF) and negative feedback (NF) provided by trainers in the operating theatre on surgical trainees' confidence and well-being. Design Narrative interview study. Setting Twelve hospitals that form part of one deanery within the UK. Participants Maximum variation sampling of 15 higher general surgical trainees provided insight into how PF and NF from trainers in the operating theatre affect confidence and well-being. Methods Narrative telephone interviews were conducted with general surgical trainees between April and June 2016. All interviews were recorded, transcribed and anonymised. Transcriptions were analysed using the five-step framework analysis by two independent researchers. Results Fifteen trainees (age 28–38 years) were interviewed (median interview time: 29 min). Thematic framework analysis identified nine themes within the data. PF, which included corrective feedback, helped the trainees to relax and seemed to enhance their operative performance. All trainees reported significant and unjustified NF, some of which would be defined as undermining and bullying. Many believed this to have a negative impact on their training with minimal educational benefit. Many trainees felt NF adversely affected their performance in the operating theatre with some expressing a wish to leave the profession as a consequence. Conclusion Both PF and NF exist in the operating theatre. Both have an important influence on the trainee, their performance and career. PF, if specific, helped aid progression of learning, increased motivation and performance of surgical trainees. In contrast, NF was perceived to have detrimental effects on trainees’ performance and their well-being and, in some, introduced a desire to pursue an alternative career. PMID:29440141

Development of a Robotic Colonoscopic Manipulation System, Using Haptic Feedback Algorithm.

PubMed

Woo, Jaehong; Choi, Jae Hyuk; Seo, Jong Tae; Kim, Tae Il; Yi, Byung Ju

2017-01-01

Colonoscopy is one of the most effective diagnostic and therapeutic tools for colorectal diseases. We aim to propose a master-slave robotic colonoscopy that is controllable in remote site using conventional colonoscopy. The master and slave robot were developed to use conventional flexible colonoscopy. The robotic colonoscopic procedure was performed using a colonoscope training model by one expert endoscopist and two unexperienced engineers. To provide the haptic sensation, the insertion force and the rotating torque were measured and sent to the master robot. A slave robot was developed to hold the colonoscopy and its knob, and perform insertion, rotation, and two tilting motions of colonoscope. A master robot was designed to teach motions of the slave robot. These measured force and torque were scaled down by one tenth to provide the operator with some reflection force and torque at the haptic device. The haptic sensation and feedback system was successful and helpful to feel the constrained force or torque in colon. The insertion time using robotic system decreased with repeated procedures. This work proposed a robotic approach for colonoscopy using haptic feedback algorithm, and this robotic device would effectively perform colonoscopy with reduced burden and comparable safety for patients in remote site.

The 'sensory tolerance limit': A hypothetical construct determining exercise performance?

PubMed

Hureau, Thomas J; Romer, Lee M; Amann, Markus

2018-02-01

Neuromuscular fatigue compromises exercise performance and is determined by central and peripheral mechanisms. Interactions between the two components of fatigue can occur via neural pathways, including feedback and feedforward processes. This brief review discusses the influence of feedback and feedforward mechanisms on exercise limitation. In terms of feedback mechanisms, particular attention is given to group III/IV sensory neurons which link limb muscle with the central nervous system. Central corollary discharge, a copy of the neural drive from the brain to the working muscles, provides a signal from the motor system to sensory systems and is considered a feedforward mechanism that might influence fatigue and consequently exercise performance. We highlight findings from studies supporting the existence of a 'critical threshold of peripheral fatigue', a previously proposed hypothesis based on the idea that a negative feedback loop operates to protect the exercising limb muscle from severe threats to homeostasis during whole-body exercise. While the threshold theory remains to be disproven within a given task, it is not generalisable across different exercise modalities. The 'sensory tolerance limit', a more theoretical concept, may address this issue and explain exercise tolerance in more global terms and across exercise modalities. The 'sensory tolerance limit' can be viewed as a negative feedback loop which accounts for the sum of all feedback (locomotor muscles, respiratory muscles, organs, and muscles not directly involved in exercise) and feedforward signals processed within the central nervous system with the purpose of regulating the intensity of exercise to ensure that voluntary activity remains tolerable.

Effects of distractors and force feedback on an aimed movement task in a CDTI environment

NASA Astrophysics Data System (ADS)

Monk, Kevin J., II

New onboard technologies will be required for future cockpits to support the altered responsibilities of pilots under the NextGen program. Effective Cockpit Displays of Information (CD Tis) should provide more flexibility to pilots en route and reduce the probability of conflicts. However, precise input from pilots can be difficult due to the unstable environment in the cockpit. The present study used a non-traditional input device (Novint Falcon) to examine the effect of force feedback on operator performance during point-and-click movements in a CDTI environment when distractors are present. Twelve participants performed point-and-click tasks with varying amounts of force feedback, distractor locations, target sizes, distances, and movement directions. Overall movement times (OMTs) were recorded. Results demonstrated that force feedback did not reduce or match OMTs relative to the computer mouse. However, significant interactions with other target variables highlighted conditional differences between the force levels, as well as distractor effects.

Static inverter with synchronous output waveform synthesized by time-optimal-response feedback

NASA Technical Reports Server (NTRS)

Kernick, A.; Stechschulte, D. L.; Shireman, D. W.

1976-01-01

Time-optimal-response 'bang-bang' or 'bang-hang' technique, using four feedback control loops, synthesizes static-inverter sinusoidal output waveform by self-oscillatory but yet synchronous pulse-frequency-modulation (SPFM). A single modular power stage per phase of ac output entails the minimum of circuit complexity while providing by feedback synthesis individual phase voltage regulation, phase position control and inherent compensation simultaneously for line and load disturbances. Clipped sinewave performance is described under off-limit load or input voltage conditions. Also, approaches to high power levels, 3-phase arraying and parallel modular connection are given.

Closed-Loop Hybrid Gaze Brain-Machine Interface Based Robotic Arm Control with Augmented Reality Feedback

PubMed Central

Zeng, Hong; Wang, Yanxin; Wu, Changcheng; Song, Aiguo; Liu, Jia; Ji, Peng; Xu, Baoguo; Zhu, Lifeng; Li, Huijun; Wen, Pengcheng

2017-01-01

Brain-machine interface (BMI) can be used to control the robotic arm to assist paralysis people for performing activities of daily living. However, it is still a complex task for the BMI users to control the process of objects grasping and lifting with the robotic arm. It is hard to achieve high efficiency and accuracy even after extensive trainings. One important reason is lacking of sufficient feedback information for the user to perform the closed-loop control. In this study, we proposed a method of augmented reality (AR) guiding assistance to provide the enhanced visual feedback to the user for a closed-loop control with a hybrid Gaze-BMI, which combines the electroencephalography (EEG) signals based BMI and the eye tracking for an intuitive and effective control of the robotic arm. Experiments for the objects manipulation tasks while avoiding the obstacle in the workspace are designed to evaluate the performance of our method for controlling the robotic arm. According to the experimental results obtained from eight subjects, the advantages of the proposed closed-loop system (with AR feedback) over the open-loop system (with visual inspection only) have been verified. The number of trigger commands used for controlling the robotic arm to grasp and lift the objects with AR feedback has reduced significantly and the height gaps of the gripper in the lifting process have decreased more than 50% compared to those trials with normal visual inspection only. The results reveal that the hybrid Gaze-BMI user can benefit from the information provided by the AR interface, improving the efficiency and reducing the cognitive load during the grasping and lifting processes. PMID:29163123

Prolonged Walking with a Wearable System Providing Intelligent Auditory Input in People with Parkinson's Disease.

PubMed

Ginis, Pieter; Heremans, Elke; Ferrari, Alberto; Dockx, Kim; Canning, Colleen G; Nieuwboer, Alice

2017-01-01

Rhythmic auditory cueing is a well-accepted tool for gait rehabilitation in Parkinson's disease (PD), which can now be applied in a performance-adapted fashion due to technological advance. This study investigated the immediate differences on gait during a prolonged, 30 min, walk with performance-adapted (intelligent) auditory cueing and verbal feedback provided by a wearable sensor-based system as alternatives for traditional cueing. Additionally, potential effects on self-perceived fatigue were assessed. Twenty-eight people with PD and 13 age-matched healthy elderly (HE) performed four 30 min walks with a wearable cue and feedback system. In randomized order, participants received: (1) continuous auditory cueing; (2) intelligent cueing (10 metronome beats triggered by a deviating walking rhythm); (3) intelligent feedback (verbal instructions triggered by a deviating walking rhythm); and (4) no external input. Fatigue was self-scored at rest and after walking during each session. The results showed that while HE were able to maintain cadence for 30 min during all conditions, cadence in PD significantly declined without input. With continuous cueing and intelligent feedback people with PD were able to maintain cadence ( p  = 0.04), although they were more physically fatigued than HE. Furthermore, cadence deviated significantly more in people with PD than in HE without input and particularly with intelligent feedback (both: p  = 0.04). In PD, continuous and intelligent cueing induced significantly less deviations of cadence ( p  = 0.006). Altogether, this suggests that intelligent cueing is a suitable alternative for the continuous mode during prolonged walking in PD, as it induced similar effects on gait without generating levels of fatigue beyond that of HE.

Peer feedback as an aid to learning--what do we want? Feedback. When do we want it? Now!

PubMed

Cushing, Annie; Abbott, Stephen; Lothian, Doug; Hall, Angela; Westwood, Olwyn M R

2011-01-01

With 360° appraisals integral to professional life, learning how to give constructive feedback is an essential generic skill. To use a formative objective structured clinical examination (OSCE) for skills acquisition and development in giving feedback, whilst facilitating awareness of the importance of communication skills in clinical practice. Medical and nursing students took part in a formative OSCE. Using actors as simulated patients, a three-station OSCE circuit was repeated three times so that students could rotate through the roles as 'candidate', 'examiner' and 'observer'. As 'candidates', they received immediate feedback on their consultation from the 'examiner'/'observer'. The events were evaluated using a questionnaire and focus groups. Students immensely valued this learning event for considering expectations for a performance (91-100%). Concerns around giving peers feedback were acknowledged, and they were divided on preference for feedback from peers or tutors (48% versus 52%). But training in providing feedback and criteria for assessment were considered helpful, as was instruction by faculty to give corrective feedback to peers. Peer observation and professional accountability for giving constructive feedback enhanced awareness of their skills education and training needs. It also opened the dialogue for identifying opportunities for peer assessment and feedback to support work-based education and skills development.

Reduction of Energy Intake using Just-In-Time Feedback from a Wearable Sensor System

PubMed Central

Farooq, Muhammad; McCrory, Megan A.; Sazonov, Edward

2017-01-01

Objective This work explored the potential use of a wearable sensor system for providing just-in-time (JIT) feedback on the progression of a meal and tested its ability to reduce the total food mass intake. Methods Eighteen participants each consumed three meals in a lab while monitored by a wearable sensor system capable of accurately tracking chew counts. The baseline visit was used to establish the self-determined ingested mass and the associated chew counts. Real-time feedback on chew counts was provided in the next two visits during which the target chew counts was either the same as that at baseline or the baseline chew counts reduced by 25%, in randomized order. The target was concealed from the participant and from the experimenter. Nonparametric repeated-measures ANOVA were performed to compare mass of intake, meal duration, and ratings of hunger, appetite, and thirst across 3 meals. Results JIT feedback targeting a 25% reduction in chew counts resulted in a reduction in mass and energy intake without affecting perceived hunger or fullness. Conclusion JIT feedback on chewing behavior may reduce intake within a meal. This system can be further used to help develop individualized strategies to provide just-in-time adaptive interventions for reducing energy intake. PMID:28233942

Reduction of energy intake using just-in-time feedback from a wearable sensor system.

PubMed

Farooq, Muhammad; McCrory, Megan A; Sazonov, Edward

2017-04-01

This work explored the potential use of a wearable sensor system for providing just-in-time (JIT) feedback on the progression of a meal and tested its ability to reduce the total food mass intake. Eighteen participants consumed three meals each in a lab while monitored by a wearable sensor system capable of accurately tracking chew counts. The baseline visit was used to establish the self-determined ingested mass and the associated chew counts. Real-time feedback on chew counts was provided in the next two visits, during which the target chew count was either the same as that at baseline or the baseline chew count reduced by 25% (in randomized order). The target was concealed from the participant and from the experimenter. Nonparametric repeated-measures ANOVAs were performed to compare mass of intake, meal duration, and ratings of hunger, appetite, and thirst across three meals. JIT feedback targeting a 25% reduction in chew counts resulted in a reduction in mass and energy intake without affecting perceived hunger or fullness. JIT feedback on chewing behavior may reduce intake within a meal. This system can be further used to help develop individualized strategies to provide JIT adaptive interventions for reducing energy intake. © 2017 The Obesity Society.

Proprioceptive feedback determines visuomotor gain in Drosophila

PubMed Central

Bartussek, Jan; Lehmann, Fritz-Olaf

2016-01-01

Multisensory integration is a prerequisite for effective locomotor control in most animals. Especially, the impressive aerial performance of insects relies on rapid and precise integration of multiple sensory modalities that provide feedback on different time scales. In flies, continuous visual signalling from the compound eyes is fused with phasic proprioceptive feedback to ensure precise neural activation of wing steering muscles (WSM) within narrow temporal phase bands of the stroke cycle. This phase-locked activation relies on mechanoreceptors distributed over wings and gyroscopic halteres. Here we investigate visual steering performance of tethered flying fruit flies with reduced haltere and wing feedback signalling. Using a flight simulator, we evaluated visual object fixation behaviour, optomotor altitude control and saccadic escape reflexes. The behavioural assays show an antagonistic effect of wing and haltere signalling on visuomotor gain during flight. Compared with controls, suppression of haltere feedback attenuates while suppression of wing feedback enhances the animal’s wing steering range. Our results suggest that the generation of motor commands owing to visual perception is dynamically controlled by proprioception. We outline a potential physiological mechanism based on the biomechanical properties of WSM and sensory integration processes at the level of motoneurons. Collectively, the findings contribute to our general understanding how moving animals integrate sensory information with dynamically changing temporal structure. PMID:26909184

Content Analysis of Standardized-Patients' Descriptive Feedback on Student Performance on the CPX.

PubMed

Lee, Young Hee; Lee, Young-Mee; Kim, Byung Soo

2010-12-01

The goal of this study was to explore what kind of additional information is provided by the descriptive comments other than the rating scales, on the physician-patient interaction (PPI) in the clinical performance examination (CPX) and its feedback role in identifying students' strengths and weaknesses in communication skills. The data were collected from 18 medical schools in Seoul and Gyeonggi region, which participated in the CPX for fourth-year medical students in 2006 and 2007. In total 12,650 examination cases in 2006 and 12,814 cases in 2007 were analyzed. Descriptive comments from the standardized patients (SPs) were analyzed by content analysis, which includes a 4-step process: coding, conceptualizing, categorizing and explanation. Ten categories (41 concepts) for 'strength' and 11 for 'weakness' (40 concepts) in the PPI were extracted. Among them, 10 categories were the same in both strength and weakness: providing adequate interview atmosphere, attentive listening, providing emotional support, non-verbal behaviors, professional attitude, questioning, explanation, reaching agreement, counseling & education and conducting adequate physical examination. For the 'structured and organized interview', only weakness was described. In 'providing emotional support' and 'adequate interview atmosphere', comments on strengths were more frequently mentioned than weaknesses. However, communication skills that were related to non-verbal behaviors were more frequently considered weaknesses rather than strengths. The numbers and content of the SP's comments on students' strengths and weaknesses in the PPI varied depending on the case specificities. The results suggest that the SPs' descriptive comments on student' performance on the CPX can provide additional information versus structured quantitative assessment tools such as performance checklists and rating scales. In particular, this information can be used as valuable feedback to identify the advantages and dicadvantages of the PPI and to enhance students' communication skills.

Electrophysiological Correlates of Error Monitoring and Feedback Processing in Second Language Learning.

PubMed

Bultena, Sybrine; Danielmeier, Claudia; Bekkering, Harold; Lemhöfer, Kristin

2017-01-01

Humans monitor their behavior to optimize performance, which presumably relies on stable representations of correct responses. During second language (L2) learning, however, stable representations have yet to be formed while knowledge of the first language (L1) can interfere with learning, which in some cases results in persistent errors. In order to examine how correct L2 representations are stabilized, this study examined performance monitoring in the learning process of second language learners for a feature that conflicts with their first language. Using EEG, we investigated if L2 learners in a feedback-guided word gender assignment task showed signs of error detection in the form of an error-related negativity (ERN) before and after receiving feedback, and how feedback is processed. The results indicated that initially, response-locked negativities for correct (CRN) and incorrect (ERN) responses were of similar size, showing a lack of internal error detection when L2 representations are unstable. As behavioral performance improved following feedback, the ERN became larger than the CRN, pointing to the first signs of successful error detection. Additionally, we observed a second negativity following the ERN/CRN components, the amplitude of which followed a similar pattern as the previous negativities. Feedback-locked data indicated robust FRN and P300 effects in response to negative feedback across different rounds, demonstrating that feedback remained important in order to update memory representations during learning. We thus show that initially, L2 representations may often not be stable enough to warrant successful error monitoring, but can be stabilized through repeated feedback, which means that the brain is able to overcome L1 interference, and can learn to detect errors internally after a short training session. The results contribute a different perspective to the discussion on changes in ERN and FRN components in relation to learning, by extending the investigation of these effects to the language learning domain. Furthermore, these findings provide a further characterization of the online learning process of L2 learners.

A qualitative assessment of cross-cultural adaptation of intermediate measures for schizophrenia in multisite international studies.

PubMed

Gonzalez, Jodi M; Rubin, Maureen; Fredrick, Megan M; Velligan, Dawn I

2013-04-30

In this substudy of the Measurement and Treatment Research to Improve Cognition in Schizophrenia we examined qualitative feedback on the cross-cultural adaptability of four intermediate measures of functional outcome (Independent Living Scales, UCSD Performance-Based Skills Assessment, Test of Adaptive Behavior in Schizophrenia, and Cognitive Assessment Interview). Feedback was provided by experienced English-fluent clinical researchers at 31 sites in eight countries familiar with medication trials. Researchers provided feedback on test subscales and items which were rated as having adaptation challenges. They noted the specific concern and made suggestions for adaptation to their culture. We analyzed the qualitative data using a modified Grounded Theory approach guided by the International Testing Commission Guidelines model for test adaptation. For each measure except the Cognitive Assessment Interview (CAI), the majority of subscales were reported to require major adaptations in terms of content and concepts contained in the subscale. In particular, social, financial, transportation and health care systems varied widely across countries-systems which are often used to assess performance capacity in the U.S. We provide suggestions for how to address future international test development and adaptation. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Resumption of dynamism in damaged networks of coupled oscillators

NASA Astrophysics Data System (ADS)

Kundu, Srilena; Majhi, Soumen; Ghosh, Dibakar

2018-05-01

Deterioration in dynamical activities may come up naturally or due to environmental influences in a massive portion of biological and physical systems. Such dynamical degradation may have outright effect on the substantive network performance. This requires us to provide some proper prescriptions to overcome undesired circumstances. In this paper, we present a scheme based on external feedback that can efficiently revive dynamism in damaged networks of active and inactive oscillators and thus enhance the network survivability. Both numerical and analytical investigations are performed in order to verify our claim. We also provide a comparative study on the effectiveness of this mechanism for feedbacks to the inactive group or to the active group only. Most importantly, resurrection of dynamical activity is realized even in time-delayed damaged networks, which are considered to be less persistent against deterioration in the form of inactivity in the oscillators. Furthermore, prominence in our approach is substantiated by providing evidence of enhanced network persistence in complex network topologies taking small-world and scale-free architectures, which makes the proposed remedy quite general. Besides the study in the network of Stuart-Landau oscillators, affirmative influence of external feedback has been justified in the network of chaotic Rössler systems as well.

Audio versus Written Feedback: Exploring Learners' Preference and the Impact of Feedback Format on Students' Academic Performance

ERIC Educational Resources Information Center

Morris, Cecile; Chikwa, Gladson

2016-01-01

Very little is known about the impact of the different types of feedback on students' academic performance. This article explores students' preference in the use of audio and written feedback and how each type of feedback received by students impacts their academic performance in subsequent assignments. The study involved 68 students who were…

Theory-based and evidence-based design of audit and feedback programmes: examples from two clinical intervention studies.

PubMed

Hysong, Sylvia J; Kell, Harrison J; Petersen, Laura A; Campbell, Bryan A; Trautner, Barbara W

2017-04-01

Audit and feedback (A&F) is a common intervention used to change healthcare provider behaviour and, thus, improve healthcare quality. Although A&F can be effective its effectiveness varies, often due to the details of how A&F interventions are implemented. Some have suggested that a suitable conceptual framework is needed to organise the elements of A&F and also explain any observed differences in effectiveness. Through two examples from applied research studies, this article demonstrates how a suitable explanatory theory (in this case Kluger & DeNisi's Feedback Intervention Theory (FIT)) can be systematically applied to design better feedback interventions in healthcare settings. Case 1: this study's objective was to reduce inappropriate diagnosis of catheter-associated urinary tract infections (CAUTI) in inpatient wards. Learning to identify the correct clinical course of action from the case details was central to this study; consequently, the feedback intervention featured feedback elements that FIT predicts would best activate learning processes (framing feedback in terms of group performance and providing of correct solution information). We designed a highly personalised, interactive, one-on-one intervention with healthcare providers to improve their capacity to distinguish between CAUTI and asymptomatic bacteruria (ASB) and treat ASB appropriately. Case 2: Simplicity and scalability drove this study's intervention design, employing elements that FIT predicted positively impacted effectiveness yet still facilitated deployment and scalability (eg, delivered via computer, delivered in writing). We designed a web-based, report-style feedback intervention to help primary care physicians improve their care of patients with hypertension. Both studies exhibited significant improvements in their desired outcome and in both cases interventions were received positively by feedback recipients. A&F has been a popular, yet inconsistently implemented and variably effective tool for changing healthcare provider behaviour and, improving healthcare quality. Through the systematic use of theory such as FIT, robust feedback interventions can be designed that yield greater effectiveness. Future work should look to comparative effectiveness of specific design elements and contextual factors that identify A&F as the optimal intervention to effectuate healthcare provider behaviour change. NCT01052545, NCT00302718; post-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

A Natural Language Intelligent Tutoring System for Training Pathologists - Implementation and Evaluation

PubMed Central

El Saadawi, Gilan M.; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Castine, Melissa; Fine, Jeffrey; Gormley, Robert; Crowley, Rebecca S.

