Students' Response to Feedback: An Exploratory Study

ERIC Educational Resources Information Center

Song, Geraldine; Hoon, Lee Hwee; Alvin, Leong Ping

2017-01-01

Much research work on teacher feedback has concentrated on the perceptions of students and teachers on feedback, but few studies have addressed the extent to which students respond to their teachers' written feedback, particularly at the tertiary level. This study analysed the extent to which students made appropriate revisions based on the…

Salience of Student Written Feedback by Peer-Revision in EFL Writing Class

ERIC Educational Resources Information Center

Lei, Zhu

2017-01-01

The study investigates the incorporation and effectiveness of student written feedback and their attitudes towards peer feedback in writing class. Taking a qualitative case study approach, this study followes closely a class of thirty-two English juniors over one semester. Data sources include composition drafts, student written feedback and…

Effectively Feeding Forward from One Written Assessment Task to the Next

ERIC Educational Resources Information Center

Vardi, Iris

2013-01-01

Most studies into lecturers' written feedback focus on the types of feedback found to be effective when students have the opportunity to act on that feedback, revise their written assignment and improve the mark they receive. But often students do not have this opportunity. Typically, they receive a mark and feedback on an assignment that they…

Interplay among Technical, Socio-Emotional and Personal Factors in Written Feedback Research

ERIC Educational Resources Information Center

Chong, Ivan

2018-01-01

The centrality of written feedback is clearly seen from the proliferation of research in the context of higher education. As an increasingly expanding field in research, the majority of written feedback studies have been interested in investigating the technical aspect of how feedback should be given in order to promote student learning. More…

Evaluation of a multi-methods approach to the collection and dissemination of feedback on OSCE performance in dental education.

PubMed

Wardman, M J; Yorke, V C; Hallam, J L

2018-05-01

Feedback is an essential part of the learning process, and students expect their feedback to be personalised, meaningful and timely. Objective Structured Clinical Examination (OSCE) assessments allow examiners to observe students carefully over the course of a number of varied station types, across a number of clinical knowledge and skill domains. They therefore present an ideal opportunity to record detailed feedback which allows students to reflect on and improve their performance. This article outlines two methods by which OSCE feedback was collected and then disseminated to undergraduate dental students across 2-year groups in a UK dental school: (i) Individual written feedback comments made by examiners during the examination, (ii) General audio feedback recorded by groups of examiners immediately following the examination. Evaluation of the feedback was sought from students and staff examiners. A multi-methods approach utilising Likert questionnaire items (quantitative) and open-ended feedback questions (qualitative) was used. Data analysis explored student and staff perceptions of the audio and written feedback. A total of 131 students (response rate 68%) and 52 staff examiners (response rate 83%) completed questionnaires. Quantitative data analysis showed that the written and audio formats were reported as a meaningful source of feedback for learning by both students (93% written, 89% audio) and staff (96% written, 92% audio). Qualitative data revealed the complementary nature of both types of feedback. Written feedback gives specific, individual information whilst audio shares general observations and allows students to learn from others. The advantages, limitations and challenges of the feedback methods are discussed, leading to the development of an informed set of implementation guidelines. Written and audio feedback methods are valued by students and staff. It is proposed that these may be very easily applied to OSCEs running in other dental schools. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Underspecification-Based Grammatical Feedback Generation Tailored to the Learner's Current Acquisition Level in an e-Learning System for German as Second Language

ERIC Educational Resources Information Center

Harbusch, Karin; Cameran, Christel-Joy; Härtel, Johannes

2014-01-01

We present a new feedback strategy implemented in a natural language generation-based e-learning system for German as a second language (L2). Although the system recognizes a large proportion of the grammar errors in learner-produced written sentences, its automatically generated feedback only addresses errors against rules that are relevant at…

Investigating the Relational Nature of Feedback Practice

ERIC Educational Resources Information Center

Kastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L.

2017-01-01

At the crossroads of our prior research on prospective teachers' feedback to mathematics-learners and our mathematics teacher educator feedback practices, we study written feedback as part of relational practice. Using self-study methodology and an analysis of our narratives and conversations about written feedback, we identified factors that…

A Comparison of Written, Vocal, and Video Feedback When Training Teachers

ERIC Educational Resources Information Center

Luck, Kally M.; Lerman, Dorothea C.; Wu, Wai-Ling; Dupuis, Danielle L.; Hussein, Louisa A.

2018-01-01

We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or…

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.