2009-01-01

Introduction We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback. Research Questions We evaluated (1) the performance of our natural language system, (2) the effect of the system on learning (3) the effect of feedback timing on learning gains and (4) the effect of ReportTutor on performance to self-assessment correlations. Methods The study uses a crossover 2×2 factorial design. We recruited 20 subjects from 4 academic programs. Subjects were randomly assigned to one of the four conditions - two conditions for the immediate interface, and two for the delayed interface. An expert dermatopathologist created a reference standard and 2 board certified AP/CP pathology fellows manually coded the residents' assessment reports. Subjects were given the opportunity to self grade their performance and we used a survey to determine student response to both interfaces. Results Our results show a highly significant improvement in report writing after one tutoring session with 4-fold increase in the learning gains with both interfaces but no effect of feedback timing on performance gains. Residents who used the immediate feedback interface first experienced a feature learning gain that is correlated with the number of cases they viewed. There was no correlation between performance and self-assessment in either condition. PMID:17934789

A natural language intelligent tutoring system for training pathologists: implementation and evaluation.

PubMed

El Saadawi, Gilan M; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Castine, Melissa; Fine, Jeffrey; Gormley, Robert; Crowley, Rebecca S

2008-12-01

We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback. We evaluated (1) the performance of our natural language system, (2) the effect of the system on learning (3) the effect of feedback timing on learning gains and (4) the effect of ReportTutor on performance to self-assessment correlations. The study uses a crossover 2 x 2 factorial design. We recruited 20 subjects from 4 academic programs. Subjects were randomly assigned to one of the four conditions--two conditions for the immediate interface, and two for the delayed interface. An expert dermatopathologist created a reference standard and 2 board certified AP/CP pathology fellows manually coded the residents' assessment reports. Subjects were given the opportunity to self grade their performance and we used a survey to determine student response to both interfaces. Our results show a highly significant improvement in report writing after one tutoring session with 4-fold increase in the learning gains with both interfaces but no effect of feedback timing on performance gains. Residents who used the immediate feedback interface first experienced a feature learning gain that is correlated with the number of cases they viewed. There was no correlation between performance and self-assessment in either condition.

The Humble Leader: Association of Discrepancies in Leader and Follower Ratings of Implementation Leadership with Organizational Climate in Mental Health

PubMed Central

Aarons, Gregory A.; Ehrhart, Mark G.; Torres, Elisa M.; Finn, Natalie K.; Beidas, Rinad

2017-01-01

Objectives Discrepancies between leaders' self-ratings and follower ratings of the leader are common but usually go unrecognized. Research on discrepancies is limited but there is evidence that discrepancies are associated with organizational context. This study examined the association of leader-follower discrepancies in Implementation Leadership Scale (ILS) ratings of mental health clinic leaders, and the association of those discrepancies with organizational climate for involvement and performance feedback. Both involvement and performance feedback may be important for evidence-based practice implementation in mental health. Methods A total of 593 supervisors (i.e., leaders, n=80) and clinical service providers (i.e., followers, n=513) completed surveys including ratings of implementation leadership and organizational climate. Polynomial regression and response surface analyses were conducted to examine the associations of discrepancies in leader-follower ILS ratings with organizational involvement climate and performance feedback climate, aspects of climate likely to support EBP implementation. Results Both involvement climate and performance feedback climate were highest where leaders rated themselves low on the ILS and their followers rated those leaders high on the ILS (i.e., “humble leaders”). Conclusions Teams with “humble leaders” showed more positive organizational climate for involvement and for performance feedback, contextual factors important during EBP implementation and sustainment. Discrepancy in leader and follower ratings of implementation leadership should be a consideration in understanding and improving leadership and organizational climate for mental health services and for evidence-based practice implementation and sustainment in mental health and other allied health settings. PMID:27691380

General practitioner registrars' experiences of multisource feedback: a qualitative study.

PubMed

Findlay, Nigel

2012-09-01

To explore the experiences of general practitioner (GP) specialty training registrars, thereby generating more understanding of the ways in which multisource feedback impacts upon their self-perceptions and professional behaviour, and provide information that might guide its use in the revalidation process of practising GPs. Complete transcripts of semi-structured, audio-taped qualitative interviews were analysed using the constant comparative method, to describe the experiences of multisource feedback for individual registrars. Five GP registrars participated. The first theme to emerge was the importance of the educational supervisor in encouraging the registrar through the emotional response, then facilitating interpretation of feedback and personal development. The second was the differing attitudes to learning and development, which may be in conflict with threats to self-image. The current RCGP format for obtaining multisource feedback for GP registrars may not always be achieving its purpose of challenging self-perceptions and motivating improved performance. An enhanced qualitative approach, through personal interviews rather than anonymous questionnaires, may provide a more accurate picture. This would address the concerns of some registrars by reducing their logistical burden and may facilitate more constructive feedback. The educational supervisor has an important role in promoting personal development, once this feedback is shared. The challenge for teaching organisations is to create a climate of comfort for learning, yet encourage learning beyond a 'comfort zone'.

Multimodal decoding and congruent sensory information enhance reaching performance in subjects with cervical spinal cord injury.

PubMed

Corbett, Elaine A; Sachs, Nicholas A; Körding, Konrad P; Perreault, Eric J

2014-01-01

Cervical spinal cord injury (SCI) paralyzes muscles of the hand and arm, making it difficult to perform activities of daily living. Restoring the ability to reach can dramatically improve quality of life for people with cervical SCI. Any reaching system requires a user interface to decode parameters of an intended reach, such as trajectory and target. A challenge in developing such decoders is that often few physiological signals related to the intended reach remain under voluntary control, especially in patients with high cervical injuries. Furthermore, the decoding problem changes when the user is controlling the motion of their limb, as opposed to an external device. The purpose of this study was to investigate the benefits of combining disparate signal sources to control reach in people with a range of impairments, and to consider the effect of two feedback approaches. Subjects with cervical SCI performed robot-assisted reaching, controlling trajectories with either shoulder electromyograms (EMGs) or EMGs combined with gaze. We then evaluated how reaching performance was influenced by task-related sensory feedback, testing the EMG-only decoder in two conditions. The first involved moving the arm with the robot, providing congruent sensory feedback through their remaining sense of proprioception. In the second, the subjects moved the robot without the arm attached, as in applications that control external devices. We found that the multimodal-decoding algorithm worked well for all subjects, enabling them to perform straight, accurate reaches. The inclusion of gaze information, used to estimate target location, was especially important for the most impaired subjects. In the absence of gaze information, congruent sensory feedback improved performance. These results highlight the importance of proprioceptive feedback, and suggest that multi-modal decoders are likely to be most beneficial for highly impaired subjects and in tasks where such feedback is unavailable.

Reducing failures of working memory with performance feedback.

PubMed

Adam, Kirsten C S; Vogel, Edward K

2016-10-01

Fluctuations in attentional control can lead to failures of working memory (WM), in which the subject is no better than chance at reporting items from a recent display. In three experiments, we used a whole-report measure of visual WM to examine the impact of feedback on the rate of failures. In each experiment, subjects remembered an array of colored items across a blank delay, and then reported the identity of items using a whole-report procedure. In Experiment 1, we gave subjects simple feedback about the number of items they correctly identified at the end of each trial. In Experiment 2, we gave subjects additional information about the cumulative number of items correctly identified within each block. Finally, in Experiment 3, we gave subjects weighted feedback in which poor trials resulted in lost points and consistent successful performance received "streak" points. Surprisingly, simple feedback (Exp. 1) was ineffective at improving average performance or decreasing the rate of poor-performance trials. Simple cumulative feedback (Exp. 2) modestly decreased poor-performance trials (by 7 %). Weighted feedback produced the greatest benefits, decreasing the frequency of poor-performance trials by 28 % relative to baseline performance. This set of results demonstrates the usefulness of whole-report WM measures for investigating the effects of feedback on WM performance. Further, we showed that only a feedback structure that specifically discouraged lapses using negative feedback led to large reductions in WM failures.

Effects of Continuous Kinaesthetic Feedback Based on Tendon Vibration on Motor Imagery BCI Performance.

PubMed

Barsotti, Michele; Leonardis, Daniele; Vanello, Nicola; Bergamasco, Massimo; Frisoli, Antonio

2018-01-01

Feedback plays a crucial role for using brain computer interface systems. This paper proposes the use of vibration-evoked kinaesthetic illusions as part of a novel multisensory feedback for a motor imagery (MI)-based BCI and investigates its contributions in terms of BCI performance and electroencephalographic (EEG) correlates. sixteen subjects performed two different right arm MI-BCI sessions: with the visual feedback only and with both visual and vibration-evoked kinaesthetic feedback, conveyed by the stimulation of the biceps brachi tendon. In both conditions, the sensory feedback was driven by the MI-BCI. The rich and more natural multisensory feedback was expected to facilitate the execution of MI, and thus to improve the performance of the BCI. The EEG correlates of the proposed feedback were also investigated with and without the performing of MI. the contribution of vibration-evoked kinaesthetic feedback led to statistically higher BCI performance (Anova, F (1,14) = 18.1, p < .01) and more stable EEG event-related-desynchronization. Obtained results suggest promising application of the proposed method in neuro-rehabilitation scenarios: the advantage of an improved usability could make the MI-BCIs more applicable for those patients having difficulties in performing kinaesthetic imagery.

Self-Controlled Feedback Facilitates Motor Learning in Both High and Low Activity Individuals

PubMed Central

Fairbrother, Jeffrey T.; Laughlin, David D.; Nguyen, Timothy V.

2012-01-01

The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA) and low activity (LA) participants were assigned to self-control (SC) and yoked (YK) feedback conditions, creating four groups: Self-Control-High Activity; Self-Control-Low Activity; Yoked-High Activity; and Yoked-Low Activity. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be “good” trials; those in the YK condition indicated that they would have preferred to receive feedback after “good” trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity. PMID:22969745

Validity evidence and reliability of a simulated patient feedback instrument

PubMed Central

2012-01-01

Background In the training of healthcare professionals, one of the advantages of communication training with simulated patients (SPs) is the SP's ability to provide direct feedback to students after a simulated clinical encounter. The quality of SP feedback must be monitored, especially because it is well known that feedback can have a profound effect on student performance. Due to the current lack of valid and reliable instruments to assess the quality of SP feedback, our study examined the validity and reliability of one potential instrument, the 'modified Quality of Simulated Patient Feedback Form' (mQSF). Methods Content validity of the mQSF was assessed by inviting experts in the area of simulated clinical encounters to rate the importance of the mQSF items. Moreover, generalizability theory was used to examine the reliability of the mQSF. Our data came from videotapes of clinical encounters between six simulated patients and six students and the ensuing feedback from the SPs to the students. Ten faculty members judged the SP feedback according to the items on the mQSF. Three weeks later, this procedure was repeated with the same faculty members and recordings. Results All but two items of the mQSF received importance ratings of > 2.5 on a four-point rating scale. A generalizability coefficient of 0.77 was established with two judges observing one encounter. Conclusions The findings for content validity and reliability with two judges suggest that the mQSF is a valid and reliable instrument to assess the quality of feedback provided by simulated patients. PMID:22284898

Rapid Integration of Artificial Sensory Feedback during Operant Conditioning of Motor Cortex Neurons.

PubMed

Prsa, Mario; Galiñanes, Gregorio L; Huber, Daniel

2017-02-22

Neuronal motor commands, whether generating real or neuroprosthetic movements, are shaped by ongoing sensory feedback from the displacement being produced. Here we asked if cortical stimulation could provide artificial feedback during operant conditioning of cortical neurons. Simultaneous two-photon imaging and real-time optogenetic stimulation were used to train mice to activate a single neuron in motor cortex (M1), while continuous feedback of its activity level was provided by proportionally stimulating somatosensory cortex. This artificial signal was necessary to rapidly learn to increase the conditioned activity, detect correct performance, and maintain the learned behavior. Population imaging in M1 revealed that learning-related activity changes are observed in the conditioned cell only, which highlights the functional potential of individual neurons in the neocortex. Our findings demonstrate the capacity of animals to use an artificially induced cortical channel in a behaviorally relevant way and reveal the remarkable speed and specificity at which this can occur. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Rewarding safe behavior: strategies for change.

PubMed

Fell-Carlson, Deborah

2004-12-01

Effective, sustainable safety incentives are integrated into a performance management system designed to encourage long term behavior change. Effective incentive program design integrates the fundamental considerations of compensation (i.e., valence, instrumentality, expectancy, equity) with behavior change theory in the context of a strong merit based performance management system. Clear expectations are established and communicated from the time applicants apply for the position. Feedback and social recognition are leveraged and used as rewards, in addition to financial incentives built into the compensation system and offered periodically as short term incentives. Rewards are tied to specific objectives intended to influence specific behaviors. Objectives are designed to challenge employees, providing opportunities to grow and enhance their sense of belonging. Safety contests and other awareness activities are most effective when used to focus safety improvement efforts on specific behaviors or processes, for a predetermined period of time, in the context of a comprehensive safety system. Safety incentive programs designed around injury outcomes can result in unintended, and undesirable, consequences. Safety performance can be leveraged by integrating safety into corporate cultural indicators. Symbols of safety remind employees of corporate safety goals and objectives (e.g., posted safety goals and integrating safety into corporate mission and vision). Rites and ceremonies provide opportunities for social recognition and feedback and demonstrate safety is a corporate value. Feedback opportunities, rewards, and social recognition all provide content for corporate legends, those stories embellished over time, that punctuate the overall system of organizational norms, and provide examples of the organizational safety culture in action.

Development and psychometric evaluation of the Assessment of Core CBT Skills (ACCS): An observation-based tool for assessing cognitive behavioral therapy competence.

PubMed

Muse, Kate; McManus, Freda; Rakovshik, Sarah; Thwaites, Richard

2017-05-01

This article outlines the development and psychometric evaluation of the Assessment of Core CBT Skills (ACCS) rating scale. The ACCS aims to provide a novel assessment framework to deliver formative and summative feedback regarding therapists' performance within observed cognitive-behavioral treatment sessions, and for therapists to rate and reflect on their own performance. Findings from 3 studies are outlined: (a) a feedback study (n = 66) examining content validity, face validity and usability; (b) a focus group (n = 9) evaluating usability and utility; and (c) an evaluation of the psychometric properties of the ACCS in real world cognitive behavioral therapy (CBT) training and routine clinical practice contexts. Results suggest that the ACCS has good face validity, content validity, and usability and provides a user-friendly tool that is useful for promoting self-reflection and providing formative feedback. Scores on both the self and assessor-rated versions of the ACCS demonstrate good internal consistency, interrater reliability, and discriminant validity. In addition, ACCS scores were found to be correlated with, but distinct from, the Revised Cognitive Therapy Scale (CTS-R) and were comparable to CTS-R scores in terms of internal consistency and discriminant validity. In addition, the ACCS may have advantages over the CTS-R in terms of interrater reliability of scores. The studies also provided insight into areas for refinement and a number of modifications were undertaken to improve the scale. In summary, the ACCS is an appropriate and useful measure of CBT competence that can be used to promote self-reflection and provide therapists with formative and summative feedback. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Influence of Vibrotactile Feedback on Controlling Tilt Motion After Spaceflight

NASA Technical Reports Server (NTRS)

Wood, S. J.; Rupert, A. H.; Vanya, R. D.; Esteves, J. T.; Clement, G.

2011-01-01

We hypothesize that adaptive changes in how inertial cues from the vestibular system are integrated with other sensory information leads to perceptual disturbances and impaired manual control following transitions between gravity environments. The primary goals of this ongoing post-flight investigation are to quantify decrements in manual control of tilt motion following short-duration spaceflight and to evaluate vibrotactile feedback of tilt as a sensorimotor countermeasure. METHODS. Data is currently being collected on 9 astronaut subjects during 3 preflight sessions and during the first 8 days after Shuttle landings. Variable radius centrifugation (216 deg/s, <20 cm radius) in a darkened room is utilized to elicit otolith reflexes in the lateral plane without concordant canal or visual cues. A Tilt-Translation Sled (TTS) is capable of synchronizing pitch tilt with fore-aft translation to align the resultant gravitoinertial vector with the longitudinal body axis, thereby eliciting canal reflexes without concordant otolith or visual cues. A simple 4 tactor system was implemented to provide feedback when tilt position exceeded predetermined levels in either device. Closed-loop nulling tasks are performed during random tilt steps or sum-of-sines (TTS only) with and without vibrotactile feedback of chair position. RESULTS. On landing day the manual control performance without vibrotactile feedback was reduced by >30% based on the gain or the amount of tilt disturbance successfully nulled. Manual control performance tended to return to baseline levels within 1-2 days following landing. Root-mean-square position error and tilt velocity were significantly reduced with vibrotactile feedback. CONCLUSIONS. These preliminary results are consistent with our hypothesis that adaptive changes in vestibular processing corresponds to reduced manual control performance following G-transitions. A simple vibrotactile prosthesis improves the ability to null out tilt motion within a limited range of motion disturbances.

Performance drifts in two-finger cyclical force production tasks performed by one and two actors.

PubMed

Hasanbarani, Fariba; Reschechtko, Sasha; Latash, Mark L

2018-03-01

We explored changes in the cyclical two-finger force performance task caused by turning visual feedback off performed either by the index and middle fingers of the dominant hand or by two index fingers of two persons. Based on an earlier study, we expected drifts in finger force amplitude and midpoint without a drift in relative phase. The subjects performed two rhythmical tasks at 1 Hz while paced by an auditory metronome. One of the tasks required cyclical changes in total force magnitude without changes in the sharing of the force between the two fingers. The other task required cyclical changes in the force sharing without changing total force magnitude. Subjects were provided with visual feedback, which showed total force magnitude and force sharing via cursor motion along the vertical and horizontal axes, respectively. Further, visual feedback was turned off, first on the variable that was not required to change and then on both variables. Turning visual feedback off led to a mean force drift toward lower magnitudes while force amplitude increased. There was a consistent drift in the relative phase in the one-hand task with the index finger leading the middle finger. No consistent relative phase drift was seen in the two-person tasks. The shape of the force cycle changed without visual feedback reflected in the lower similarity to a perfect cosine shape and in the higher time spent at lower force magnitudes. The data confirm findings of earlier studies regarding force amplitude and midpoint changes, but falsify predictions of an earlier proposed model with respect to the relative phase changes. We discuss factors that could contribute to the observed relative phase drift in the one-hand tasks including the leader-follower pattern generalized for two-effector tasks performed by one person.

Increasing Performance of Professional Soccer Players and Elite Track and Field Athletes with Peak Performance Training and Biofeedback: A Pilot Study.

PubMed

Rijken, Noortje H; Soer, Remko; de Maar, Ewold; Prins, Hilco; Teeuw, Wouter B; Peuscher, Jan; Oosterveld, Frits G J

2016-12-01

The aim of this pilot study was to investigate the effects of an intervention consisting of mental coaching combined with either electro encephalogram (EEG) alpha power feedback or heart rate variability (HRV) feedback on HRV, EEG outcomes and self-reported factors related to stress, performance, recovery and sleep quality in elite athletes. A prospective pilot study was performed with two distinct cohorts. Soccer players were provided with four sessions of mental coaching combined with daily HRV biofeedback (Group A); track and field athletes were provided with four sessions of mental coaching in combination with daily neurofeedback (Group B). Measurements were performed at baseline, post intervention and at 5 weeks follow-up. Objective measures: EEG and ECG. Subjective measures: Numeric Rating Scale for performance, Pittsburgh Sleep Quality Index, Rest and Stress Questionnaire and Sports Improvement-60. Group characteristics were too distinct to compare the interventions. Linear mixed models were used to analyze differences within groups over time. In Group A, significant changes over time were present in alpha power at 5 of 7 EEG locations (p < 0.01-0.03). LF/HF ratio significantly increased (p = 0.02) and the concentration (p = 0.02) and emotional scale (p = 0.03) of the SIM-60 increased significantly (p = 0.04). In Group B, the HRV low frequency power and recovery scale of the REST-Q significantly increased (p = 0.02 and <0.01 resp.). Other measures remained stable or improved non-significantly. A mental coaching program combined with either HRV or EEG alpha power feedback may increase HRV and alpha power and may lead to better performance-related outcomes and stress reduction. Further research is needed to elucidate the effects of either type of feedback and to compare effects with a control group.

Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model.

PubMed

Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia

2017-01-01

Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor-employee dyads from nine industry firms. The results indicate that supervisor feedback environment is positively related to creative performance, the relationship between the supervisor feedback environment and creative performance is mediated by goal self-concordance perfectly and moderated by creative personality significantly. The mediation effort of goal self-concordance is significantly influenced by creative personality. The implication of improving employees' creative performance is further discussed. The present study advances several perspectives of previous studies, echoes recent suggestions that organizations interested in stimulating employee creativity might profitably focus on developing work contexts that support it.

Influence of accurate and inaccurate 'split-time' feedback upon 10-mile time trial cycling performance.

PubMed

Wilson, Mathew G; Lane, Andy M; Beedie, Chris J; Farooq, Abdulaziz

2012-01-01

The objective of the study is to examine the impact of accurate and inaccurate 'split-time' feedback upon a 10-mile time trial (TT) performance and to quantify power output into a practically meaningful unit of variation. Seven well-trained cyclists completed four randomised bouts of a 10-mile TT on a SRM™ cycle ergometer. TTs were performed with (1) accurate performance feedback, (2) without performance feedback, (3) and (4) false negative and false positive 'split-time' feedback showing performance 5% slower or 5% faster than actual performance. There were no significant differences in completion time, average power output, heart rate or blood lactate between the four feedback conditions. There were significantly lower (p < 0.001) average [Formula: see text] (ml min(-1)) and [Formula: see text] (l min(-1)) scores in the false positive (3,485 ± 596; 119 ± 33) and accurate (3,471 ± 513; 117 ± 22) feedback conditions compared to the false negative (3,753 ± 410; 127 ± 27) and blind (3,772 ± 378; 124 ± 21) feedback conditions. Cyclists spent a greater amount of time in a '20 watt zone' 10 W either side of average power in the negative feedback condition (fastest) than the accurate feedback (slowest) condition (39.3 vs. 32.2%, p < 0.05). There were no significant differences in the 10-mile TT performance time between accurate and inaccurate feedback conditions, despite significantly lower average [Formula: see text] and [Formula: see text] scores in the false positive and accurate feedback conditions. Additionally, cycling with a small variation in power output (10 W either side of average power) produced the fastest TT. Further psycho-physiological research should examine the mechanism(s) why lower [Formula: see text] and [Formula: see text] scores are observed when cycling in a false positive or accurate feedback condition compared to a false negative or blind feedback condition.

[Development of MEDUC-PG14 survey to assess postgraduate teaching in medical specialties].

PubMed

Pizarro, Margarita; Solís, Nancy; Rojas, Viviana; Díaz, Luis Antonio; Padilla, Oslando; Letelier, Luz María; Aizman, Andrés; Sarfatis, Alberto; Olivos, Trinidad; Soza, Alejandro; Delfino, Alejandro; Latorre, Gonzalo; Ivanovic-Zuvic, Danisa; Hoyl, Trinidad; Bitran, Marcela; Arab, Juan Pablo; Riquelme, Arnoldo

2015-08-01

Feedback is one of the most important tools to improve teaching in medical education. To develop an instrument to assess the performance of clinical postgraduate teachers in medical specialties. A qualitative methodology consisting in interviews and focus-groups followed by a quantitative methodology to generate consensus, was employed. After generating the instrument, psychometric tests were performed to assess the construct validity (factor analysis) and reliability (Cronbach’s alpha). Experts in medical education, teachers and residents of a medical school participated in interviews and focus groups. With this information, 26 categories (79 items) were proposed and reduced to 14 items (Likert scale 1-5) by an expert’s Delphi panel, generating the MEDUC-PG14 survey, which was answered by 123 residents from different programs of medical specialties. Construct validity was carried out. Factor analysis showed three domains: Teaching and evaluation, respectful behavior towards patients and health care team, and providing feedback. The global score was 4.46 ± 0.94 (89% of the maximum). One teachers’ strength, as evaluated by their residents was “respectful behavior” with 4.85 ± 0.42 (97% of the maximum). “Providing feedback” obtained 4.09 ± 1.0 points (81.8% of the maximum). MEDUC-PG14 survey had a Cronbach’s alpha coefficient of 0.947. MEDUC-PG14 survey is a useful and reliable guide for teacher evaluation in medical specialty programs. Also provides feedback to improve educational skills of postgraduate clinical teachers.

Measuring quality in maternal-newborn care: developing a clinical dashboard.

PubMed

Sprague, Ann E; Dunn, Sandra I; Fell, Deshayne B; Harrold, Joann; Walker, Mark C; Kelly, Sherrie; Smith, Graeme N

2013-01-01

Pregnancy, birth, and the early newborn period are times of high use of health care services. As well as opportunities for providing quality care, there are potential missed opportunities for health promotion, safety issues, and increased costs for the individual and the system when quality is not well defined or measured. There has been a need to identify key performance indicators (KPIs) to measure quality care within the provincial maternal-newborn system. We also wanted to provide automated audit and feedback about these KPIs to support quality improvement initiatives in a large Canadian province with approximately 140 000 births per year. We therefore worked to develop a maternal-newborn dashboard to increase awareness about selected KPIs and to inform and support hospitals and care providers about areas for quality improvement. We mapped maternal-newborn data elements to a quality domain framework, sought feedback via survey for the relevance and feasibility of change, and examined current data and the literature to assist in setting provincial benchmarks. Six clinical performance indicators of maternal-newborn quality care were identified and evidence-informed benchmarks were set. A maternal-newborn dashboard with "drill down" capacity for detailed analysis to enhance audit and feedback is now available for implementation. While audit and feedback does not guarantee individuals or institutions will make practice changes and move towards quality improvement, it is an important first step. Practice change and quality improvement will not occur without an awareness of the issues.

The Effects of Objective Feedback on Performance when Individuals Receive Fixed and Individual Incentive Pay

ERIC Educational Resources Information Center

Johnson, Douglas A.; Dickinson, Alyce M.; Huitema, Bradley E.

2008-01-01

We examined whether objective feedback would enhance performance when individuals were paid monetary incentives. A two-by-two factorial design was used, with 123 college students assigned to incentive pay without feedback, incentive pay with feedback, fixed pay without feedback, or fixed pay with feedback. Participants attended six sessions and…

The effects of self-controlled feedback on learning of a "relaxed phonation task".

PubMed

Ma, Estella P-M; Yiu, Gigi K-Y; Yiu, Edwin M-L

2013-11-01

This study examined the effects of self-controlled feedback paradigm on motor learning of a relaxed phonation task. It investigated whether providing the learner with more control over practice condition has positive influences on the performance and learning of "relaxed phonation" skill. Vocally healthy individuals were randomly assigned into either self-controlled feedback group (SELF) or clinician-controlled feedback group (YOKED). All participants were engaged in a reading aloud task. Throughout the task, their perilaryngeal muscle activities were measured at thyrohyoid (TH) and orofacial (OF) sites using surface electromyography (EMG). The EMG values measured at the TH site were provided to participants as terminal biofeedback. Participants were required to minimize the EMG values. The SELF group received EMG biofeedback whenever they requested it, whereas the YOKED group received the same feedback schedule as chosen by their self-controlled counterparts. The pooled data for all participants revealed that there was a significant reduction of muscle tension across baseline, training, and retention phases. Generalization was shown to reading of untrained passage. Interestingly, significant reduction of muscle tension across training and retention tests was found in the control OF site but not in the target TH site. The results failed to demonstrate significant differences between SELF and YOKED groups. It provided no clear evidence to conclude that self-controlled feedback paradigm was beneficial to learning of relaxed phonation. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

When compliments do not hit but critiques do: an fMRI study into self-esteem and self-knowledge in processing social feedback

PubMed Central

van Schie, Charlotte C; Chiu, Chui-De; Rombouts, Serge A R B; Heiser, Willem J; Elzinga, Bernet M

2018-01-01

Abstract The way we view ourselves may play an important role in our responses to interpersonal interactions. In this study, we investigate how feedback valence, consistency of feedback with self-knowledge and global self-esteem influence affective and neural responses to social feedback. Participants (N = 46) with a high range of self-esteem levels performed the social feedback task in an MRI scanner. Negative, intermediate and positive feedback was provided, supposedly by another person based on a personal interview. Participants rated their mood and applicability of feedback to the self. Analyses on trial basis on neural and affective responses are used to incorporate applicability of individual feedback words. Lower self-esteem related to low mood especially after receiving non-applicable negative feedback. Higher self-esteem related to increased posterior cingulate cortex and precuneus activation (i.e. self-referential processing) for applicable negative feedback. Lower self-esteem related to decreased medial prefrontal cortex, insula, anterior cingulate cortex and posterior cingulate cortex activation (i.e. self-referential processing) during positive feedback and decreased temporoparietal junction activation (i.e. other referential processing) for applicable positive feedback. Self-esteem and consistency of feedback with self-knowledge appear to guide our affective and neural responses to social feedback. This may be highly relevant for the interpersonal problems that individuals face with low self-esteem and negative self-views. PMID:29490088

Utilizing feedback in adaptive SAR ATR systems

NASA Astrophysics Data System (ADS)

Horsfield, Owen; Blacknell, David

2009-05-01

Existing SAR ATR systems are usually trained off-line with samples of target imagery or CAD models, prior to conducting a mission. If the training data is not representative of mission conditions, then poor performance may result. In addition, it is difficult to acquire suitable training data for the many target types of interest. The Adaptive SAR ATR Problem Set (AdaptSAPS) program provides a MATLAB framework and image database for developing systems that adapt to mission conditions, meaning less reliance on accurate training data. A key function of an adaptive system is the ability to utilise truth feedback to improve performance, and it is this feature which AdaptSAPS is intended to exploit. This paper presents a new method for SAR ATR that does not use training data, based on supervised learning. This is achieved by using feature-based classification, and several new shadow features have been developed for this purpose. These features allow discrimination of vehicles from clutter, and classification of vehicles into two classes: targets, comprising military combat types, and non-targets, comprising bulldozers and trucks. The performance of the system is assessed using three baseline missions provided with AdaptSAPS, as well as three additional missions. All performance metrics indicate a distinct learning trend over the course of a mission, with most third and fourth quartile performance levels exceeding 85% correct classification. It has been demonstrated that these performance levels can be maintained even when truth feedback rates are reduced by up to 55% over the course of a mission.

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

PubMed Central

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. PMID:27909025

Improving the clinical instruction of student technologists.

PubMed

Steves, Ann M

2005-12-01

Many nuclear medicine technologists (NMTs) are employed in departments affiliated with programs that prepare individuals to become NMTs. These departments are sites where students receive hands-on clinical experience. The NMTs who staff these departments serve as clinical instructors whose responsibilities include teaching students the skills, attitudes, and knowledge necessary to become competent technologists. Clinical instructors often have no formal preparation in teaching or evaluating students. The purpose of this article is to review some principles related to teaching and critiquing clinical performance that will help clinical instructors support and foster the professional development of student technologists. After reading this article, the reader should be able to (a) identify the qualities of an effective clinical instructor, (b) identify the characteristics of constructive feedback, (c) identify appropriate times for evaluation and feedback, and (d) use facilitation skills when providing feedback and evaluating student performance.

The dangers of being trigger-happy

NASA Astrophysics Data System (ADS)

Dale, J. E.; Haworth, T. J.; Bressert, E.

2015-06-01

We examine the evidence offered for triggered star formation against the backdrop provided by recent numerical simulations of feedback from massive stars at or below giant molecular cloud sizescales. We compile a catalogue of 67 observational papers, mostly published over the last decade, and examine the signposts most commonly used to infer the presence of triggered star formation. We then determine how well these signposts perform in a recent suite of hydrodynamic simulations of star formation including feedback from O-type stars performed by Dale et al. We find that none of the observational markers improve the chances of correctly identifying a given star as triggered by more than factors of 2 at most. This limits the fidelity of these techniques in interpreting star formation histories. We therefore urge caution in interpreting observations of star formation near feedback-driven structures in terms of triggering.

Mental models of audit and feedback in primary care settings.

PubMed

Hysong, Sylvia J; Smitham, Kristen; SoRelle, Richard; Amspoker, Amber; Hughes, Ashley M; Haidet, Paul

2018-05-30

Audit and feedback has been shown to be instrumental in improving quality of care, particularly in outpatient settings. The mental model individuals and organizations hold regarding audit and feedback can moderate its effectiveness, yet this has received limited study in the quality improvement literature. In this study we sought to uncover patterns in mental models of current feedback practices within high- and low-performing healthcare facilities. We purposively sampled 16 geographically dispersed VA hospitals based on high and low performance on a set of chronic and preventive care measures. We interviewed up to 4 personnel from each location (n = 48) to determine the facility's receptivity to audit and feedback practices. Interview transcripts were analyzed via content and framework analysis to identify emergent themes. We found high variability in the mental models of audit and feedback, which we organized into positive and negative themes. We were unable to associate mental models of audit and feedback with clinical performance due to high variance in facility performance over time. Positive mental models exhibit perceived utility of audit and feedback practices in improving performance; whereas, negative mental models did not. Results speak to the variability of mental models of feedback, highlighting how facilities perceive current audit and feedback practices. Findings are consistent with prior research  in that variability in feedback mental models is associated with lower performance.; Future research should seek to empirically link mental models revealed in this paper to high and low levels of clinical performance.

Training the Developing Brain Part II: Cognitive Considerations for Youth Instruction and Feedback

PubMed Central

Kushner, Adam M.; Kiefer, Adam W.; Lesnick, Samantha; Faigenbaum, Avery D.; Kashikar-Zuck, Susmita; Myer, Gregory D.

2015-01-01

Growing numbers of youth participating in competitive, organized physical activity has led to a concern for the risk of sports related injuries during important periods of human development. Recent studies have demonstrated the ability of Integrative Neuromuscular Training (INT) to enhance athletic performance and to reduce the risk of sports related injuries in youth. Successful implementation of INT necessitates instruction from knowledgeable and qualified instructors who understand the unique physical, cognitive and psychosocial characteristics of youth to provide appropriate training instruction and feedback. Principles of a classical theory of cognitive development provide a useful context for discussion of developmentally appropriate methods and strategies for INT instruction of youth. INT programs that consider these developmentally appropriate approaches will provide a controlled, efficacious environment for youth to improve athletic performance and to reduce risk of sports related injury; thus, promoting a healthy, active lifestyle beyond an individual’s formative years. PMID:25968858

Willing to wait: Elevated reward-processing EEG activity associated with a greater preference for larger-but-delayed rewards.

PubMed

Pornpattananangkul, Narun; Nusslock, Robin

2016-10-01

While almost everyone discounts the value of future rewards over immediate rewards, people differ in their so-called delay-discounting. One of the several factors that may explain individual differences in delay-discounting is reward-processing. To study individual-differences in reward-processing, however, one needs to consider the heterogeneity of neural-activity at each reward-processing stage. Here using EEG, we separated reward-related neural activity into distinct reward-anticipation and reward-outcome stages using time-frequency characteristics. Thirty-seven individuals first completed a behavioral delay-discounting task. Then reward-processing EEG activity was assessed using a separate reward-learning task, called a reward time-estimation task. During this EEG task, participants were instructed to estimate time duration and were provided performance feedback on a trial-by-trial basis. Participants received monetary-reward for accurate-performance on Reward trials, but not on No-Reward trials. Reward trials, relative to No-Reward trials, enhanced EEG activity during both reward-anticipation (including, cued-locked delta power during cue-evaluation and pre-feedback alpha suppression during feedback-anticipation) and reward-outcome (including, feedback-locked delta, theta and beta power) stages. Moreover, all of these EEG indices correlated with behavioral performance in the time-estimation task, suggesting their essential roles in learning and adjusting performance to maximize winnings in a reward-learning situation. Importantly, enhanced EEG power during Reward trials, as reflected by stronger 1) pre-feedback alpha suppression, 2) feedback-locked theta and 3) feedback-locked beta, was associated with a greater preference for larger-but-delayed rewards in a separate, behavioral delay-discounting task. Results highlight the association between a stronger preference toward larger-but-delayed rewards and enhanced reward-processing. Moreover, our reward-processing EEG indices detail the specific stages of reward-processing where these associations occur. Copyright © 2016 Elsevier Ltd. All rights reserved.

Feedback on prescribing errors to junior doctors: exploring views, problems and preferred methods.

PubMed

Bertels, Jeroen; Almoudaris, Alex M; Cortoos, Pieter-Jan; Jacklin, Ann; Franklin, Bryony Dean

2013-06-01

Prescribing errors are common in hospital inpatients. However, the literature suggests that doctors are often unaware of their errors as they are not always informed of them. It has been suggested that providing more feedback to prescribers may reduce subsequent error rates. Only few studies have investigated the views of prescribers towards receiving such feedback, or the views of hospital pharmacists as potential feedback providers. Our aim was to explore the views of junior doctors and hospital pharmacists regarding feedback on individual doctors' prescribing errors. Objectives were to determine how feedback was currently provided and any associated problems, to explore views on other approaches to feedback, and to make recommendations for designing suitable feedback systems. A large London NHS hospital trust. To explore views on current and possible feedback mechanisms, self-administered questionnaires were given to all junior doctors and pharmacists, combining both 5-point Likert scale statements and open-ended questions. Agreement scores for statements regarding perceived prescribing error rates, opinions on feedback, barriers to feedback, and preferences for future practice. Response rates were 49% (37/75) for junior doctors and 57% (57/100) for pharmacists. In general, doctors did not feel threatened by feedback on their prescribing errors. They felt that feedback currently provided was constructive but often irregular and insufficient. Most pharmacists provided feedback in various ways; however some did not or were inconsistent. They were willing to provide more feedback, but did not feel it was always effective or feasible due to barriers such as communication problems and time constraints. Both professional groups preferred individual feedback with additional regular generic feedback on common or serious errors. Feedback on prescribing errors was valued and acceptable to both professional groups. From the results, several suggested methods of providing feedback on prescribing errors emerged. Addressing barriers such as the identification of individual prescribers would facilitate feedback in practice. Research investigating whether or not feedback reduces the subsequent error rate is now needed.

Feasibility and impact of providing feedback to vaccinating medical clinics: evaluating a public health intervention.

PubMed

Brousseau, Nicholas; Sauvageau, Chantal; Ouakki, Manale; Audet, Diane; Kiely, Marilou; Couture, Colette; Paré, Alain; Deceuninck, Geneviève

2010-12-03

Vaccine coverage (VC) at a given age is a widely-used indicator for measuring the performance of vaccination programs. However, there is increasing data suggesting that measuring delays in administering vaccines complements the measure of VC. Providing feedback to vaccinators is recognized as an effective strategy for improving vaccine coverage, but its implementation has not been widely documented in Canada. The objective of this study was to evaluate the feasibility of providing personalized feedback to vaccinators and its impact on vaccination delays (VD). In April and May 2008, a one-hour personalized feedback session was provided to health professionals in vaccinating medical clinics in the Quebec City region. VD for vaccines administered at two and twelve months of age were presented. Data from the regional vaccination registry were analysed for participating clinics. Two 12-month periods before and after the intervention were compared, namely from April 1st, 2007 to March 31st, 2008 and from June 1st, 2008 to May 31st, 2009. Ten medical clinics out of the twelve approached (83%), representing more than 2500 vaccinated children, participated in the project. Preparing and conducting the feedback involved 20 hours of work and expenses of $1000 per clinic. Based on a delay of one month, 94% of first doses of DTaP-Polio-Hib and 77% of meningococcal vaccine doses respected the vaccination schedule both before and after the intervention. Following the feedback, respect of the vaccination schedule increased for vaccines planned at 12 months for the four clinics that had modified their vaccination practices related to multiple injections (depending on the clinic, VD decreased by 24.4%, 32.0%, 40.2% and 44.6% respectively, p < 0.001 for all comparisons). The present study shows that it is feasible to provide personalized feedback to vaccinating clinics. While it may have encouraged positive changes in practice concerning multiple injections, this intervention on its own did not impact vaccination delays of the clinics visited. It is possible that feedback integrated into other types of effective interventions and sustained over time may have more impact on VD.

Investigation of possible causes for human-performance degradation during microgravity flight

NASA Technical Reports Server (NTRS)

Schroeder, James E.; Tuttle, Megan L.

1992-01-01

The results of the first year of a three year study of the effects of microgravity on human performance are given. Test results show support for the hypothesis that the effects of microgravity can be studied indirectly on Earth by measuring performance in an altered gravitational field. The hypothesis was that an altered gravitational field could disrupt performance on previously automated behaviors if gravity was a critical part of the stimulus complex controlling those behaviors. In addition, it was proposed that performance on secondary cognitive tasks would also degrade, especially if the subject was provided feedback about degradation on the previously automated task. In the initial experimental test of these hypotheses, there was little statistical support. However, when subjects were categorized as high or low in automated behavior, results for the former group supported the hypotheses. The predicted interaction between body orientation and level of workload in their joint effect on performance in the secondary cognitive task was significant for the group high in automatized behavior and receiving feedback, but no such interventions were found for the group high in automatized behavior but not receiving feedback, or the group low in automatized behavior.

Effect of acute augmented feedback on between limb asymmetries and eccentric knee flexor strength during the Nordic hamstring exercise.

PubMed

Chalker, Wade J; Shield, Anthony J; Opar, David A; Rathbone, Evelyne N; Keogh, Justin W L

2018-01-01

Hamstring strain injuries (HSI) are one of the most prevalent and serious injuries affecting athletes, particularly those in team ball sports or track and field. Recent evidence demonstrates that eccentric knee flexor weakness and between limb asymmetries are possible risk factors for HSIs. While eccentric hamstring resistance training, e.g. the Nordic hamstring exercise (NHE) significantly increases eccentric hamstring strength and reduces HSI risk, little research has examined whether between limb asymmetries can be reduced with training. As augmented feedback (AF) can produce significant acute and chronic increases in muscular strength and reduce injury risk, one way to address the limitation in the eccentric hamstring training literature may be to provide athletes real-time visual AF of their NHE force outputs with the goal to minimise the between limb asymmetry. Using a cross over study design, 44 injury free, male cricket players from two skill levels performed two NHE sessions on a testing device. The two NHE sessions were identical with the exception of AF, with the two groups randomised to perform the sessions with and without visual feedback of each limb's force production in real-time. When performing the NHE with visual AF, the participants were provided with the following instructions to 'reduce limb asymmetries as much as possible using the real-time visual force outputs displayed in front them'. Between limb asymmetries and mean peak force outputs were compared between the two feedback conditions (FB1 and FB2) using independent t -tests to ensure there was no carryover effect, and to determine any period and treatment effects. The magnitude of the differences in the force outputs were also examined using Cohen d effect size. There was a significant increase in mean peak force production when feedback was provided (mean difference, 21.7 N; 95% CI [0.2-42.3 N]; P = 0.048; d = 0.61) and no significant difference in between limb asymmetry for feedback or no feedback (mean difference, 5.7%; 95% CI [-2.8% to 14.3%]; P = 0.184; d = 0.41). Increases in force production under feedback were a result of increased weak limb (mean difference, 15.0 N; 95% CI [1.6-28.5 N]; P = 0.029; d = 0.22) force contribution compared to the strong limb. The results of this study further support the potential utility of AF in improving force production and reducing risk in athletic populations. While there are currently some financial limitations to the application of this training approach, even in high-performance sport, such an approach may improve outcomes for HSI prevention programs. Further research with more homogenous populations over greater periods of time that assess the chronic effect of such training practices on injury risk factors and injury rates are also recommended.

Portable haptic interface with omni-directional movement and force capability.

PubMed

Avizzano, Carlo Alberto; Satler, Massimo; Ruffaldi, Emanuele

2014-01-01

We describe the design of a new mobile haptic interface that employs wheels for force rendering. The interface, consisting of an omni-directional Killough type platform, provides 2DOF force feedback with different control modalities. The system autonomously performs sensor fusion for localization and force rendering. This paper explains the relevant choices concerning the functional aspects, the control design, the mechanical and electronic solution. Experimental results for force feedback characterization are reported.

Tactile feedback is an effective instrument for the training of grasping with a prosthesis at low- and medium-force levels.

PubMed

De Nunzio, Alessandro Marco; Dosen, Strahinja; Lemling, Sabrina; Markovic, Marko; Schweisfurth, Meike Annika; Ge, Nan; Graimann, Bernhard; Falla, Deborah; Farina, Dario

2017-08-01

Grasping is a complex task routinely performed in an anticipatory (feedforward) manner, where sensory feedback is responsible for learning and updating the internal model of grasp dynamics. This study aims at evaluating whether providing a proportional tactile force feedback during the myoelectric control of a prosthesis facilitates learning a stable internal model of the prosthesis force control. Ten able-bodied subjects controlled a sensorized myoelectric prosthesis performing four blocks of consecutive grasps at three levels of target force (30, 50, and 70%), repeatedly closing the fully opened hand. In the first and third block, the subjects received tactile and visual feedback, respectively, while during the second and fourth block, the feedback was removed. The subjects also performed an additional block with no feedback 1 day after the training (Retest). The median and interquartile range of the generated forces was computed to assess the accuracy and precision of force control. The results demonstrated that the feedback was indeed an effective instrument for the training of prosthesis control. After the training, the subjects were still able to accurately generate the desired force for the low and medium target (30 and 50% of maximum force available in a prosthesis), despite the feedback being removed within the session and during the retest (low target force). However, the training was substantially less successful for high forces (70% of prosthesis maximum force), where subjects exhibited a substantial loss of accuracy as soon as the feedback was removed. The precision of control decreased with higher forces and it was consistent across conditions, determined by an intrinsic variability of repeated myoelectric grasping. This study demonstrated that the subject could rely on the tactile feedback to adjust the motor command to the prosthesis across trials. The subjects adjusted the mean level of muscle activation (accuracy), whereas the precision could not be modulated as it depends on the intrinsic myoelectric variability. They were also able to maintain the feedforward command even after the feedback was removed, demonstrating thereby a stable learning, but the retention depended on the level of the target force. This is an important insight into the role of feedback as an instrument for learning of anticipatory prosthesis force control.

Utilizing time-frequency amplitude and phase synchrony measure to assess feedback processing in a gambling task.

PubMed

Watts, Adreanna T M; Tootell, Anne V; Fix, Spencer T; Aviyente, Selin; Bernat, Edward M

2018-04-29

The neurophysiological mechanisms involved in the evaluation of performance feedback have been widely studied in the ERP literature over the past twenty years, but understanding has been limited by the use of traditional time-domain amplitude analytic approaches. Gambling outcome valence has been identified as an important factor modulating event-related potential (ERP) components, most notably the feedback negativity (FN). Recent work employing time-frequency analysis has shown that processes indexed by the FN are confounded in the time-domain and can be better represented as separable feedback-related processes in the theta (3-7 Hz) and delta (0-3 Hz) frequency bands. In addition to time-frequency amplitude analysis, phase synchrony measures have begun to further our understanding of performance evaluation by revealing how feedback information is processed within and between various brain regions. The current study aimed to provide an integrative assessment of time-frequency amplitude, inter-trial phase synchrony, and inter-channel phase synchrony changes following monetary feedback in a gambling task. Results revealed that time-frequency amplitude activity explained separable loss and gain processes confounded in the time-domain. Furthermore, phase synchrony measures explained unique variance above and beyond amplitude measures and demonstrated enhanced functional integration between medial prefrontal and bilateral frontal, motor, and occipital regions for loss relative to gain feedback. These findings demonstrate the utility of assessing time-frequency amplitude, inter-trial phase synchrony, and inter-channel phase synchrony together to better elucidate the neurophysiology of feedback processing. Copyright © 2017. Published by Elsevier B.V.

Enabling multi-level relevance feedback on PubMed by integrating rank learning into DBMS.

PubMed

Yu, Hwanjo; Kim, Taehoon; Oh, Jinoh; Ko, Ilhwan; Kim, Sungchul; Han, Wook-Shin

2010-04-16

Finding relevant articles from PubMed is challenging because it is hard to express the user's specific intention in the given query interface, and a keyword query typically retrieves a large number of results. Researchers have applied machine learning techniques to find relevant articles by ranking the articles according to the learned relevance function. However, the process of learning and ranking is usually done offline without integrated with the keyword queries, and the users have to provide a large amount of training documents to get a reasonable learning accuracy. This paper proposes a novel multi-level relevance feedback system for PubMed, called RefMed, which supports both ad-hoc keyword queries and a multi-level relevance feedback in real time on PubMed. RefMed supports a multi-level relevance feedback by using the RankSVM as the learning method, and thus it achieves higher accuracy with less feedback. RefMed "tightly" integrates the RankSVM into RDBMS to support both keyword queries and the multi-level relevance feedback in real time; the tight coupling of the RankSVM and DBMS substantially improves the processing time. An efficient parameter selection method for the RankSVM is also proposed, which tunes the RankSVM parameter without performing validation. Thereby, RefMed achieves a high learning accuracy in real time without performing a validation process. RefMed is accessible at http://dm.postech.ac.kr/refmed. RefMed is the first multi-level relevance feedback system for PubMed, which achieves a high accuracy with less feedback. It effectively learns an accurate relevance function from the user's feedback and efficiently processes the function to return relevant articles in real time.

Enabling multi-level relevance feedback on PubMed by integrating rank learning into DBMS

PubMed Central

2010-01-01

Background Finding relevant articles from PubMed is challenging because it is hard to express the user's specific intention in the given query interface, and a keyword query typically retrieves a large number of results. Researchers have applied machine learning techniques to find relevant articles by ranking the articles according to the learned relevance function. However, the process of learning and ranking is usually done offline without integrated with the keyword queries, and the users have to provide a large amount of training documents to get a reasonable learning accuracy. This paper proposes a novel multi-level relevance feedback system for PubMed, called RefMed, which supports both ad-hoc keyword queries and a multi-level relevance feedback in real time on PubMed. Results RefMed supports a multi-level relevance feedback by using the RankSVM as the learning method, and thus it achieves higher accuracy with less feedback. RefMed "tightly" integrates the RankSVM into RDBMS to support both keyword queries and the multi-level relevance feedback in real time; the tight coupling of the RankSVM and DBMS substantially improves the processing time. An efficient parameter selection method for the RankSVM is also proposed, which tunes the RankSVM parameter without performing validation. Thereby, RefMed achieves a high learning accuracy in real time without performing a validation process. RefMed is accessible at http://dm.postech.ac.kr/refmed. Conclusions RefMed is the first multi-level relevance feedback system for PubMed, which achieves a high accuracy with less feedback. It effectively learns an accurate relevance function from the user’s feedback and efficiently processes the function to return relevant articles in real time. PMID:20406504

The value of SPaCE in delivering patient feedback.

PubMed

Clapham, Laura; Allan, Laura; Stirling, Kevin

2016-02-01

The use of simulated patients (SPs) within undergraduate medical curricula is an established and valued learning opportunity. Within the context of simulation, it is imperative to capture feedback from all participants within the simulation activity. The Simulated Patient Candidate Evaluation (SPaCE) tool was developed to deliver SP feedback following a simulation activity. SpaCE is a closed feedback tool that allows SPs to rate a student's performance, using a five-point Likert scale, in three domains: attitude; interaction skills; and management. This research study examined the value of the SPaCE tool and how it contributes to the overall feedback that a student receives. Classical test theory was used to determine the reliability of the SPaCE tool. An evaluation of all SP responses was conducted to observe trends in scoring patterns for each question. Qualitative data were collected via a free-text questionnaire and subsequent focus group discussion. It is imperative to capture feedback from all participants within the simulation activity Classical test theory determined that the SPaCE tool had a reliability co-efficient of 0.89. A total of 13 SPs replied to the questionnaire. A thematic analysis of all questionnaire data identified that the SPaCE tool provides a structure that allows patient feedback to be given effectively following a simulation activity. These themes were discussed further with six SPs who attended the subsequent focus group session. The SPaCE tool has been shown to be a reliable closed feedback tool that allows SPs to discriminate between students, based on their performance. The next stage in the development of the SPaCE tool is to test the wider applicability of this feedback tool. © 2015 John Wiley & Sons Ltd.

GLIMPSE: Google Glass interface for sensory feedback in myoelectric hand prostheses.

PubMed

Markovic, Marko; Karnal, Hemanth; Graimann, Bernhard; Farina, Dario; Dosen, Strahinja

2017-06-01

Providing sensory feedback to the user of the prosthesis is an important challenge. The common approach is to use tactile stimulation, which is easy to implement but requires training and has limited information bandwidth. In this study, we propose an alternative approach based on augmented reality. We have developed the GLIMPSE, a Google Glass application which connects to the prosthesis via a Bluetooth interface and renders the prosthesis states (EMG signals, aperture, force and contact) using augmented reality (see-through display) and sound (bone conduction transducer). The interface was tested in healthy subjects that used the prosthesis with (FB group) and without (NFB group) feedback during a modified clothespins test that allowed us to vary the difficulty of the task. The outcome measures were the number of unsuccessful trials, the time to accomplish the task, and the subjective ratings of the relevance of the feedback. There was no difference in performance between FB and NFB groups in the case of a simple task (basic, same-color clothespins test), but the feedback significantly improved the performance in a more complex task (pins of different resistances). Importantly, the GLIMPSE feedback did not increase the time to accomplish the task. Therefore, the supplemental feedback might be useful in the tasks which are more demanding, and thereby less likely to benefit from learning and feedforward control. The subjects integrated the supplemental feedback with the intrinsic sources (vision and muscle proprioception), developing their own idiosyncratic strategies to accomplish the task. The present study demonstrates a novel self-contained, ready-to-deploy, wearable feedback interface. The interface was successfully tested and was proven to be feasible and functionally beneficial. The GLIMPSE can be used as a practical solution but also as a general and flexible instrument to investigate closed-loop prosthesis control.

Students' Performance Calibration in a Basketball Dibbling Task in Elementary Physical Education

ERIC Educational Resources Information Center

Kolovelonis, Athanasios; Goudas, Marios; Dermitzaki, Irini

2012-01-01

The aim of this study was to examine students' performance calibration in physical education. One hundred fifth and sixth grade students provided estimations regarding their performance in a dribbling test after practicing dribbling for 16 minutes under different self-regulatory conditions (i.e., receiving feedback, setting goals, self-recording).…

Performance assessment of an onboard monitoring system for commercial motor vehicle drivers : a field operational test.

DOT National Transportation Integrated Search

2016-11-01

The onboard monitoring system (OBMS) field operational test (FOT) was conducted to determine whether onboard monitoring systems that provide real-time performance feedback to commercial truck and motorcoach drivers could reduce the number of safety-c...

A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application.

PubMed

Renting, Nienke; Gans, Rijk O B; Borleffs, Jan C C; Van Der Wal, Martha A; Jaarsma, A Debbie C; Cohen-Schotanus, Janke

2016-07-01

Residents benefit from regular, high quality feedback on all CanMEDS roles during their training. However, feedback mostly concerns Medical Expert, leaving the other roles behind. A feedback system was developed to guide supervisors in providing feedback on CanMEDS roles. We analyzed whether feedback was provided on the intended roles and explored differences in quality of written feedback. In the feedback system, CanMEDS roles were assigned to five authentic situations: Patient Encounter, Morning Report, On-call, CAT, and Oral Presentation. Quality of feedback was operationalized as specificity and inclusion of strengths and improvement points. Differences in specificity between roles were tested with Mann-Whitney U tests with a Bonferroni correction (α = 0.003). Supervisors (n = 126) provided residents (n = 120) with feedback (591 times). Feedback was provided on the intended roles, most frequently on Scholar (78%) and Communicator (71%); least on Manager (47%), and Collaborator (56%). Strengths (78%) were mentioned more frequently than improvement points (52%), which were lacking in 40% of the feedback on Manager, Professional, and Collaborator. Feedback on Scholar was more frequently (p = 0.000) and on Reflective Professional was less frequently (p = 0.003) specific. Assigning roles to authentic situations guides supervisors in providing feedback on different CanMEDS roles. We recommend additional supervisor training on how to observe and evaluate the roles.

Performance constraints and compensation for teleoperation with delay

NASA Technical Reports Server (NTRS)

Mclaughlin, J. S.; Staunton, B. D.

1989-01-01

A classical control perspective is used to characterize performance constraints and evaluate compensation techniques for teleoperation with delay. Use of control concepts such as open and closed loop performance, stability, and bandwidth yield insight to the delay problem. Teleoperator performance constraints are viewed as an open loop time delay lag and as a delay-induced closed loop bandwidth constraint. These constraints are illustrated with a simple analytical tracking example which is corroborated by a real time, 'man-in-the-loop' tracking experiment. The experiment also provides insight to those controller characteristics which are unique to a human operator. Predictive displays and feedforward commands are shown to provide open loop compensation for delay lag. Low pass filtering of telemetry or feedback signals is interpreted as closed loop compensation used to maintain a sufficiently low bandwidth for stability. A new closed loop compensation approach is proposed that uses a reactive (or force feedback) hand controller to restrict system bandwidth by impeding operator inputs.

Performance validity testing in neuropsychology: a clinical guide, critical review, and update on a rapidly evolving literature.

PubMed

Lippa, Sara M

2018-04-01

Over the past two decades, there has been much research on measures of response bias and myriad measures have been validated in a variety of clinical and research samples. This critical review aims to guide clinicians through the use of performance validity tests (PVTs) from test selection and administration through test interpretation and feedback. Recommended cutoffs and relevant test operating characteristics are presented. Other important issues to consider during test selection, administration, interpretation, and feedback are discussed including order effects, coaching, impact on test data, and methods to combine measures and improve predictive power. When interpreting performance validity measures, neuropsychologists must use particular caution in cases of dementia, low intelligence, English as a second language/minority cultures, or low education. PVTs provide valuable information regarding response bias and, under the right circumstances, can provide excellent evidence of response bias. Only after consideration of the entire clinical picture, including validity test performance, can concrete determinations regarding the validity of test data be made.

A hybrid system for upper limb movement restoration in quadriplegics.

PubMed

Varoto, Renato; Barbarini, Elisa Signoreto; Cliquet, Alberto

2008-09-01

Generally, quadriplegic individuals have difficulties performing object manipulation. Toward satisfactory manipulation, reach and grasp movements must be performed with voluntary control, and for that, grasp force feedback is essential. A hybrid system aiming at partial upper limb sensory-motor restoration for quadriplegics was built. Such device is composed of an elbow dynamic orthosis that provides elbow flexion/extension (range was approximately from 20 degrees to 120 degrees , and average angular speed was approximately 15 degrees /s) with forearm support, a wrist static orthosis and neuromuscular electrical stimulation for grasping generation, and a glove with force sensors that allows grasping force feedback. The glove presents two user interface modes: visual by light emitting diodes or audio emitted by buzzer. Voice control of the entire system (elbow dynamic orthosis and electrical stimulator) is performed by the patient. The movements provided by the hybrid system, combined with the scapular and shoulder movements performed by the patient, can aid quadriplegic individuals in tasks that involve reach and grasp movements.

Minimizing Barriers in Learning for On-Call Radiology Residents-End-to-End Web-Based Resident Feedback System.

PubMed

Choi, Hailey H; Clark, Jennifer; Jay, Ann K; Filice, Ross W

2018-02-01

Feedback is an essential part of medical training, where trainees are provided with information regarding their performance and further directions for improvement. In diagnostic radiology, feedback entails a detailed review of the differences between the residents' preliminary interpretation and the attendings' final interpretation of imaging studies. While the on-call experience of independently interpreting complex cases is important to resident education, the more traditional synchronous "read-out" or joint review is impossible due to multiple constraints. Without an efficient method to compare reports, grade discrepancies, convey salient teaching points, and view images, valuable lessons in image interpretation and report construction are lost. We developed a streamlined web-based system, including report comparison and image viewing, to minimize barriers in asynchronous communication between attending radiologists and on-call residents. Our system provides real-time, end-to-end delivery of case-specific and user-specific feedback in a streamlined, easy-to-view format. We assessed quality improvement subjectively through surveys and objectively through participation metrics. Our web-based feedback system improved user satisfaction for both attending and resident radiologists, and increased attending participation, particularly with regards to cases where substantive discrepancies were identified.

The Use of Keywords for Delivering Immediate Performance Feedback on Teacher Competence Development

ERIC Educational Resources Information Center

Coninx, Nele; Kreijns, Karel; Jochems, Wim

2013-01-01

Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers' performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback…

Virtual reality cerebral aneurysm clipping simulation with real-time haptic feedback.

PubMed

Alaraj, Ali; Luciano, Cristian J; Bailey, Daniel P; Elsenousi, Abdussalam; Roitberg, Ben Z; Bernardo, Antonio; Banerjee, P Pat; Charbel, Fady T

2015-03-01

With the decrease in the number of cerebral aneurysms treated surgically and the increase of complexity of those treated surgically, there is a need for simulation-based tools to teach future neurosurgeons the operative techniques of aneurysm clipping. To develop and evaluate the usefulness of a new haptic-based virtual reality simulator in the training of neurosurgical residents. A real-time sensory haptic feedback virtual reality aneurysm clipping simulator was developed using the ImmersiveTouch platform. A prototype middle cerebral artery aneurysm simulation was created from a computed tomographic angiogram. Aneurysm and vessel volume deformation and haptic feedback are provided in a 3-dimensional immersive virtual reality environment. Intraoperative aneurysm rupture was also simulated. Seventeen neurosurgery residents from 3 residency programs tested the simulator and provided feedback on its usefulness and resemblance to real aneurysm clipping surgery. Residents thought that the simulation would be useful in preparing for real-life surgery. About two-thirds of the residents thought that the 3-dimensional immersive anatomic details provided a close resemblance to real operative anatomy and accurate guidance for deciding surgical approaches. They thought the simulation was useful for preoperative surgical rehearsal and neurosurgical training. A third of the residents thought that the technology in its current form provided realistic haptic feedback for aneurysm surgery. Neurosurgical residents thought that the novel immersive VR simulator is helpful in their training, especially because they do not get a chance to perform aneurysm clippings until late in their residency programs.

Implementation and Impact of an Automated Group Monitoring and Feedback System to Promote Hand Hygiene Among Health Care Personnel

PubMed Central

Conway, Laurie J.; Riley, Linda; Saiman, Lisa; Cohen, Bevin; Alper, Paul; Larson, Elaine L.

2015-01-01

Article-at-a-Glance Background Despite substantial evidence to support the effectiveness of hand hygiene for preventing health care–associated infections, hand hygiene practice is often inadequate. Hand hygiene product dispensers that can electronically capture hand hygiene events have the potential to improve hand hygiene performance. A study on an automated group monitoring and feedback system was implemented from January 2012 through March 2013 at a 140-bed community hospital. Methods An electronic system that monitors the use of sanitizer and soap but does not identify individual health care personnel was used to calculate hand hygiene events per patient-hour for each of eight inpatient units and hand hygiene events per patient-visit for the six outpatient units. Hand hygiene was monitored but feedback was not provided during a six-month baseline period and three-month rollout period. During the rollout, focus groups were conducted to determine preferences for feedback frequency and format. During the six-month intervention period, graphical reports were e-mailed monthly to all managers and administrators, and focus groups were repeated. Results After the feedback began, hand hygiene increased on average by 0.17 events/patient-hour in inpatient units (interquartile range = 0.14, p = .008). In outpatient units, hand hygiene performance did not change significantly. A variety of challenges were encountered, including obtaining accurate census and staffing data, engendering confidence in the system, disseminating information in the reports, and using the data to drive improvement. Conclusions Feedback via an automated system was associated with improved hand hygiene performance in the short term. PMID:25252389

Implementation and impact of an automated group monitoring and feedback system to promote hand hygiene among health care personnel.

PubMed

Conway, Laurie J; Riley, Linda; Saiman, Lisa; Cohen, Bevin; Alper, Paul; Larson, Elaine L

2014-09-01

Despite substantial evidence to support the effectiveness of hand hygiene for preventing health care-associated infections, hand hygiene practice is often inadequate. Hand hygiene product dispensers that can electronically capture hand hygiene events have the potential to improve hand hygiene performance. A study on an automated group monitoring and feedback system was implemented from January 2012 through March 2013 at a 140-bed community hospital. An electronic system that monitors the use of sanitizer and soap but does not identify individual health care personnel was used to calculate hand hygiene events per patient-hour for each of eight inpatient units and hand hygiene events per patient-visit for the six outpatient units. Hand hygiene was monitored but feedback was not provided during a six-month baseline period and three-month rollout period. During the rollout, focus groups were conducted to determine preferences for feedback frequency and format. During the six-month intervention period, graphical reports were e-mailed monthly to all managers and administrators, and focus groups were repeated. After the feedback began, hand hygiene increased on average by 0.17 events/patient-hour in inpatient units (interquartile range = 0.14, p = .008). In outpatient units, hand hygiene performance did not change significantly. A variety of challenges were encountered, including obtaining accurate census and staffing data, engendering confidence in the system, disseminating information in the reports, and using the data to drive improvement. Feedback via an automated system was associated with improved hand hygiene performance in the short-term.

Design of integrated autopilot/autothrottle for NASA TSRV airplane using integral LQG methodology. [transport systems research vehicle

NASA Technical Reports Server (NTRS)

Kaminer, Isaac; Benson, Russell A.

1989-01-01

An integrated autopilot/autothrottle control system has been developed for the NASA transport system research vehicle using a two-degree-of-freedom approach. Based on this approach, the feedback regulator was designed using an integral linear quadratic regulator design technique, which offers a systematic approach to satisfy desired feedback performance requirements and guarantees stability margins in both control and sensor loops. The resulting feedback controller was discretized and implemented using a delta coordinate concept, which allows for transient free controller switching by initializing all controller states to zero and provides a simple solution for dealing with throttle limiting cases.

Use of Provider-Level Dashboards and Pay-for-Performance in Venous Thromboembolism Prophylaxis*

PubMed Central

Michtalik, Henry J.; Carolan, Howard T.; Haut, Elliott R.; Lau, Brandyn D.; Streiff, Michael B.; Finkelstein, Joseph; Pronovost, Peter J.; Durkin, Nowella; Brotman, Daniel J.

2014-01-01

Background Despite safe and cost-effective venous thromboembolism (VTE) prevention measures, VTE prophylaxis rates are often suboptimal. Healthcare reform efforts emphasize transparency through programs to report performance, and payment incentives through programs to pay-for-performance. Objective To sequentially examine an individualized physician dashboard and pay-for-performance program to improve VTE prophylaxis rates amongst hospitalists. Design Retrospective analysis of 3144 inpatient admissions. After a baseline observation period, VTE prophylaxis compliance was compared during both interventions. Setting 1060-bed tertiary care medical center. Participants 38 part- and full-time academic hospitalists. Interventions A Web-based hospitalist dashboard provided VTE prophylaxis feedback. After 6 months of feedback only, a pay-for-performance program was incorporated, with graduated payouts for compliance rates of 80-100%. Measurements Prescription of American College of Chest Physicians guideline-compliant VTE prophylaxis and subsequent pay-for-performance payments. Results Monthly VTE prophylaxis compliance rates were 86% (95% CI: 85, 88), 90% (95% CI: 88, 93), and 94% (95% CI: 93, 96) during the baseline, dashboard, and combined dashboard/pay-for-performance periods, respectively. Compliance significantly improved with the use of the dashboard (p=0.01) and addition of the pay-for-performance program (p=0.01). The highest rate of improvement occurred with the dashboard (1.58%/month; p=0.01). Annual individual physician performance payments ranged from $53 to $1244 (mean $633; SD ±350). Conclusions Direct feedback using dashboards was associated with significantly improved compliance, with further improvement after incorporating an individual physician pay-for-performance program. Real-time dashboards and physician-level incentives may assist hospitals in achieving higher safety and quality benchmarks. PMID:25545690

Use of provider-level dashboards and pay-for-performance in venous thromboembolism prophylaxis.

PubMed

Michtalik, Henry J; Carolan, Howard T; Haut, Elliott R; Lau, Brandyn D; Streiff, Michael B; Finkelstein, Joseph; Pronovost, Peter J; Durkin, Nowella; Brotman, Daniel J

2015-03-01

Despite safe and cost-effective venous thromboembolism (VTE) prevention measures, VTE prophylaxis rates are often suboptimal. Healthcare reform efforts emphasize transparency through programs to report performance and payment incentives through pay-for-performance programs. To sequentially examine an individualized physician dashboard and pay-for-performance program to improve VTE prophylaxis rates among hospitalists. Retrospective analysis of 3144 inpatient admissions. After a baseline observation period, VTE prophylaxis compliance was compared during both interventions. A 1060-bed tertiary care medical center. Thirty-eight part-time and full-time academic hospitalists. A Web-based hospitalist dashboard provided VTE prophylaxis feedback. After 6 months of feedback only, a pay-for-performance program was incorporated, with graduated payouts for compliance rates of 80% to 100%. Prescription of American College of Chest Physicians' guideline-compliant VTE prophylaxis and subsequent pay-for-performance payments. Monthly VTE prophylaxis compliance rates were 86% (95% confidence interval [CI]: 85-88), 90% (95% CI: 88-93), and 94% (95% CI: 93-96) during the baseline, dashboard, and combined dashboard/pay-for-performance periods, respectively. Compliance significantly improved with the use of the dashboard (P = 0.01) and addition of the pay-for-performance program (P = 0.01). The highest rate of improvement occurred with the dashboard (1.58%/month; P = 0.01). Annual individual physician performance payments ranged from $53 to $1244 (mean $633; standard deviation ±$350). Direct feedback using dashboards was associated with significantly improved compliance, with further improvement after incorporating an individual physician pay-for-performance program. Real-time dashboards and physician-level incentives may assist hospitals in achieving higher safety and quality benchmarks. © 2014 Society of Hospital Medicine.

Effect of Real-Time Feedback on Screw Placement Into Synthetic Cancellous Bone.

PubMed

Gustafson, Peter A; Geeslin, Andrew G; Prior, David M; Chess, Joseph L

2016-08-01

The objective of this study is to evaluate whether real-time torque feedback may reduce the occurrence of stripping when inserting nonlocking screws through fracture plates into synthetic cancellous bone. Five attending orthopaedic surgeons and 5 senior level orthopaedic residents inserted 8 screws in each phase. In phase I, screws were inserted without feedback simulating conventional techniques. In phase II, screws were driven with visual torque feedback. In phase III, screws were again inserted with conventional techniques. Comparison of these 3 phases with respect to screw insertion torque, surgeon rank, and perception of stripping was used to establish the effects of feedback. Seventy-three of 239 screws resulted in stripping. During the first phase, no feedback was provided and the overall strip rate was 41.8%; this decreased to 15% with visual feedback (P < 0.001) and returned to 35% when repeated without feedback. With feedback, a lower average torque was applied over a narrower torque distribution. Residents stripped 40.8% of screws compared with 20.2% for attending surgeons. Surgeons were poor at perceiving whether they stripped. Prevention and identification of stripping is influenced by surgeon perception of tactile sensation. This is significantly improved with utilization of real-time visual feedback of a torque versus roll curve. This concept of real-time feedback seems beneficial toward performance in synthetic cancellous bone and may lead to improved fixation in cancellous bone in a surgical setting.

Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic.

PubMed

Haghani, Fariba; Hatef Khorami, Mohammad; Fakhari, Mohammad

2016-07-01

Feedback cards are recommended as a feasible tool for structured written feedback delivery in clinical education while effectiveness of this tool on the medical students' performance is still questionable.  The purpose of this study was to compare the effects of structured written feedback by cards as well as verbal feedback versus verbal feedback alone on the clinical performance of medical students at the Mini Clinical Evaluation Exercise (Mini-CEX) test in an outpatient clinic. This is a quasi-experimental study with pre- and post-test comprising four groups in two terms of medical students' externship. The students' performance was assessed through the Mini-Clinical Evaluation Exercise (Mini-CEX) as a clinical performance evaluation tool. Structured written feedbacks were given to two experimental groups by designed feedback cards as well as verbal feedback, while in the two control groups feedback was delivered verbally as a routine approach in clinical education. By consecutive sampling method, 62 externship students were enrolled in this study and seven students were excluded from the final analysis due to their absence for three days. According to the ANOVA analysis and Post Hoc Tukey test,  no statistically significant difference was observed among the four groups at the pre-test, whereas a statistically significant difference was observed between the experimental and control groups at the post-test  (F = 4.023, p =0.012). The effect size of the structured written feedbacks on clinical performance was 0.19. Structured written feedback by cards could improve the performance of medical students in a statistical sense. Further studies must be conducted in other clinical courses with longer durations.

Effectiveness and cost of different strategies for information feedback in general practice.

PubMed Central

Szczepura, A; Wilmot, J; Davies, C; Fletcher, J

1994-01-01

AIM. The aim of this study was to determine the effectiveness and relative cost of three forms of information feedback to general practices--graphical, graphical plus a visit by a medical facilitator and tabular. METHOD. Routinely collected, centrally-held data were used where possible, analysed at practice level. Some non-routine practice data in the form of risk factor recording in medical notes, for example weight, smoking status, alcohol consumption and blood pressure, were also provided to those who requested it. The 52 participating practices were stratified and randomly allocated to one of the three feedback groups. The cost of providing each type of feedback was determined. The immediate response of practitioners to the form of feedback (acceptability), ease of understanding (intelligibility), and usefulness of regular feedback was recorded. Changes introduced as a result of feedback were assessed by questionnaire shortly after feedback, and 12 months later. Changes at the practice level in selected indicators were also assessed 12 and 24 months after initial feedback. RESULTS. The resulting cost per effect was calculated to be 46.10 pounds for both graphical and tabular feedback, 132.50 pounds for graphical feedback plus facilitator visit and 773.00 pounds for the manual audit of risk factors recorded in the practice notes. The three forms of feedback did not differ in intelligibility or usefulness, but feedback plus a medical facilitator visit was significantly less acceptable. There was a high level of self-reported organizational change following feedback, with 69% of practices reporting changes as a direct result; this was not significantly different for the three types of feedback. There were no significant changes in the selected indicators at 12 or 24 months following feedback. The practice characteristic most closely related to better indicators of preventive practice was practice size, smaller practices performing significantly better. Separate clinics were not associated with better preventive practice. CONCLUSION. It is concluded that feedback strategies using graphical and tabular comparative data are equally cost-effective in general practice with about two thirds of practices reporting organizational change as a consequence; feedback involving unsolicited medical facilitator visits is less cost-effective. The cost-effectiveness of manual risk factor audit is also called into question. PMID:8312032

Evaluation of Pseudo-Haptic Interactions with Soft Objects in Virtual Environments.

PubMed

Li, Min; Sareh, Sina; Xu, Guanghua; Ridzuan, Maisarah Binti; Luo, Shan; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar

2016-01-01

This paper proposes a pseudo-haptic feedback method conveying simulated soft surface stiffness information through a visual interface. The method exploits a combination of two feedback techniques, namely visual feedback of soft surface deformation and control of the indenter avatar speed, to convey stiffness information of a simulated surface of a soft object in virtual environments. The proposed method was effective in distinguishing different sizes of virtual hard nodules integrated into the simulated soft bodies. To further improve the interactive experience, the approach was extended creating a multi-point pseudo-haptic feedback system. A comparison with regards to (a) nodule detection sensitivity and (b) elapsed time as performance indicators in hard nodule detection experiments to a tablet computer incorporating vibration feedback was conducted. The multi-point pseudo-haptic interaction is shown to be more time-efficient than the single-point pseudo-haptic interaction. It is noted that multi-point pseudo-haptic feedback performs similarly well when compared to a vibration-based feedback method based on both performance measures elapsed time and nodule detection sensitivity. This proves that the proposed method can be used to convey detailed haptic information for virtual environmental tasks, even subtle ones, using either a computer mouse or a pressure sensitive device as an input device. This pseudo-haptic feedback method provides an opportunity for low-cost simulation of objects with soft surfaces and hard inclusions, as, for example, occurring in ever more realistic video games with increasing emphasis on interaction with the physical environment and minimally invasive surgery in the form of soft tissue organs with embedded cancer nodules. Hence, the method can be used in many low-budget applications where haptic sensation is required, such as surgeon training or video games, either using desktop computers or portable devices, showing reasonably high fidelity in conveying stiffness perception to the user.

Visual force feedback in laparoscopic training.

PubMed

Horeman, Tim; Rodrigues, Sharon P; van den Dobbelsteen, John J; Jansen, Frank-Willem; Dankelman, Jenny

2012-01-01

To improve endoscopic surgical skills, an increasing number of surgical residents practice on box or virtual reality (VR) trainers. Current training is focused mainly on hand-eye coordination. Training methods that focus on applying the right amount of force are not yet available. The aim of this project is to develop a low-cost training system that measures the interaction force between tissue and instruments and displays a visual representation of the applied forces inside the camera image. This visual representation continuously informs the subject about the magnitude and the direction of applied forces. To show the potential of the developed training system, a pilot study was conducted in which six novices performed a needle-driving task in a box trainer with visual feedback of the force, and six novices performed the same task without visual feedback of the force. All subjects performed the training task five times and were subsequently tested in a post-test without visual feedback. The subjects who received visual feedback during training exerted on average 1.3 N (STD 0.6 N) to drive the needle through the tissue during the post-test. This value was considerably higher for the group that received no feedback (2.6 N, STD 0.9 N). The maximum interaction force during the post-test was noticeably lower for the feedback group (4.1 N, STD 1.1 N) compared with that of the control group (8.0 N, STD 3.3 N). The force-sensing training system provides us with the unique possibility to objectively assess tissue-handling skills in a laboratory setting. The real-time visualization of applied forces during training may facilitate acquisition of tissue-handling skills in complex laparoscopic tasks and could stimulate proficiency gain curves of trainees. However, larger randomized trials that also include other tasks are necessary to determine whether training with visual feedback about forces reduces the interaction force during laparoscopic surgery.

Using GoPro to Give Video-Assisted Operative Feedback for Surgery Residents: A Feasibility and Utility Assessment.

PubMed

Moore, Maureen D; Abelson, Jonathan S; O'Mahoney, Paul; Bagautdinov, Iskander; Yeo, Heather; Watkins, Anthony C

As an adjunct to simulation-based teaching, laparoscopic video-based surgical coaching has been an effective tool to augment surgical education. However, the wide use of video review in open surgery has been limited primarily due to technological and logistical challenges. The aims of our study were to (1) evaluate perceptions of general surgery (GS) residents on video-assisted operative instruction and (2) conduct a pilot study using a head-mounted GoPro in conjunction with the operative performance rating system to assess feasibility of providing video review to enhance operative feedback during open procedures. GS residents were anonymously surveyed to evaluate their perceptions of oral and written operative feedback and use of video-based operative resources. We then conducted a pilot study of 10 GS residents to assess the utility and feasibility of using a GoPro to record resident performance of an arteriovenous fistula creation with an attending surgeon. Categorical variables were analyzed using the chi-square test. Academic, tertiary medical center. GS residents and faculty. A total of 59 GS residents were anonymously surveyed (response rate = 65.5%). A total of 40% (n = 24) of residents reported that structured evaluations rarely or never provided meaningful feedback. When feedback was received, 55% (n = 32) residents reported that it was only rarely or sometimes in regard to their operative skills. There was no significant difference in surveyed responses among junior postgraduate year (PGY 1-2), senior (PGY 3-4), or chief residents (PGY-5). A total of 80% (n = 8) of residents found the use of GoPro video review very or extremely useful for education; they also deemed video review more useful for operative feedback than written or communicative feedback. An overwhelming majority (90%, n = 9) felt that video review would lead to improved technical skills, wanted to review the video with the attending surgeon for further feedback, and desired expansion of this tool to include additional procedures. Although there has been progress toward improving operative feedback, room for further improvement remains. The use of a head-mounted GoPro is a dynamic tool that provides high-quality video for operative review and has the potential to augment the training experience of GS residents. Future studies exploring a wide array of open procedures involving a greater number of trainees will be needed to further define the use of this resource. Copyright © 2017. Published by Elsevier Inc.

Re-examining the effects of noncontingent success on self-handicapping behaviour.

PubMed

Thompson, Ted

2004-06-01

Self-handicapping refers to the practice on the part of certain individuals to handicap their performance when poor performance is likely to reveal low ability. Noncontingent success (feedback that is inflated relative to performance) is more likely to promote self-handicapping behaviour than noncontingent failure (failure feedback based on false or misleading information). However, the reasons for the differing effects of these forms of performance feedback on self-handicapping behaviour remain obscure. The present study sought an explanation for the differing effects of these forms of performance feedback, testing the assumption that students high in self-handicapping behaviour would react more negatively following noncontingent success, reporting more unstable and external attributions, higher anxiety, and a greater propensity to claim handicaps than those low in self-handicapping behaviour. No differences were expected on any of these measures for high relative to low self-handicappers following either noncontingent failure or success. Participants were 72 undergraduate students, divided equally between high and low self-handicapping groups. High and low self-handicappers were assigned to one of three performance feedback conditions: noncontingent failure, success and noncontingent success. High and low self-handicappers were then given an opportunity to claim handicaps prior to completing measures of attributions and state anxiety. Subsequently, they completed 12 remote associate tasks, serving as an assessment of performance, and 16 unicursal tasks, assessing practice effort. Following noncontingent success, high self-handicappers reported greater anxiety, more unproductive attributions and claimed more handicaps than low self-handicappers. However no differences were evident for high and low self-handicappers following either noncontingent failure or success. High self-handicappers also performed poorly on the remote associates tasks and reduced practice effort on the unicursal tasks. These findings confirm the adverse effects of noncontingent success for high self-handicappers, while failing to provide evidence that noncontingent failure has any more adverse effects on high relative to low self-handicappers.

Improving evaluation at two medical schools.

PubMed

Schiekirka-Schwake, Sarah; Dreiling, Katharina; Pyka, Katharina; Anders, Sven; von Steinbüchel, Nicole; Raupach, Tobias

2017-08-03

Student evaluations of teaching can provide useful feedback for teachers and programme coordinators alike. We have designed a novel evaluation tool assessing teacher performance and student learning outcome. This tool was implemented at two German medical schools. In this article, we report student and teacher perceptions of the novel tool, and the implementation process. Focus group discussions as well as one-to-one interviews involving 22 teachers and 31 undergraduate medical students were conducted. Following adjustments to the feedback reports (e.g. the colour coding of results) at one medical school, 42 teachers were asked about their perceptions of the revised report and the personal benefit of the evaluation tool. Teachers appreciated the individual feedback provided by the evaluation tool and stated that they wanted to improve their teaching, based on the results; however, they missed most of the preparative communication. Students were unsure about the additional benefit of the instrument compared with traditional evaluation tools. A majority was unwilling to complete evaluation forms in their spare time, and some felt that the new questionnaire was too long and that the evaluations occurred too often. They were particularly interested in feedback on how their comments have helped to further improve teaching. Student evaluations of teaching can provide useful feedback CONCLUSION: Despite evidence of the utility of the tool for individual teachers, implementation of changes to the process of evaluation appears to have been suboptimal, mainly owing to a perceived lack of communication. In order to motivate students to provide evaluation data, feedback loops including aims and consequences should be established. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Identifying Mentors' Observations for Providing Feedback

ERIC Educational Resources Information Center

Hudson, Peter

2016-01-01

Mentors' feedback can assist preservice teachers' development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the…

The relative importance of real-time in-cab and external feedback in managing fatigue in real-world commercial transport operations.

PubMed

Fitzharris, Michael; Liu, Sara; Stephens, Amanda N; Lenné, Michael G

2017-05-29

Real-time driver monitoring systems represent a solution to address key behavioral risks as they occur, particularly distraction and fatigue. The efficacy of these systems in real-world settings is largely unknown. This article has three objectives: (1) to document the incidence and duration of fatigue in real-world commercial truck-driving operations, (2) to determine the reduction, if any, in the incidence of fatigue episodes associated with providing feedback, and (3) to tease apart the relative contribution of in-cab warnings from 24/7 monitoring and feedback to employers. Data collected from a commercially available in-vehicle camera-based driver monitoring system installed in a commercial truck fleet operating in Australia were analyzed. The real-time driver monitoring system makes continuous assessments of driver drowsiness based on eyelid position and other factors. Data were collected in a baseline period where no feedback was provided to drivers. Real-time feedback to drivers then occurred via in-cab auditory and haptic warnings, which were further enhanced by direct feedback by company management when fatigue events were detected by external 24/7 monitors. Fatigue incidence rates and their timing of occurrence across the three time periods were compared. Relative to no feedback being provided to drivers when fatigue events were detected, in-cab warnings resulted in a 66% reduction in fatigue events, with a 95% reduction achieved by the real-time provision of direct feedback in addition to in-cab warnings (p < 0.01). With feedback, fatigue events were shorter in duration a d occurred later in the trip, and fewer drivers had more than one verified fatigue event per trip. That the provision of feedback to the company on driver fatigue events in real time provides greater benefit than feedback to the driver alone has implications for companies seeking to mitigate risks associated with fatigue. Having fewer fatigue events is likely a reflection of the device itself and the accompanying safety culture of the company in terms of how the information is used. Data were analysed on a per-truck trip basis, and the findings are indicative of fatigue events in a large-scale commercial transport fleet. Future research ought to account for individual driver performance, which was not possible with the available data in this retrospective analysis. Evidence that real-time driver monitoring feedback is effective in reducing fatigue events is invaluable in the development of fleet safety policies, and of future national policy and vehicle safety regulations. Implications for automotive driver monitoring are discussed.

Sex Differences in Learned Helplessness: I. Differential Debilitation with Peer and Adult Evaluators

ERIC Educational Resources Information Center

Bush, Ellen S.; Dweck, Carol S.

1976-01-01

Peer and adult evaluators were used to examine sex differences in responses of 108 fifth graders to failure feedback. Performance in boys improved with feedback from adult agents but did not change with peer feedback. Performance in girls improved with peer feedback but showed little improvement with adult feedback. (GO)

Adapting Progress Feedback and Emotional Support to Learner Personality

ERIC Educational Resources Information Center

Dennis, Matt; Masthoff, Judith; Mellish, Chris

2016-01-01

As feedback is an important part of learning and motivation, we investigate how to adapt the feedback of a conversational agent to learner personality (as well as to learner performance, as we expect an interaction effect between personality and performance on feedback). We investigate two aspects of feedback. Firstly, we investigate whether the…

Performance feedback, self-esteem, and cardiovascular adaptation to recurring stressors.

PubMed

Brown, Eoin G; Creaven, Ann-Marie

2017-05-01

This study sought to examine the effects of performance feedback and individual differences in self-esteem on cardiovascular habituation to repeat stress exposure. Sixty-six university students (n = 39 female) completed a self-esteem measure and completed a cardiovascular stress-testing protocol involving repeated exposure to a mental arithmetic task. Cardiovascular functioning was sampled across four phases: resting baseline, initial stress exposure, a recovery period, and repeated stress exposure. Participants were randomly assigned to receive fictional positive feedback, negative feedback, or no feedback following the recovery period. Negative feedback was associated with a sensitized blood pressure response to a second exposure of the stress task. Positive feedback was associated with decreased cardiovascular and psychological responses to a second exposure. Self-esteem was also found to predict reactivity and this interacted with the type of feedback received. These findings suggest that negative performance feedback sensitizes cardiovascular reactivity to stress, whereas positive performance feedback increases both cardiovascular and psychological habituation to repeat exposure to stressors. Furthermore, an individual's self-esteem also appears to influence this process.

Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model

PubMed Central

Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia

2017-01-01

Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor–employee dyads from nine industry firms. The results indicate that supervisor feedback environment is positively related to creative performance, the relationship between the supervisor feedback environment and creative performance is mediated by goal self-concordance perfectly and moderated by creative personality significantly. The mediation effort of goal self-concordance is significantly influenced by creative personality. The implication of improving employees’ creative performance is further discussed. The present study advances several perspectives of previous studies, echoes recent suggestions that organizations interested in stimulating employee creativity might profitably focus on developing work contexts that support it. PMID:28275362

How does culture affect experiential training feedback in exported Canadian health professional curricula?

PubMed Central

Mousa Bacha, Rasha; Abdelaziz, Somaia

2017-01-01

Objectives To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. Methods This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. Results Document analysis found all programs’ ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar.  Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. Conclusions Our findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences. PMID:28315858

How does culture affect experiential training feedback in exported Canadian health professional curricula?

PubMed

Wilbur, Kerry; Mousa Bacha, Rasha; Abdelaziz, Somaia

2017-03-17

To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. Document analysis found all programs' ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar.  Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. Our findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences.

Evaluating the negative or valuing the positive? Neural mechanisms supporting feedback-based learning across development.

PubMed

van Duijvenvoorde, Anna C K; Zanolie, Kiki; Rombouts, Serge A R B; Raijmakers, Maartje E J; Crone, Eveline A

2008-09-17

How children learn from positive and negative performance feedback lies at the foundation of successful learning and is therefore of great importance for educational practice. In this study, we used functional magnetic resonance imaging (fMRI) to examine the neural developmental changes related to feedback-based learning when performing a rule search and application task. Behavioral results from three age groups (8-9, 11-13, and 18-25 years of age) demonstrated that, compared with adults, 8- to 9-year-old children performed disproportionally more inaccurately after receiving negative feedback relative to positive feedback. Additionally, imaging data pointed toward a qualitative difference in how children and adults use performance feedback. That is, dorsolateral prefrontal cortex and superior parietal cortex were more active after negative feedback for adults, but after positive feedback for children (8-9 years of age). For 11- to 13-year-olds, these regions did not show differential feedback sensitivity, suggesting that the transition occurs around this age. Pre-supplementary motor area/anterior cingulate cortex, in contrast, was more active after negative feedback in both 11- to 13-year-olds and adults, but not 8- to 9-year-olds. Together, the current data show that cognitive control areas are differentially engaged during feedback-based learning across development. Adults engage these regions after signals of response adjustment (i.e., negative feedback). Young children engage these regions after signals of response continuation (i.e., positive feedback). The neural activation patterns found in 11- to 13-year-olds indicate a transition around this age toward an increased influence of negative feedback on performance adjustment. This is the first developmental fMRI study to compare qualitative changes in brain activation during feedback learning across distinct stages of development.

Predictive error detection in pianists: a combined ERP and motion capture study

PubMed Central

Maidhof, Clemens; Pitkäniemi, Anni; Tervaniemi, Mari

2013-01-01

Performing a piece of music involves the interplay of several cognitive and motor processes and requires extensive training to achieve a high skill level. However, even professional musicians commit errors occasionally. Previous event-related potential (ERP) studies have investigated the neurophysiological correlates of pitch errors during piano performance, and reported pre-error negativity already occurring approximately 70–100 ms before the error had been committed and audible. It was assumed that this pre-error negativity reflects predictive control processes that compare predicted consequences with actual consequences of one's own actions. However, in previous investigations, correct and incorrect pitch events were confounded by their different tempi. In addition, no data about the underlying movements were available. In the present study, we exploratively recorded the ERPs and 3D movement data of pianists' fingers simultaneously while they performed fingering exercises from memory. Results showed a pre-error negativity for incorrect keystrokes when both correct and incorrect keystrokes were performed with comparable tempi. Interestingly, even correct notes immediately preceding erroneous keystrokes elicited a very similar negativity. In addition, we explored the possibility of computing ERPs time-locked to a kinematic landmark in the finger motion trajectories defined by when a finger makes initial contact with the key surface, that is, at the onset of tactile feedback. Results suggest that incorrect notes elicited a small difference after the onset of tactile feedback, whereas correct notes preceding incorrect ones elicited negativity before the onset of tactile feedback. The results tentatively suggest that tactile feedback plays an important role in error-monitoring during piano performance, because the comparison between predicted and actual sensory (tactile) feedback may provide the information necessary for the detection of an upcoming error. PMID:24133428

Reward abundance interferes with error-based learning in a visuomotor adaptation task

PubMed Central

Oostwoud Wijdenes, Leonie; Rigterink, Tessa; Overvliet, Krista E.; Smeets, Joeren B. J.

2018-01-01

The brain rapidly adapts reaching movements to changing circumstances by using visual feedback about errors. Providing reward in addition to error feedback facilitates the adaptation but the underlying mechanism is unknown. Here, we investigate whether the proportion of trials rewarded (the ‘reward abundance’) influences how much participants adapt to their errors. We used a 3D multi-target pointing task in which reward alone is insufficient for motor adaptation. Participants (N = 423) performed the pointing task with feedback based on a shifted hand-position. On a proportion of trials we gave them rewarding feedback that their hand hit the target. Half of the participants only received this reward feedback. The other half also received feedback about endpoint errors. In different groups, we varied the proportion of trials that was rewarded. As expected, participants who received feedback about their errors did adapt, but participants who only received reward-feedback did not. Critically, participants who received abundant rewards adapted less to their errors than participants who received less reward. Thus, reward abundance negatively influences how much participants learn from their errors. Probably participants used a mechanism that relied more on the reward feedback when the reward was abundant. Because participants could not adapt to the reward, this interfered with adaptation to errors. PMID:29513681

Development of a Robotic Colonoscopic Manipulation System, Using Haptic Feedback Algorithm

PubMed Central

Woo, Jaehong; Choi, Jae Hyuk; Seo, Jong Tae

2017-01-01

Purpose Colonoscopy is one of the most effective diagnostic and therapeutic tools for colorectal diseases. We aim to propose a master-slave robotic colonoscopy that is controllable in remote site using conventional colonoscopy. Materials and Methods The master and slave robot were developed to use conventional flexible colonoscopy. The robotic colonoscopic procedure was performed using a colonoscope training model by one expert endoscopist and two unexperienced engineers. To provide the haptic sensation, the insertion force and the rotating torque were measured and sent to the master robot. Results A slave robot was developed to hold the colonoscopy and its knob, and perform insertion, rotation, and two tilting motions of colonoscope. A master robot was designed to teach motions of the slave robot. These measured force and torque were scaled down by one tenth to provide the operator with some reflection force and torque at the haptic device. The haptic sensation and feedback system was successful and helpful to feel the constrained force or torque in colon. The insertion time using robotic system decreased with repeated procedures. Conclusion This work proposed a robotic approach for colonoscopy using haptic feedback algorithm, and this robotic device would effectively perform colonoscopy with reduced burden and comparable safety for patients in remote site. PMID:27873506

Multimodal information Management: Evaluation of Auditory and Haptic Cues for NextGen Communication Displays

NASA Technical Reports Server (NTRS)

Begault, Durand R.; Bittner, Rachel M.; Anderson, Mark R.

2012-01-01

Auditory communication displays within the NextGen data link system may use multiple synthetic speech messages replacing traditional ATC and company communications. The design of an interface for selecting amongst multiple incoming messages can impact both performance (time to select, audit and release a message) and preference. Two design factors were evaluated: physical pressure-sensitive switches versus flat panel "virtual switches", and the presence or absence of auditory feedback from switch contact. Performance with stimuli using physical switches was 1.2 s faster than virtual switches (2.0 s vs. 3.2 s); auditory feedback provided a 0.54 s performance advantage (2.33 s vs. 2.87 s). There was no interaction between these variables. Preference data were highly correlated with performance.

The effects of augmented visual feedback during balance training in Parkinson's disease: study design of a randomized clinical trial.

PubMed

van den Heuvel, Maarten R C; van Wegen, Erwin E H; de Goede, Cees J T; Burgers-Bots, Ingrid A L; Beek, Peter J; Daffertshofer, Andreas; Kwakkel, Gert

2013-10-04

Patients with Parkinson's disease often suffer from reduced mobility due to impaired postural control. Balance exercises form an integral part of rehabilitative therapy but the effectiveness of existing interventions is limited. Recent technological advances allow for providing enhanced visual feedback in the context of computer games, which provide an attractive alternative to conventional therapy. The objective of this randomized clinical trial is to investigate whether a training program capitalizing on virtual-reality-based visual feedback is more effective than an equally-dosed conventional training in improving standing balance performance in patients with Parkinson's disease. Patients with idiopathic Parkinson's disease will participate in a five-week balance training program comprising ten treatment sessions of 60 minutes each. Participants will be randomly allocated to (1) an experimental group that will receive balance training using augmented visual feedback, or (2) a control group that will receive balance training in accordance with current physical therapy guidelines for Parkinson's disease patients. Training sessions consist of task-specific exercises that are organized as a series of workstations. Assessments will take place before training, at six weeks, and at twelve weeks follow-up. The functional reach test will serve as the primary outcome measure supplemented by comprehensive assessments of functional balance, posturography, and electroencephalography. We hypothesize that balance training based on visual feedback will show greater improvements on standing balance performance than conventional balance training. In addition, we expect that learning new control strategies will be visible in the co-registered posturographic recordings but also through changes in functional connectivity.

Task feedback effects on conflict monitoring and executive control: relationship to subclinical measures of depression.

PubMed

Holmes, Avram J; Pizzagalli, Diego A

2007-02-01

Emerging evidence suggests that depression is associated with executive dysfunction, particularly after committing errors or receiving negative performance feedback. To test this hypothesis, 57 participants performed two executive tasks known to elicit errors (the Simon and Stroop Tasks) during positive or negative performance feedback. Participants with elevated depressive symptoms (Beck Depression Inventory scores >or= 13) were characterized by impaired posterror and postconflict performance adjustments, especially during emotionally negative task-related feedback. Additionally, for both tasks, depressive symptoms were inversely related to postconflict reaction time adjustments following negative, but not positive, feedback. These findings suggest that subclinical depression is associated with impairments in behavioral adjustments after internal (perceived failure) and external feedback about deficient task performance. (c) 2007 APA, all rights reserved.

Impact of workplace based assessment on doctors' education and performance: a systematic review.

PubMed

Miller, Alice; Archer, Julian

2010-09-24

To investigate the literature for evidence that workplace based assessment affects doctors' education and performance. Systematic review. The primary data sources were the databases Journals@Ovid, Medline, Embase, CINAHL, PsycINFO, and ERIC. Evidence based reviews (Bandolier, Cochrane Library, DARE, HTA Database, and NHS EED) were accessed and searched via the Health Information Resources website. Reference lists of relevant studies and bibliographies of review articles were also searched. Review methods Studies of any design that attempted to evaluate either the educational impact of workplace based assessment, or the effect of workplace based assessment on doctors' performance, were included. Studies were excluded if the sampled population was non-medical or the study was performed with medical students. Review articles, commentaries, and letters were also excluded. The final exclusion criterion was the use of simulated patients or models rather than real life clinical encounters. Sixteen studies were included. Fifteen of these were non-comparative descriptive or observational studies; the other was a randomised controlled trial. Study quality was mixed. Eight studies examined multisource feedback with mixed results; most doctors felt that multisource feedback had educational value, although the evidence for practice change was conflicting. Some junior doctors and surgeons displayed little willingness to change in response to multisource feedback, whereas family physicians might be more prepared to initiate change. Performance changes were more likely to occur when feedback was credible and accurate or when coaching was provided to help subjects identify their strengths and weaknesses. Four studies examined the mini-clinical evaluation exercise, one looked at direct observation of procedural skills, and three were concerned with multiple assessment methods: all these studies reported positive results for the educational impact of workplace based assessment tools. However, there was no objective evidence of improved performance with these tools. Considering the emphasis placed on workplace based assessment as a method of formative performance assessment, there are few published articles exploring its impact on doctors' education and performance. This review shows that multisource feedback can lead to performance improvement, although individual factors, the context of the feedback, and the presence of facilitation have a profound effect on the response. There is no evidence that alternative workplace based assessment tools (mini-clinical evaluation exercise, direct observation of procedural skills, and case based discussion) lead to improvement in performance, although subjective reports on their educational impact are positive.

Initial Comparison of Direct and Legacy Modeling Approaches for Radial Core Expansion Analysis

DOE Office of Scientific and Technical Information (OSTI.GOV)

Shemon, Emily R.

2016-10-10

Radial core expansion in sodium-cooled fast reactors provides an important reactivity feedback effect. As the reactor power increases due to normal start up conditions or accident scenarios, the core and surrounding materials heat up, causing both grid plate expansion and bowing of the assembly ducts. When the core restraint system is designed correctly, the resulting structural deformations introduce negative reactivity which decreases the reactor power. Historically, an indirect procedure has been used to estimate the reactivity feedback due to structural deformation which relies upon perturbation theory and coupling legacy physics codes with limited geometry capabilities. With advancements in modeling andmore » simulation, radial core expansion phenomena can now be modeled directly, providing an assessment of the accuracy of the reactivity feedback coefficients generated by indirect legacy methods. Recently a new capability was added to the PROTEUS-SN unstructured geometry neutron transport solver to analyze deformed meshes quickly and directly. By supplying the deformed mesh in addition to the base configuration input files, PROTEUS-SN automatically processes material adjustments including calculation of region densities to conserve mass, calculation of isotopic densities according to material models (for example, sodium density as a function of temperature), and subsequent re-homogenization of materials. To verify the new capability of directly simulating deformed meshes, PROTEUS-SN was used to compute reactivity feedback for a series of contrived yet representative deformed configurations for the Advanced Burner Test Reactor design. The indirect legacy procedure was also performed to generate reactivity feedback coefficients for the same deformed configurations. Interestingly, the legacy procedure consistently overestimated reactivity feedbacks by 35% compared to direct simulations by PROTEUS-SN. This overestimation indicates that the legacy procedures are in fact not conservative and could be overestimating reactivity feedback effects that are closely tied to reactor safety. We conclude that there is indeed value in performing direct simulation of deformed meshes despite the increased computational expense. PROTEUS-SN is already part of the SHARP multi-physics toolkit where both thermal hydraulics and structural mechanical feedback modeling can be applied but this is the first comparison of direct simulation to legacy techniques for radial core expansion.« less

Framing of feedback impacts student's satisfaction, self-efficacy and performance.

PubMed

van de Ridder, J M Monica; Peters, Claudia M M; Stokking, Karel M; de Ru, J Alexander; Ten Cate, Olle Th J

2015-08-01

Feedback is considered important to acquire clinical skills. Research evidence shows that feedback does not always improve learning and its effects may be small. In many studies, a variety of variables involved in feedback provision may mask either one of their effects. E.g., there is reason to believe that the way oral feedback is framed may affect its effect if other variables are held constant. In a randomised controlled trial we investigated the effect of positively and negatively framed feedback messages on satisfaction, self-efficacy, and performance. A single blind randomised controlled between-subject design was used, with framing of the feedback message (positively-negatively) as independent variable and examination of hearing abilities as the task. First year medical students' (n = 59) satisfaction, self-efficacy, and performance were the dependent variables and were measured both directly after the intervention and after a 2 weeks delay. Students in the positively framed feedback condition were significantly more satisfied and showed significantly higher self-efficacy measured directly after the performance. Effect sizes found were large, i.e., partial η (2) = 0.43 and η (2) = 0.32 respectively. They showed a better performance throughout the whole study. Significant performance differences were found both at the initial performance and when measured 2 weeks after the intervention: effects were of medium size, respectively r = -.31 and r = -.32. Over time in both conditions performance and self-efficacy decreased. Framing the feedback message in either a positive or negative manner affects students' satisfaction and self-efficacy directly after the intervention be it that these effects seem to fade out over time. Performance may be enhanced by positive framing, but additional studies need to confirm this. We recommend using a positive frame when giving feedback on clinical skills.

Teacher feedback during active learning: current practices in primary schools.

PubMed

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

Two measures of performance in a peg-in-hole manipulation task with force feedback

NASA Technical Reports Server (NTRS)

Hill, J. W.

1977-01-01

The results are described from two manipulators on a peg-in-hole task, which is part of a continued effort to develop models for human performance with remote manipulators. Task difficulty is varied by changing the diameter of the peg to be inserted in a 50 mm diameter hole. An automatic measuring system records the distance between the tool being held by the manipulator and the receptacle into which it is to be inserted. The data from repeated insertions are processed by computer to determine task times, accumulated distances, and trajectories. Experiments with both the MA-11 cable-connected master-slave manipulator common to hot cell work and the MA-23 servo-controlled manipulator (with and without force feedback) are described. Comparison of these results with previous results of the Ames Manipulator shows that force feedback provides a consistent advantage.

Practical Approaches for Assessment of Daily and Post-discharge Room Disinfection in Healthcare Facilities.

PubMed

Deshpande, Abhishek; Donskey, Curtis J

2017-09-01

Cleaning and disinfection in healthcare facilities is essential to ensure patient safety. This review examines practical strategies used to assess and improve the effectiveness of daily and post-discharge manual cleaning in healthcare facilities. Effective implementation of cleaning interventions requires objective monitoring of staff performance with regular feedback on performance. Use of fluorescent markers to assess thoroughness of cleaning and measurement of residual ATP can provide rapid and objective feedback to personnel and have been associated with improved cleaning. Direct observation of cleaning and interviews with front-line staff are useful to identify variations and deficiencies in practice that may not be detected by other methods. Although not recommended for routine monitoring, cultures can be helpful for outbreak investigations. Monitoring and feedback can be effective in improving cleaning and disinfection in healthcare facilities. Ongoing commitment within institutions is needed to sustain successful cleaning and disinfection programs.

Analyzing Feedback Control Systems

NASA Technical Reports Server (NTRS)

Bauer, Frank H.; Downing, John P.

1987-01-01

Interactive controls analysis (INCA) program developed to provide user-friendly environment for design and analysis of linear control systems, primarily feedback control. Designed for use with both small- and large-order systems. Using interactive-graphics capability, INCA user quickly plots root locus, frequency response, or time response of either continuous-time system or sampled-data system. Configuration and parameters easily changed, allowing user to design compensation networks and perform sensitivity analyses in very convenient manner. Written in Pascal and FORTRAN.

Neural Network Classifies Teleoperation Data

NASA Technical Reports Server (NTRS)

Fiorini, Paolo; Giancaspro, Antonio; Losito, Sergio; Pasquariello, Guido

1994-01-01

Prototype artificial neural network, implemented in software, identifies phases of telemanipulator tasks in real time by analyzing feedback signals from force sensors on manipulator hand. Prototype is early, subsystem-level product of continuing effort to develop automated system that assists in training and supervising human control operator: provides symbolic feedback (e.g., warnings of impending collisions or evaluations of performance) to operator in real time during successive executions of same task. Also simplifies transition between teleoperation and autonomous modes of telerobotic system.

The effect of experience, simulator-training and biometric feedback on manual ventilation technique.

PubMed

Lewis, Rebecca; Sherfield, Cerrie A; Fellows, Christopher R; Burrow, Rachel; Young, Iain; Dugdale, Alex

2017-05-01

To determine the frequency of provision and main providers (veterinary surgeons, nurses or trainees) of manual ventilation in UK veterinary practices. Furthermore, to determine the variation in peak inspiratory (inflation) pressure (PIP), applied to a lung model during manual ventilation, by three different groups of operators (inexperienced, experienced and specialist), before and after training. Questionnaire survey, lung model simulator development and prospective testing. Postal questionnaires were sent to 100 randomly selected veterinary practices. The lung model simulator was manually ventilated in a staged process over 3 weeks, with and without real-time biometric feedback (PIP display), by three groups of volunteer operators: inexperienced, experienced and specialist. The questionnaires determined that veterinary nurses were responsible for providing the majority of manual ventilation in veterinary practices, mainly drawing on theoretical knowledge rather than any specific training. Thoracic surgery and apnoea were the main reasons for provision of manual ventilation. Specialists performed well when manually ventilating the lung model, regardless of feedback training. Both inexperienced and experienced operators showed significant improvement in technique when using the feedback training tool: variation in PIP decreased significantly until operators provided manual ventilation at PIPs within the defined optimum range. Preferences for different forms of feedback (graphical, numerical or scale display), revealed that the operators' choice was not always the method which gave least variation in PIP. This study highlighted a need for training in manual ventilation at an early stage in veterinary and veterinary nursing careers and demonstrated how feedback is important in the process of experiential learning. A manometer device which can provide immediate feedback during training, or indeed in a real clinical setting, should improve patient safety. Copyright © 2017 Association of Veterinary Anaesthetists and American College of Veterinary Anesthesia and Analgesia. Published by Elsevier Ltd. All rights reserved.

Neural signatures of experience-based improvements in deterministic decision-making.

PubMed

Tremel, Joshua J; Laurent, Patryk A; Wolk, David A; Wheeler, Mark E; Fiez, Julie A

2016-12-15

Feedback about our choices is a crucial part of how we gather information and learn from our environment. It provides key information about decision experiences that can be used to optimize future choices. However, our understanding of the processes through which feedback translates into improved decision-making is lacking. Using neuroimaging (fMRI) and cognitive models of decision-making and learning, we examined the influence of feedback on multiple aspects of decision processes across learning. Subjects learned correct choices to a set of 50 word pairs across eight repetitions of a concurrent discrimination task. Behavioral measures were then analyzed with both a drift-diffusion model and a reinforcement learning model. Parameter values from each were then used as fMRI regressors to identify regions whose activity fluctuates with specific cognitive processes described by the models. The patterns of intersecting neural effects across models support two main inferences about the influence of feedback on decision-making. First, frontal, anterior insular, fusiform, and caudate nucleus regions behave like performance monitors, reflecting errors in performance predictions that signal the need for changes in control over decision-making. Second, temporoparietal, supplementary motor, and putamen regions behave like mnemonic storage sites, reflecting differences in learned item values that inform optimal decision choices. As information about optimal choices is accrued, these neural systems dynamically adjust, likely shifting the burden of decision processing from controlled performance monitoring to bottom-up, stimulus-driven choice selection. Collectively, the results provide a detailed perspective on the fundamental ability to use past experiences to improve future decisions. Copyright © 2016 Elsevier B.V. All rights reserved.

Neural signatures of experience-based improvements in deterministic decision-making

PubMed Central

Tremel, Joshua J.; Laurent, Patryk A.; Wolk, David A.; Wheeler, Mark E.; Fiez, Julie A.

2016-01-01

Feedback about our choices is a crucial part of how we gather information and learn from our environment. It provides key information about decision experiences that can be used to optimize future choices. However, our understanding of the processes through which feedback translates into improved decision-making is lacking. Using neuroimaging (fMRI) and cognitive models of decision-making and learning, we examined the influence of feedback on multiple aspects of decision processes across learning. Subjects learned correct choices to a set of 50 word pairs across eight repetitions of a concurrent discrimination task. Behavioral measures were then analyzed with both a drift-diffusion model and a reinforcement learning model. Parameter values from each were then used as fMRI regressors to identify regions whose activity fluctuates with specific cognitive processes described by the models. The patterns of intersecting neural effects across models support two main inferences about the influence of feedback on decision-making. First, frontal, anterior insular, fusiform, and caudate nucleus regions behave like performance monitors, reflecting errors in performance predictions that signal the need for changes in control over decision-making. Second, temporoparietal, supplementary motor, and putamen regions behave like mnemonic storage sites, reflecting differences in learned item values that inform optimal decision choices. As information about optimal choices is accrued, these neural systems dynamically adjust, likely shifting the burden of decision processing from controlled performance monitoring to bottom-up, stimulus-driven choice selection. Collectively, the results provide a detailed perspective on the fundamental ability to use past experiences to improve future decisions. PMID:27523644

Collaborative virtual reality based advanced cardiac life support training simulator using virtual reality principles.

PubMed

Khanal, Prabal; Vankipuram, Akshay; Ashby, Aaron; Vankipuram, Mithra; Gupta, Ashish; Drumm-Gurnee, Denise; Josey, Karen; Tinker, Linda; Smith, Marshall

2014-10-01

Advanced Cardiac Life Support (ACLS) is a series of team-based, sequential and time constrained interventions, requiring effective communication and coordination of activities that are performed by the care provider team on a patient undergoing cardiac arrest or respiratory failure. The state-of-the-art ACLS training is conducted in a face-to-face environment under expert supervision and suffers from several drawbacks including conflicting care provider schedules and high cost of training equipment. The major objective of the study is to describe, including the design, implementation, and evaluation of a novel approach of delivering ACLS training to care providers using the proposed virtual reality simulator that can overcome the challenges and drawbacks imposed by the traditional face-to-face training method. We compare the efficacy and performance outcomes associated with traditional ACLS training with the proposed novel approach of using a virtual reality (VR) based ACLS training simulator. One hundred and forty-eight (148) ACLS certified clinicians, translating into 26 care provider teams, were enrolled for this study. Each team was randomly assigned to one of the three treatment groups: control (traditional ACLS training), persuasive (VR ACLS training with comprehensive feedback components), or minimally persuasive (VR ACLS training with limited feedback components). The teams were tested across two different ACLS procedures that vary in the degree of task complexity: ventricular fibrillation or tachycardia (VFib/VTach) and pulseless electric activity (PEA). The difference in performance between control and persuasive groups was not statistically significant (P=.37 for PEA and P=.1 for VFib/VTach). However, the difference in performance between control and minimally persuasive groups was significant (P=.05 for PEA and P=.02 for VFib/VTach). The pre-post comparison of performances of the groups showed that control (P=.017 for PEA, P=.01 for VFib/VTach) and persuasive (P=.02 for PEA, P=.048 for VFib/VTach) groups improved their performances significantly, whereas minimally persuasive group did not (P=.45 for PEA, P=.46 for VFib/VTach). Results also suggest that the benefit of persuasiveness is constrained by the potentially interruptive nature of these features. Our results indicate that the VR-based ACLS training with proper feedback components can provide a learning experience similar to face-to-face training, and therefore could serve as a more easily accessed supplementary training tool to the traditional ACLS training. Our findings also suggest that the degree of persuasive features in VR environments have to be designed considering the interruptive nature of the feedback elements. Copyright © 2014 Elsevier Inc. All rights reserved.

A real-time haptic interface for interventional radiology procedures.

PubMed

Moix, Thomas; Ilic, Dejan; Fracheboud, Blaise; Zoethout, Jurjen; Bleuler, Hannes

2005-01-01

Interventional Radiology (IR) is a minimally-invasive surgery technique (MIS) where guidewires and catheters are steered in the vascular system under X-ray imaging. In order to perform these procedures, a radiologist has to be correctly trained to master hand-eye coordination, instrument manipulation and procedure protocols. This paper proposes a computer-assisted training environment dedicated to IR. The system is composed of a virtual reality (VR) simulation of the anatomy of the patient linked to a robotic interface providing haptic force feedback.The paper focuses on the requirements, design and prototyping of a specific part of the haptic interface dedicated to catheters. Translational tracking and force feedback on the catheter is provided by two cylinders forming a friction drive arrangement. The whole friction can be set in rotation with an additional motor providing torque feedback. A force and a torque sensor are integrated in the cylinders for direct measurement on the catheter enabling disturbance cancellation with a close-loop force control strategy.

Next-generation audit and feedback for inpatient quality improvement using electronic health record data: a cluster randomised controlled trial.

PubMed

Patel, Sajan; Rajkomar, Alvin; Harrison, James D; Prasad, Priya A; Valencia, Victoria; Ranji, Sumant R; Mourad, Michelle

2018-03-05

Audit and feedback improves clinical care by highlighting the gap between current and ideal practice. We combined best practices of audit and feedback with continuously generated electronic health record data to improve performance on quality metrics in an inpatient setting. We conducted a cluster randomised control trial comparing intensive audit and feedback with usual audit and feedback from February 2016 to June 2016. The study subjects were internal medicine teams on the teaching service at an urban tertiary care hospital. Teams in the intensive feedback arm received access to a daily-updated team-based data dashboard as well as weekly inperson review of performance data ('STAT rounds'). The usual feedback arm received ongoing twice-monthly emails with graphical depictions of team performance on selected quality metrics. The primary outcome was performance on a composite discharge metric (Discharge Mix Index, 'DMI'). A washout period occurred at the end of the trial (from May through June 2016) during which STAT rounds were removed from the intensive feedback arm. A total of 40 medicine teams participated in the trial. During the intervention period, the primary outcome of completion of the DMI was achieved on 79.3% (426/537) of patients in the intervention group compared with 63.2% (326/516) in the control group (P<0.0001). During the washout period, there was no significant difference in performance between the intensive and usual feedback groups. Intensive audit and feedback using timely data and STAT rounds significantly increased performance on a composite discharge metric compared with usual feedback. With the cessation of STAT rounds, performance between the intensive and usual feedback groups did not differ significantly, highlighting the importance of feedback delivery on effecting change. The trial was registered with ClinicalTrials.gov (NCT02593253). © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Does Constructive Performance Feedback Improve Citizenship Intentions and Job Satisfaction? The Roles of Perceived Opportunities for Advancement, Respect, and Mood

ERIC Educational Resources Information Center

Sommer, Kristin L.; Kulkarni, Mukta

2012-01-01

Organizational experts have long touted the importance of delivering negative performance feedback in a manner that enhances employee receptivity to feedback, yet the broader impacts of constructive feedback have received relatively little attention. The present investigation explored the impact of constructive, critical feedback on organizational…

Feedback in clinical education, part I: Characteristics of feedback provided by approved clinical instructors.

PubMed

Nottingham, Sara; Henning, Jolene

2014-01-01

Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Qualitative study. One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. A total of 4 ACIs with various experience levels and 4 second-year ATSs. Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

Source unreliability decreases but does not cancel the impact of social information on metacognitive evaluations.

PubMed

Jacquot, Amélie; Eskenazi, Terry; Sales-Wuillemin, Edith; Montalan, Benoît; Proust, Joëlle; Grèzes, Julie; Conty, Laurence

2015-01-01

Through metacognitive evaluations, individuals assess their own cognitive operations with respect to their current goals. We have previously shown that non-verbal social cues spontaneously influence these evaluations, even when the cues are unreliable. Here, we explore whether a belief about the reliability of the source can modulate this form of social impact. Participants performed a two-alternative forced choice task that varied in difficulty. The task was followed by a video of a person who was presented as being either competent or incompetent at performing the task. That person provided random feedback to the participant through facial expressions indicating agreement, disagreement or uncertainty. Participants then provided a metacognitive evaluation by rating their confidence in their answer. Results revealed that participants' confidence was higher following agreements. Interestingly, this effect was merely reduced but not canceled for the incompetent individual, even though participants were able to perceive the individual's incompetence. Moreover, perceived agreement induced zygomaticus activity, but only when the feedback was provided for difficult trials by the competent individual. This last result strongly suggests that people implicitly appraise the relevance of social feedback with respect to their current goal. Together, our findings suggest that people always integrate social agreement into their metacognitive evaluations, even when epistemic vigilance mechanisms alert them to the risk of being misinformed.

Electronic audit and feedback intervention with action implementation toolbox to improve pain management in intensive care: protocol for a laboratory experiment and cluster randomised trial.

PubMed

Gude, Wouter T; Roos-Blom, Marie-José; van der Veer, Sabine N; de Jonge, Evert; Peek, Niels; Dongelmans, Dave A; de Keizer, Nicolette F

2017-05-25

Audit and feedback is often used as a strategy to improve quality of care, however, its effects are variable and often marginal. In order to learn how to design and deliver effective feedback, we need to understand their mechanisms of action. This theory-informed study will investigate how electronic audit and feedback affects improvement intentions (i.e. information-intention gap), and whether an action implementation toolbox with suggested actions and materials helps translating those intentions into action (i.e. intention-behaviour gap). The study will be executed in Dutch intensive care units (ICUs) and will be focused on pain management. We will conduct a laboratory experiment with individual ICU professionals to assess the impact of feedback on their intentions to improve practice. Next, we will conduct a cluster randomised controlled trial with ICUs allocated to feedback without or feedback with action implementation toolbox group. Participants will not be told explicitly what aspect of the intervention is randomised; they will only be aware that there are two variations of providing feedback. ICUs are eligible for participation if they submit indicator data to the Dutch National Intensive Care Evaluation (NICE) quality registry and agree to allocate a quality improvement team that spends 4 h per month on the intervention. All participating ICUs will receive access to an online quality dashboard that provides two functionalities: gaining insight into clinical performance on pain management indicators and developing action plans. ICUs with access to the toolbox can develop their action plans guided by a list of potential barriers in the care process, associated suggested actions, and supporting materials to facilitate implementation of the actions. The primary outcome measure for the laboratory experiment is the proportion of improvement intentions set by participants that are consistent with recommendations based on peer comparisons; for the randomised trial it is the proportion of patient shifts during which pain has been adequately managed. We will also conduct a process evaluation to understand how the intervention is implemented and used in clinical practice, and how implementation and use affect the intervention's impact. The results of this study will inform care providers and managers in ICU and other clinical settings how to use indicator-based performance feedback in conjunction with an action implementation toolbox to improve quality of care. Within the ICU context, this study will produce concrete and directly applicable knowledge with respect to what is or is not effective for improving pain management, and under which circumstances. The results will further guide future research that aims to understand the mechanisms behind audit and feedback and contribute to identifying the active ingredients of successful interventions. ClinicalTrials.gov NCT02922101 . Registered 26 September 2016.

Using Performance Feedback and Goal Setting to Improve Elementary Students' Writing Fluency: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Koenig, Elizabeth A.; Eckert, Tanya L.; Hier, Bridget O.

2016-01-01

Although performance feedback interventions successfully lead to improvements in students' performance, research suggests that the combination of feedback and goal setting leads to greater performance than either component alone and that graphing performance in relation to a goal can lead to improvements in academic performance. The goal of the…

The Development and Validation of a Rubric to Enhance Performer Feedback for Undergraduate Vocal Solo Performance

ERIC Educational Resources Information Center

Herrell, Katherine A.

2014-01-01

This is a study of the development and validation of a rubric to enhance performer feedback for undergraduate vocal solo performance. In the literature, assessment of vocal performance is under-represented, and the value of feedback from the assessment of musical performances, from the point of view of the performer, is nonexistent. The research…

On the design of a miniature haptic ring for cutaneous force feedback using shape memory alloy actuators

NASA Astrophysics Data System (ADS)

Hwang, Donghyun; Lee, Jaemin; Kim, Keehoon

2017-10-01

This paper proposes a miniature haptic ring that can display touch/pressure and shearing force to the user’s fingerpad. For practical use and wider application of the device, it is developed with the aim of achieving high wearability and mobility/portability as well as cutaneous force feedback functionality. A main body of the device is designed as a ring-shaped lightweight structure with a simple driving mechanism, and thin shape memory alloy (SMA) wires having high energy density are applied as actuating elements. Also, based on a band-type wireless control unit including a wireless data communication module, the whole device could be realized as a wearable mobile haptic device system. These features enable the device to take diverse advantages on functional performances and to provide users with significant usability. In this work, the proposed miniature haptic ring is systematically designed, and its working performances are experimentally evaluated with a fabricated functional prototype. The experimental results obviously demonstrate that the proposed device exhibits higher force-to-weight ratio than conventional finger-wearable haptic devices for cutaneous force feedback. Also, it is investigated that operational performances of the device are strongly influenced by electro-thermomechanical behaviors of the SMA actuator. In addition to the experiments for performance evaluation, we conduct a preliminary user test to assess practical feasibility and usability based on user’s qualitative feedback.

Cardiac Concomitants of Feedback and Prediction Error Processing in Reinforcement Learning.

PubMed

Kastner, Lucas; Kube, Jana; Villringer, Arno; Neumann, Jane

2017-01-01

Successful learning hinges on the evaluation of positive and negative feedback. We assessed differential learning from reward and punishment in a monetary reinforcement learning paradigm, together with cardiac concomitants of positive and negative feedback processing. On the behavioral level, learning from reward resulted in more advantageous behavior than learning from punishment, suggesting a differential impact of reward and punishment on successful feedback-based learning. On the autonomic level, learning and feedback processing were closely mirrored by phasic cardiac responses on a trial-by-trial basis: (1) Negative feedback was accompanied by faster and prolonged heart rate deceleration compared to positive feedback. (2) Cardiac responses shifted from feedback presentation at the beginning of learning to stimulus presentation later on. (3) Most importantly, the strength of phasic cardiac responses to the presentation of feedback correlated with the strength of prediction error signals that alert the learner to the necessity for behavioral adaptation. Considering participants' weight status and gender revealed obesity-related deficits in learning to avoid negative consequences and less consistent behavioral adaptation in women compared to men. In sum, our results provide strong new evidence for the notion that during learning phasic cardiac responses reflect an internal value and feedback monitoring system that is sensitive to the violation of performance-based expectations. Moreover, inter-individual differences in weight status and gender may affect both behavioral and autonomic responses in reinforcement-based learning.

Cardiac Concomitants of Feedback and Prediction Error Processing in Reinforcement Learning

PubMed Central

Kastner, Lucas; Kube, Jana; Villringer, Arno; Neumann, Jane

2017-01-01

Successful learning hinges on the evaluation of positive and negative feedback. We assessed differential learning from reward and punishment in a monetary reinforcement learning paradigm, together with cardiac concomitants of positive and negative feedback processing. On the behavioral level, learning from reward resulted in more advantageous behavior than learning from punishment, suggesting a differential impact of reward and punishment on successful feedback-based learning. On the autonomic level, learning and feedback processing were closely mirrored by phasic cardiac responses on a trial-by-trial basis: (1) Negative feedback was accompanied by faster and prolonged heart rate deceleration compared to positive feedback. (2) Cardiac responses shifted from feedback presentation at the beginning of learning to stimulus presentation later on. (3) Most importantly, the strength of phasic cardiac responses to the presentation of feedback correlated with the strength of prediction error signals that alert the learner to the necessity for behavioral adaptation. Considering participants' weight status and gender revealed obesity-related deficits in learning to avoid negative consequences and less consistent behavioral adaptation in women compared to men. In sum, our results provide strong new evidence for the notion that during learning phasic cardiac responses reflect an internal value and feedback monitoring system that is sensitive to the violation of performance-based expectations. Moreover, inter-individual differences in weight status and gender may affect both behavioral and autonomic responses in reinforcement-based learning. PMID:29163004

Vision-Based Haptic Feedback for Remote Micromanipulation in-SEM Environment

NASA Astrophysics Data System (ADS)

Bolopion, Aude; Dahmen, Christian; Stolle, Christian; Haliyo, Sinan; Régnier, Stéphane; Fatikow, Sergej

2012-07-01

This article presents an intuitive environment for remote micromanipulation composed of both haptic feedback and virtual reconstruction of the scene. To enable nonexpert users to perform complex teleoperated micromanipulation tasks, it is of utmost importance to provide them with information about the 3-D relative positions of the objects and the tools. Haptic feedback is an intuitive way to transmit such information. Since position sensors are not available at this scale, visual feedback is used to derive information about the scene. In this work, three different techniques are implemented, evaluated, and compared to derive the object positions from scanning electron microscope images. The modified correlation matching with generated template algorithm is accurate and provides reliable detection of objects. To track the tool, a marker-based approach is chosen since fast detection is required for stable haptic feedback. Information derived from these algorithms is used to propose an intuitive remote manipulation system that enables users situated in geographically distant sites to benefit from specific equipments, such as SEMs. Stability of the haptic feedback is ensured by the minimization of the delays, the computational efficiency of vision algorithms, and the proper tuning of the haptic coupling. Virtual guides are proposed to avoid any involuntary collisions between the tool and the objects. This approach is validated by a teleoperation involving melamine microspheres with a diameter of less than 2 μ m between Paris, France and Oldenburg, Germany.

Can a Rescuer or Simulated Patient Accurately Assess Motion During Cervical Spine Stabilization Practice Sessions?

PubMed Central

Shrier, Ian; Boissy, Patrick; Brière, Simon; Mellette, Jay; Fecteau, Luc; Matheson, Gordon O.; Garza, Daniel; Meeuwisse, Willem H.; Segal, Eli; Boulay, John; Steele, Russell J.

2012-01-01

Context: Health care providers must be prepared to manage all potential spine injuries as if they are unstable. Therefore, most sport teams devote resources to training for sideline cervical spine (C-spine) emergencies. Objective: To determine (1) how accurately rescuers and simulated patients can assess motion during C-spine stabilization practice and (2) whether providing performance feedback to rescuers influences their choice of stabilization technique. Design: Crossover study. Setting: Training studio. Patients or Other Participants: Athletic trainers, athletic therapists, and physiotherapists experienced at managing suspected C-spine injuries. Intervention(s): Twelve lead rescuers (at the patient's head) performed both the head-squeeze and trap-squeeze C-spine stabilization maneuvers during 4 test scenarios: lift-and-slide and log-roll placement on a spine board and confused patient trying to sit up or rotate the head. Main Outcome Measure(s): Interrater reliability between rescuer and simulated patient quality scores for subjective evaluation of C-spine stabilization during trials (0 = best, 10 = worst), correlation between rescuers' quality scores and objective measures of motion with inertial measurement units, and frequency of change in preference for the head-squeeze versus trap-squeeze maneuver. Results: Although the weighted κ value for interrater reliability was acceptable (0.71–0.74), scores varied by 2 points or more between rescuers and simulated patients for approximately 10% to 15% of trials. Rescuers' scores correlated with objective measures, but variability was large: 38% of trials scored as 0 or 1 by the rescuer involved more than 10° of motion in at least 1 direction. Feedback did not affect the preference for the lift-and-slide placement. For the log-roll placement, 6 of 8 participants who preferred the head squeeze at baseline preferred the trap squeeze after feedback. For the confused patient, 5 of 5 participants initially preferred the head squeeze but preferred the trap squeeze after feedback. Conclusions: Rescuers and simulated patients could not adequately assess performance during C-spine stabilization maneuvers without objective measures. Providing immediate feedback in this context is a promising tool for changing behavior preferences and improving training. PMID:22488229

The Accuracy of Computer-Assisted Feedback and Students' Responses to It

ERIC Educational Resources Information Center

Lavolette, Elizabeth; Polio, Charlene; Kahng, Jimin

2015-01-01

Various researchers in second language acquisition have argued for the effectiveness of immediate rather than delayed feedback. In writing, truly immediate feedback is impractical, but computer-assisted feedback provides a quick way of providing feedback that also reduces the teacher's workload. We explored the accuracy of feedback from…

Integration of Pharmacy Practice and Pharmaceutical Analysis: Quality Assessment of Laboratory Performance.

ERIC Educational Resources Information Center

McGill, Julian E.; Holly, Deborah R.

1996-01-01

Laboratory portions of courses in pharmacy practice and pharmaceutical analysis at the Medical University of South Carolina are integrated and coordinated to provide feedback on student performance in compounding medications. Students analyze the products they prepare, with early exposure to compendia requirements and other references. Student…

The Effects of Source, Revision Possibility, and Amount of Feedback on Marketing Students' Impressions of Feedback on an Assignment

ERIC Educational Resources Information Center

Ackerman, David S.; Dommeyer, Curt J.; Gross, Barbara L.

2017-01-01

This study examines how three factors affect students' reactions to critical feedback on an assignment--amount of feedback (none vs. low amount vs. high amount), source of feedback (instructor-provided feedback vs. peer-provided feedback), and the situational context of the feedback (revision of paper is or is not possible). An incomplete 3 × 2 ×…

The EAP Part of Personnel Function.

ERIC Educational Resources Information Center

Delaney, Thomas J., Jr.

1987-01-01

Substance abuse among workers and its interference with job performance has remained constant over the past 15 years. Employee assistance programs educate the public, screen referrals, and provide feedback on how employees are progressing. (JOW)

[Technical background of data collection for parametric observation of total mesorectal excision (TME) in rectal cancer].

PubMed

Bláha, M; Hoch, J; Ferko, A; Ryška, A; Hovorková, E

Improvement in any human activity is preconditioned by inspection of results and providing feedback used for modification of the processes applied. Comparison of experts experience in the given field is another indispensable part leading to optimisation and improvement of processes, and optimally to implementation of standards. For the purpose of objective comparison and assessment of the processes, it is always necessary to describe the processes in a parametric way, to obtain representative data, to assess the achieved results, and to provide unquestionable and data-driven feedback based on such analysis. This may lead to a consensus on the definition of standards in the given area of health care. Total mesorectal excision (TME) is a standard procedure of rectal cancer (C20) surgical treatment. However, the quality of performed procedures varies in different health care facilities, which is given, among others, by internal processes and surgeons experience. Assessment of surgical treatment results is therefore of key importance. A pathologist who assesses the resected tissue can provide valuable feedback in this respect. An information system for the parametric assessment of TME performance is described in our article, including technical background in the form of a multicentre clinical registry and the structure of observed parameters. We consider the proposed system of TME parametric assessment as significant for improvement of TME performance, aimed at reducing local recurrences and at improving the overall prognosis of patients. rectal cancer total mesorectal excision parametric data clinical registries TME registry.

Seeing the Errors You Feel Enhances Locomotor Performance but Not Learning.

PubMed

Roemmich, Ryan T; Long, Andrew W; Bastian, Amy J

2016-10-24

In human motor learning, it is thought that the more information we have about our errors, the faster we learn. Here, we show that additional error information can lead to improved motor performance without any concomitant improvement in learning. We studied split-belt treadmill walking that drives people to learn a new gait pattern using sensory prediction errors detected by proprioceptive feedback. When we also provided visual error feedback, participants acquired the new walking pattern far more rapidly and showed accelerated restoration of the normal walking pattern during washout. However, when the visual error feedback was removed during either learning or washout, errors reappeared with performance immediately returning to the level expected based on proprioceptive learning alone. These findings support a model with two mechanisms: a dual-rate adaptation process that learns invariantly from sensory prediction error detected by proprioception and a visual-feedback-dependent process that monitors learning and corrects residual errors but shows no learning itself. We show that our voluntary correction model accurately predicted behavior in multiple situations where visual feedback was used to change acquisition of new walking patterns while the underlying learning was unaffected. The computational and behavioral framework proposed here suggests that parallel learning and error correction systems allow us to rapidly satisfy task demands without necessarily committing to learning, as the relative permanence of learning may be inappropriate or inefficient when facing environments that are liable to change. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using negative emotional feedback to modify risky behavior of young moped riders.

PubMed

Megías, Alberto; Cortes, Abilio; Maldonado, Antonio; Cándido, Antonio

2017-05-19

The aim of this research was to investigate whether the use of messages with negative emotional content is effective in promoting safe behavior of moped riders and how exactly these messages modulate rider behavior. Participants received negative feedback when performing risky behaviors using a computer task. The effectiveness of this treatment was subsequently tested in a riding simulator. The results demonstrated how riders receiving negative feedback had a lower number of traffic accidents than a control group. The reduction in accidents was accompanied by a set of changes in the riding behavior. We observed a lower average speed and greater respect for speed limits. Furthermore, analysis of the steering wheel variance, throttle variance, and average braking force provided evidence for a more even and homogenous riding style. This greater abidance of traffic regulations and friendlier riding style could explain some of the causes behind the reduction in accidents. The use of negative emotional feedback in driving schools or advanced rider assistance systems could enhance riding performance, making riders aware of unsafe practices and helping them to establish more accurate riding habits. Moreover, the combination of riding simulators and feedback-for example, in the training of novice riders and traffic offenders-could be an efficient tool to improve their hazard perception skills and promote safer behaviors.

A real-time phoneme counting algorithm and application for speech rate monitoring.

PubMed

Aharonson, Vered; Aharonson, Eran; Raichlin-Levi, Katia; Sotzianu, Aviv; Amir, Ofer; Ovadia-Blechman, Zehava

2017-03-01

Adults who stutter can learn to control and improve their speech fluency by modifying their speaking rate. Existing speech therapy technologies can assist this practice by monitoring speaking rate and providing feedback to the patient, but cannot provide an accurate, quantitative measurement of speaking rate. Moreover, most technologies are too complex and costly to be used for home practice. We developed an algorithm and a smartphone application that monitor a patient's speaking rate in real time and provide user-friendly feedback to both patient and therapist. Our speaking rate computation is performed by a phoneme counting algorithm which implements spectral transition measure extraction to estimate phoneme boundaries. The algorithm is implemented in real time in a mobile application that presents its results in a user-friendly interface. The application incorporates two modes: one provides the patient with visual feedback of his/her speech rate for self-practice and another provides the speech therapist with recordings, speech rate analysis and tools to manage the patient's practice. The algorithm's phoneme counting accuracy was validated on ten healthy subjects who read a paragraph at slow, normal and fast paces, and was compared to manual counting of speech experts. Test-retest and intra-counter reliability were assessed. Preliminary results indicate differences of -4% to 11% between automatic and human phoneme counting. Differences were largest for slow speech. The application can thus provide reliable, user-friendly, real-time feedback for speaking rate control practice. Copyright © 2017 Elsevier Inc. All rights reserved.

The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory

ERIC Educational Resources Information Center

Cutumisu, Maria; Schwartz, Daniel L.

2016-01-01

This paper presents a novel examination of the impact of students' feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon…

A Charge-Based Low-Power High-SNR Capacitive Sensing Interface Circuit

PubMed Central

Peng, Sheng-Yu; Qureshi, Muhammad S.; Hasler, Paul E.; Basu, Arindam; Degertekin, F. L.

2008-01-01

This paper describes a low-power approach to capacitive sensing that achieves a high signal-to-noise ratio. The circuit is composed of a capacitive feedback charge amplifier and a charge adaptation circuit. Without the adaptation circuit, the charge amplifier only consumes 1 μW to achieve the audio band SNR of 69.34dB. An adaptation scheme using Fowler-Nordheim tunneling and channel hot electron injection mechanisms to stabilize the DC output voltage is demonstrated. This scheme provides a very low frequency pole at 0.2Hz. The measured noise spectrums show that this slow-time scale adaptation does not degrade the circuit performance. The DC path can also be provided by a large feedback resistance without causing extra power consumption. A charge amplifier with a MOS-bipolar pseudo-resistor feedback scheme is interfaced with a capacitive micromachined ultrasonic transducer to demonstrate the feasibility of this approach for ultrasound applications. PMID:18787650

Study of gain-coupled distributed feedback laser based on high order surface gain-coupled gratings

NASA Astrophysics Data System (ADS)

Gao, Feng; Qin, Li; Chen, Yongyi; Jia, Peng; Chen, Chao; Cheng, LiWen; Chen, Hong; Liang, Lei; Zeng, Yugang; Zhang, Xing; Wu, Hao; Ning, Yongqiang; Wang, Lijun

2018-03-01

Single-longitudinal-mode, gain-coupled distributed feedback (DFB) lasers based on high order surface gain-coupled gratings are achieved. Periodic surface metal p-contacts with insulated grooves realize gain-coupled mechanism. To enhance gain contrast in the quantum wells without the introduction of effective index-coupled effect, groove length and depth were well designed. Our devices provided a single longitudinal mode with the maximum CW output power up to 48.8 mW/facet at 971.31 nm at 250 mA without facet coating, 3dB linewidth (<3.2 pm) and SMSR (>39 dB). Optical bistable characteristic was observed with a threshold current difference. Experimentally, devices with different cavity lengths were contrasted on power-current and spectrum characteristics. Due to easy fabrication technique and stable performance, it provides a method of fabricating practical gain-coupled distributed feedback lasers for commercial applications.

A Large Motion Suspension System for Simulation of Orbital Deployment

NASA Technical Reports Server (NTRS)

Straube, T. M.; Peterson, L. D.

1994-01-01

This paper describes the design and implementation of a vertical degree of freedom suspension system which provides a constant force off-load condition to counter gravity over large displacements. By accommodating motions up to one meter for structures weighing up to 100 pounds, the system is useful for experiments which simulate the on-orbit deployment of spacecraft components. A unique aspect of this system is the combination of a large stroke passive off-load device augmented by electromotive torque actuated force feedback. The active force feedback has the effect of reducing breakaway friction by an order of magnitude over the passive system alone. The paper describes the development of the suspension hardware and the feedback control algorithm. Experiments were performed to verify the suspensions system's ability to provide a gravity off-load as well as its effect on the modal characteristics of a test article.

Co-located haptic and 3D graphic interface for medical simulations.

PubMed

Berkelman, Peter; Miyasaka, Muneaki; Bozlee, Sebastian

2013-01-01

We describe a system which provides high-fidelity haptic feedback in the same physical location as a 3D graphical display, in order to enable realistic physical interaction with virtual anatomical tissue during modelled procedures such as needle driving, palpation, and other interventions performed using handheld instruments. The haptic feedback is produced by the interaction between an array of coils located behind a thin flat LCD screen, and permanent magnets embedded in the instrument held by the user. The coil and magnet configuration permits arbitrary forces and torques to be generated on the instrument in real time according to the dynamics of the simulated tissue by activating the coils in combination. A rigid-body motion tracker provides position and orientation feedback of the handheld instrument to the computer simulation, and the 3D display is produced using LCD shutter glasses and a head-tracking system for the user.

Closing the sensorimotor loop: haptic feedback facilitates decoding of motor imagery

NASA Astrophysics Data System (ADS)

Gomez-Rodriguez, M.; Peters, J.; Hill, J.; Schölkopf, B.; Gharabaghi, A.; Grosse-Wentrup, M.

2011-06-01

The combination of brain-computer interfaces (BCIs) with robot-assisted physical therapy constitutes a promising approach to neurorehabilitation of patients with severe hemiparetic syndromes caused by cerebrovascular brain damage (e.g. stroke) and other neurological conditions. In such a scenario, a key aspect is how to reestablish the disrupted sensorimotor feedback loop. However, to date it is an open question how artificially closing the sensorimotor feedback loop influences the decoding performance of a BCI. In this paper, we answer this issue by studying six healthy subjects and two stroke patients. We present empirical evidence that haptic feedback, provided by a seven degrees of freedom robotic arm, facilitates online decoding of arm movement intention. The results support the feasibility of future rehabilitative treatments based on the combination of robot-assisted physical therapy with BCIs.

Improving applied roughness measurement of involute helical gears

NASA Astrophysics Data System (ADS)

Koulin, G.; Zhang, J.; Frazer, R. C.; Wilson, S. J.; Shaw, B. A.

2017-12-01

With improving gear design and manufacturing technology, improvement in metrology is necessary to provide reliable feedback to the designer and manufacturer. A recommended gear roughness measurement method is applied to a micropitting contact fatigue test gear. The development of wear and micropitting is reliably characterised at the sub-micron roughness level. Changes to the features of the localised surface texture are revealed and are related to key gear meshing positions. The application of the recommended methodology is shown to provide informative feedback to the gear designer in reference to the fundamental gear coordinate system, which is used in gear performance simulations such as tooth contact analysis.

Feedback and the rationing of time and effort among competing tasks.

PubMed

Northcraft, Gregory B; Schmidt, Aaron M; Ashford, Susan J

2011-09-01

The study described here tested a model of how characteristics of the feedback environment influence the allocation of resources (time and effort) among competing tasks. Results demonstrated that performers invest more resources on tasks for which higher quality (more timely and more specific) feedback is available; this effect was partially mediated by task salience and task expectancies. Feedback timing and feedback specificity demonstrated both main and interaction effects on resource allocations. Results also demonstrated that performers do better on tasks for which higher quality feedback is available; this effect was mediated by resources allocated to tasks. The practical and theoretical implications of the role of the feedback environment in managing performance are discussed. PsycINFO Database Record (c) 2011 APA, all rights reserved

Virtual grasping: closed-loop force control using electrotactile feedback.

PubMed

Jorgovanovic, Nikola; Dosen, Strahinja; Djozic, Damir J; Krajoski, Goran; Farina, Dario

2014-01-01

Closing the control loop by providing somatosensory feedback to the user of a prosthesis is a well-known, long standing challenge in the field of prosthetics. Various approaches have been investigated for feedback restoration, ranging from direct neural stimulation to noninvasive sensory substitution methods. Although there are many studies presenting closed-loop systems, only a few of them objectively evaluated the closed-loop performance, mostly using vibrotactile stimulation. Importantly, the conclusions about the utility of the feedback were partly contradictory. The goal of the current study was to systematically investigate the capability of human subjects to control grasping force in closed loop using electrotactile feedback. We have developed a realistic experimental setup for virtual grasping, which operated in real time, included a set of real life objects, as well as a graphical and dynamical model of the prosthesis. We have used the setup to test 10 healthy, able bodied subjects to investigate the role of training, feedback and feedforward control, robustness of the closed loop, and the ability of the human subjects to generalize the control to previously "unseen" objects. Overall, the outcomes of this study are very optimistic with regard to the benefits of feedback and reveal various, practically relevant, aspects of closed-loop control.

Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

PubMed Central

Nottingham, Sara; Henning, Jolene

2014-01-01

Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form. PMID:24143902

Global and Local Evaluations of Public Speaking Performance in Social Anxiety

PubMed Central

Cody, Meghan W.; Teachman, Bethany A.

2012-01-01

Differences in the relative use of global and local information (seeing the forest versus the trees) may explain why people with social anxiety often do not benefit from corrective feedback, even though they pay close attention to details in social situations. In the current study, participants high (n = 43) or low (n = 47) in social anxiety symptoms gave a series of brief speeches, and then self-rated their speaking performance on items reflecting global and local performance indicators (self assessment) and also received standardized performance feedback from an experimenter. Participants then completed a questionnaire asking how they thought the experimenter would rate their performance based on the feedback provided (experimenter assessment). Participants completed the self and experimenter assessments again after three days, in addition to a measure of post-event processing (repetitive negative thinking) about their speech performance. Results showed that, as hypothesized, the high social anxiety group rated their performance more negatively than the low social anxiety group did. Moreover, the high social anxiety group’s ratings of global aspects of their performance became relatively more negative over time, compared to their ratings of local aspects and the low social anxiety group’s ratings. As expected, post-event processing mediated the relationship between social anxiety group status and worsening global performance evaluations. These findings point to a pattern of progressively more negative global evaluations over time for persons high in social anxiety. PMID:22035989

A Reduced Order Model of the Linearized Incompressible Navier-Strokes Equations for the Sensor/Actuator Placement Problem

NASA Technical Reports Server (NTRS)

Allan, Brian G.

2000-01-01

A reduced order modeling approach of the Navier-Stokes equations is presented for the design of a distributed optimal feedback kernel. This approach is based oil a Krylov subspace method where significant modes of the flow are captured in the model This model is then used in all optimal feedback control design where sensing and actuation is performed oil tile entire flow field. This control design approach yields all optimal feedback kernel which provides insight into the placement of sensors and actuators in the flow field. As all evaluation of this approach, a two-dimensional shear layer and driven cavity flow are investigated.

Full State Feedback Control for Virtual Power Plants

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnson, Jay Tillay

This report presents an object-oriented implementation of full state feedback control for virtual power plants (VPP). The components of the VPP full state feedback control are (1) objectoriented high-fidelity modeling for all devices in the VPP; (2) Distribution System Distributed Quasi-Dynamic State Estimation (DS-DQSE) that enables full observability of the VPP by augmenting actual measurements with virtual, derived and pseudo measurements and performing the Quasi-Dynamic State Estimation (QSE) in a distributed manner, and (3) automated formulation of the Optimal Power Flow (OPF) in real time using the output of the DS-DQSE, and solving the distributed OPF to provide the optimalmore » control commands to the DERs of the VPP.« less

Using Screen Capture Feedback to Improve Academic Performance

ERIC Educational Resources Information Center

Denton, David W.

2014-01-01

Feedback is an effective instructional practice for improving achievement. The importance of feedback has been understood by teachers for many years, yet recent research has elevated its status. One characteristic of effective feedback is personalized comments, which assist students in understanding their performance. Most research analyzes the…

Age differences in feedback reactions: The roles of employee feedback orientation on social awareness and utility.

PubMed

Wang, Mo; Burlacu, Gabriela; Truxillo, Donald; James, Keith; Yao, Xiang

2015-07-01

Organizations worldwide are currently experiencing shifts in the age composition of their workforces. The workforce is aging and becoming increasingly age-diverse, suggesting that organizational researchers and practitioners need to better understand how age differences may manifest in the workplace and the implications for human resource practice. Integrating socioemotional selectivity theory with the performance feedback literature and using a time-lagged design, the current study examined age differences in moderating the relationships between the characteristics of performance feedback and employee reactions to the feedback event. The results suggest that older workers had higher levels of feedback orientation on social awareness, but lower levels of feedback orientation on utility than younger workers. Furthermore, the positive associations between favorability of feedback and feedback delivery and feedback reactions were stronger for older workers than for younger workers, whereas the positive association between feedback quality and feedback reactions was stronger for younger workers than for older workers. Finally, the current study revealed that age-related differences in employee feedback orientation could explain the different patterns of relationships between feedback characteristics and feedback reactions across older and younger workers. These findings have both theoretical and practical implications for building theory about workplace aging and improving ways that performance feedback is managed across employees from diverse age groups. (c) 2015 APA, all rights reserved).

Feedback associated with expectation for larger-reward improves visuospatial working memory performances in children with ADHD.

PubMed

Hammer, Rubi; Tennekoon, Michael; Cooke, Gillian E; Gayda, Jessica; Stein, Mark A; Booth, James R

2015-08-01

We tested the interactive effect of feedback and reward on visuospatial working memory in children with ADHD. Seventeen boys with ADHD and 17 Normal Control (NC) boys underwent functional magnetic resonance imaging (fMRI) while performing four visuospatial 2-back tasks that required monitoring the spatial location of letters presented on a display. Tasks varied in reward size (large; small) and feedback availability (no-feedback; feedback). While the performance of NC boys was high in all conditions, boys with ADHD exhibited higher performance (similar to those of NC boys) only when they received feedback associated with large-reward. Performance pattern in both groups was mirrored by neural activity in an executive function neural network comprised of few distinct frontal brain regions. Specifically, neural activity in the left and right middle frontal gyri of boys with ADHD became normal-like only when feedback was available, mainly when feedback was associated with large-reward. When feedback was associated with small-reward, or when large-reward was expected but feedback was not available, boys with ADHD exhibited altered neural activity in the medial orbitofrontal cortex and anterior insula. This suggests that contextual support normalizes activity in executive brain regions in children with ADHD, which results in improved working memory. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Virtual Reality Cerebral Aneurysm Clipping Simulation With Real-time Haptic Feedback

PubMed Central

Alaraj, Ali; Luciano, Cristian J.; Bailey, Daniel P.; Elsenousi, Abdussalam; Roitberg, Ben Z.; Bernardo, Antonio; Banerjee, P. Pat; Charbel, Fady T.

2014-01-01

Background With the decrease in the number of cerebral aneurysms treated surgically and the increase of complexity of those treated surgically, there is a need for simulation-based tools to teach future neurosurgeons the operative techniques of aneurysm clipping. Objective To develop and evaluate the usefulness of a new haptic-based virtual reality (VR) simulator in the training of neurosurgical residents. Methods A real-time sensory haptic feedback virtual reality aneurysm clipping simulator was developed using the Immersive Touch platform. A prototype middle cerebral artery aneurysm simulation was created from a computed tomography angiogram. Aneurysm and vessel volume deformation and haptic feedback are provided in a 3-D immersive VR environment. Intraoperative aneurysm rupture was also simulated. Seventeen neurosurgery residents from three residency programs tested the simulator and provided feedback on its usefulness and resemblance to real aneurysm clipping surgery. Results Residents felt that the simulation would be useful in preparing for real-life surgery. About two thirds of the residents felt that the 3-D immersive anatomical details provided a very close resemblance to real operative anatomy and accurate guidance for deciding surgical approaches. They believed the simulation is useful for preoperative surgical rehearsal and neurosurgical training. One third of the residents felt that the technology in its current form provided very realistic haptic feedback for aneurysm surgery. Conclusion Neurosurgical residents felt that the novel immersive VR simulator is helpful in their training especially since they do not get a chance to perform aneurysm clippings until very late in their residency programs. PMID:25599200

Friction Compensation for Enhancing Transparency of a Teleoperator with Compliant Transmission

PubMed Central

Mahvash, Mohsen; Okamura, Allison

2009-01-01

This article presents a model-based compensator for canceling friction in the tendon-driven joints of a haptic-feedback teleoperator. Unlike position-tracking systems, a teleoperator involves an unknown environment force that prevents the use of tracking position error as a feedback to the compensator. Thus, we use a model-based feedforward friction compensator to cancel the friction forces. We provide conditions for selecting compensator parameters to ensure passivity of the teleoperator and demonstrate performance experimentally. PMID:20514151

Online Peer Feedback between Colombian and New Zealand FL Beginners: A Comparison and Lessons Learned (Retroalimentación virtual de pares entre aprendices principiantes de lengua de Colombia y Nueva Zelanda: una comparación y lecciones aprendidas)

ERIC Educational Resources Information Center

Tolosa, Constanza; Ordóñez, Claudia Lucía; Alfonso, Tania

2015-01-01

We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors…

The impact of expert- and peer feedback on communication skills of undergraduate dental students - a single-blinded, randomized, controlled clinical trial.

PubMed

Krause, Felix; Schmalz, Gerhard; Haak, Rainer; Rockenbauch, Katrin

2017-12-01

To evaluate the effect of peer- and expert feedback on communication skills of undergraduate dental students. All students of the first clinical treatment course (n=46) were randomly assigned into two groups. For three times a medical-dental interview/consultation of each student with a real patient was videotaped. After every consultation the videos were assessed either by a person experienced in communication (expert group) or by a fellow student (peer group), giving the students feedback regarding their chairside performed communication skills. Before and after the feedback-interventions all students conducted an interview with simulated patients, which was rated using a validated global rating and analyzed statistically. Global ratings mean scores after feedback-intervention were significantly improved (p<0.05). Thereby, no significant differences in the overall assessment could be observed between expert and peer feedback (p>0.05). During this study students improved their communication skills in dentist-patient interactions. The communication experience of the feedback provider seems not to have any impact on the communication skills in undergraduate dental students. The clinical courses in dentistry offer the opportunity to implement peer-feedback interventions in real treatment situation as part of communication training to longitudinally improve communication skills. Copyright © 2017 Elsevier B.V. All rights reserved.

Implementation of a six-degree-of-freedom manual controller with passive force feedback

NASA Astrophysics Data System (ADS)

Will, Carol C.; Crane, Carl D., III; Adsit, Phillip

1995-12-01

Force reflective controllers can be divided into two classes; active and passive with the most common being active. Active force-feedback controllers are prone to self-actuation which can generate unintended commands and may injure the user. A six-degree-of-freedom positional input device was designed and constructed that was capable of providing force-feedback passively through the use of six magnetic hysteresis brakes. Special hardware and control strategies were developed to account for some of the limitations of a passive system and the characteristics of hysteresis brakes. The force-feedback input device has been interfaced to a six-degree-of-freedom robot to perform a variety of tasks. Initial research was conducted with a peg-in-hole task. Future research is to include contour following and bead-on-wire tests. Initial results indicated that force-feedback may only be an improvement in situations where visual cues are not clear, and may actually be a hindrance when a clear line of sight exists.

Load speed regulation in compliant mechanical transmission systems using feedback and feedforward control actions.

PubMed

Raul, P R; Dwivedula, R V; Pagilla, P R

2016-07-01

The problem of controlling the load speed of a mechanical transmission system consisting of a belt-pulley and gear-pair is considered. The system is modeled as two inertia (motor and load) connected by a compliant transmission. If the transmission is assumed to be rigid, then using either the motor or load speed feedback provides the same result. However, with transmission compliance, due to belts or long shafts, the stability characteristics and performance of the closed-loop system are quite different when either motor or load speed feedback is employed. We investigate motor and load speed feedback schemes by utilizing the singular perturbation method. We propose and discuss a control scheme that utilizes both motor and load speed feedback, and design an adaptive feedforward action to reject load torque disturbances. The control algorithms are implemented on an experimental platform that is typically used in roll-to-roll manufacturing and results are shown and discussed. Copyright © 2016 ISA. Published by Elsevier Ltd. All rights reserved.

Cross-Layer Adaptive Feedback Scheduling of Wireless Control Systems

PubMed Central

Xia, Feng; Ma, Longhua; Peng, Chen; Sun, Youxian; Dong, Jinxiang

2008-01-01

There is a trend towards using wireless technologies in networked control systems. However, the adverse properties of the radio channels make it difficult to design and implement control systems in wireless environments. To attack the uncertainty in available communication resources in wireless control systems closed over WLAN, a cross-layer adaptive feedback scheduling (CLAFS) scheme is developed, which takes advantage of the co-design of control and wireless communications. By exploiting cross-layer design, CLAFS adjusts the sampling periods of control systems at the application layer based on information about deadline miss ratio and transmission rate from the physical layer. Within the framework of feedback scheduling, the control performance is maximized through controlling the deadline miss ratio. Key design parameters of the feedback scheduler are adapted to dynamic changes in the channel condition. An event-driven invocation mechanism for the feedback scheduler is also developed. Simulation results show that the proposed approach is efficient in dealing with channel capacity variations and noise interference, thus providing an enabling technology for control over WLAN. PMID:27879934

The local, remote, and global consequences of climate feedbacks

NASA Astrophysics Data System (ADS)

Feldl, Nicole

Climate feedbacks offer a powerful framework for revealing the energetic pathways by which the system adjusts to an imposed forcing, such as an increase in atmospheric CO2. We investigate how local atmospheric feedbacks, such as those associated with Arctic sea ice and the Walker circulation, affect both global climate sensitivity and spatial patterns of warming. Emphasis is placed on a general circulation model with idealized boundary conditions, for the clarity it provides. For this aquaplanet simulation, we account for rapid tropospheric adjustments to CO2 and explicitly diagnose feedbacks (using radiative kernels) and forcing for this precise model set-up. In particular, a detailed closure of the energy budget within a clean experimental set-up allows us to consider nonlinear interactions between feedbacks. The inclusion of a tropical Walker circulation is found to prime the Hadley Circulation for a larger deceleration under CO2 doubling, by altering subtropical stratus decks and the meridional feedback gradient. We perform targeted experiments to isolate the atmospheric processes responsible for the variability in climate sensitivity, with implications for high-sensitivity paleoclimates. The local climate response is characterized in terms of the meridional structure of feedbacks, atmospheric heat transport, nonlinearities, and forcing. Our results display a combination of positive subtropical feedbacks and polar amplified warming. These two factors imply a critical role for transport and nonlinear effects, with the latter acting to substantially reduce global climate sensitivity. At the hemispheric scale, a rich picture emerges: anomalous divergence of heat flux away from positive feedbacks in the subtropics; clear-sky nonlinearities that reinforce the pattern of tropical cooling and high-latitude warming tendencies; and strong ice-line feedbacks that drive further amplification of polar warming. These results have implications for regional climate predictability, by providing an indication of how spatial patterns in feedbacks combine to affect both the local and nonlocal climate response, and how constraining uncertainty in those feedbacks may constrain the climate response. We also consider how competing definitions of feedbacks influence interpretation of climate sensitivity. While climate feedbacks represent a convenient breakdown of the energy balance, their widespread appeal has led to a profusion of definitions, and to variations upon the traditional decomposition. We demonstrate that a locally defined feedback framework does provide several advantages from the perspective of regional climate predictability. Namely, it enables a partial temperature change analysis which quantifies contributions to spatial patterns of warming; it also ensures feedbacks are not biased at high latitudes due to polar amplification. Alternative approaches to characterizing feedbacks can also isolate and illuminate different atmospheric processes. In particular, comparison of two versions of the water vapor feedback, one focused on specific humidity and the other on relative humidity, allows for an elegant dissection of the relative importance of thermodynamical and dynamical changes in a warmer world.

The effect of concurrent bandwidth feedback on learning the lane-keeping task in a driving simulator.

PubMed

de Groot, Stefan; de Winter, Joost C F; López García, José Manuel; Mulder, Max; Wieringa, Peter A

2011-02-01

The aim of this study was to investigate whether concurrent bandwidth feedback improves learning of the lane-keeping task in a driving simulator. Previous research suggests that bandwidth feedback improves learning and that off-target feedback is superior to on-target feedback. This study aimed to extend these findings for the lane-keeping task. Participants without a driver's license drove five 8-min lane-keeping sessions in a driver training simulator: three practice sessions, an immediate retention session, and a delayed retention session I day later. There were four experimental groups (n=15 per group): (a) on-target, receiving seat vibrations when the center of the car was within 0.5 m of the lane center; (b) off-target, receiving seat vibrations when the center of the car was more than 0.5 m away from the lane center; (c) control, receiving no vibrations; and (d) realistic, receiving seat vibrations depending on engine speed. During retention, all groups were provided with the realistic vibrations. During practice, on-target and off-target groups had better lane-keeping performance than the nonaugmented groups, but this difference diminished in the retention phase. Furthermore, during late practice and retention, the off-target group outperformed the on-target group.The off-target group had a higher rate of steering reversal and higher steering entropy than the nonaugmented groups, whereas no clear group differences were found regarding mean speed, mental workload, or self-reported measures. Off-target feedback is superior to on-target feedback for learning the lane-keeping task. This research provides knowledge to researchers and designers of training systems about the value of feedback in simulator-based training of vehicular control.