Exploring Doctoral Students' Perceptions of Language Use in Supervisory Written Feedback Practices--Because "Feedback Is Hard to Have"

ERIC Educational Resources Information Center

Stracke, Elke; Kumar, Vijay

2016-01-01

The mastery of academic writing is essential in doctoral writing. Supervisory feedback provides opportunities for students to improve their writing. It is a communicative tool that can be categorised based on fundamental functions of speech: referential, directive, and expressive. This study provides some understanding of the impact that language…

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…

Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback

ERIC Educational Resources Information Center

Li, Haishan; He, Qingshun

2017-01-01

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…

The Effectiveness of Written Corrective Feedback and the Impact Lao Learners' Beliefs Have on Uptake

ERIC Educational Resources Information Center

Rummel, Stephanie; Bitchener, John

2015-01-01

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students' uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students' beliefs about written CF were first…

The Value of a Focused Approach to Written Corrective Feedback

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2009-01-01

Investigations into the most effective ways to provide ESL learners with written corrective feedback have often been overly comprehensive in the range of error categories examined. As a result, clear conclusions about the efficacy of such feedback have not been possible. On the other hand, oral corrective feedback studies have produced clear,…

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.

Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice

ERIC Educational Resources Information Center

Pittaway, Sharon; Dowden, Tony

2014-01-01

This article is an account of a collaborative self-study of the process of providing written feedback on assessment to our teacher education students. Our five-year study grew out of concerns that written feedback might not always meet the learning needs of our students. The study was informed by on-going analysis of our reading of the relevant…

Types of Feedback in Competency-Based Predoctoral Orthodontics: Effects on Students' Attitudes and Confidence.

PubMed

Lipp, Mitchell J; Cho, Kiyoung; Kim, Han Suk

2017-05-01

Feedback can exert a powerful influence on learning and achievement although its effect varies. The aim of this study was to investigate the effects of three types of feedback on dental students' attitudes and confidence in a competency-based course in predoctoral orthodontics at New York University College of Dentistry. In 2013-14, all 253 third-year students in a course using test-enhanced instructional methods received written feedback on formative assessments. The type of feedback varied across three groups: pass/fail grades (PF) N=77, emoticons (EM) N=90, or written comments (WC) N=86. At the end of the course, students completed surveys that included four statements addressing their attitudes toward course instruction and confidence in their abilities. The survey response rate ranged from 75% to 100% among groups. The lowest response rate (75%) was in the PF group. In attitudes toward course instruction and confidence in their abilities, the WC group trended to more positive responses than the other groups, while the PF group trended to negative responses. On two of the four statements, the trend for the WC group was significant (95% CI). In both statements concerning attitudes toward instruction, the PF group trended to negative responses that were significant (95% CI). These results support the effectiveness of descriptive written comments over pass/fail grades or emoticons in improving dental students' confidence in their abilities and their attitudes toward instruction.

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.

Investigating Expectations and Experiences of Audio and Written Assignment Feedback in First-Year Undergraduate Students

ERIC Educational Resources Information Center

Fawcett, Hannah; Oldfield, Jeremy

2016-01-01

Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through "turnitin for iPad®" from students within the same cohort and assignment. The results showed that…

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.

Depression screening with patient-targeted feedback in cardiology: DEPSCREEN-INFO randomised clinical trial.

PubMed

Löwe, Bernd; Blankenberg, Stefan; Wegscheider, Karl; König, Hans-Helmut; Walter, Dirk; Murray, Alexandra M; Gierk, Benjamin; Kohlmann, Sebastian

2017-02-01

International guidelines advocate depression screening in patients with coronary heart disease (CHD) and other chronic illnesses, but evidence is lacking. To test the differential efficacy of written patient-targeted feedback v. no written patient feedback after depression screening. Patients with CHD or hypertension from three cardiology settings were randomised and screened for depression (ClinicalTrials.gov Identifier: NCT01879111). Compared with the control group, where only cardiologists received written feedback, in the intervention group both cardiologists and patients received written feedback regarding depression status. Depression severity was measured 1 month (primary outcome) and 6 months after screening. The control group (n = 220) and the patient-feedback group (n = 155) did not differ in depression severity 1 month after screening. Six months after screening, the patient-feedback group showed significantly greater improvements in depression severity and was twice as likely to seek information about depression compared with the control group. Patient-targeted feedback in addition to screening has a significant but small effect on depression severity after 6 months and may encourage patients to take an active role in the self-management of depression. © The Royal College of Psychiatrists 2017.

Investigating the impact of automated feedback on students' scientific argumentation

NASA Astrophysics Data System (ADS)

Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy

2017-08-01

This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students' revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.

Investigating the Impact of Automated Feedback on Students' Scientific Argumentation

ERIC Educational Resources Information Center

Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy

2017-01-01

This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred…

Student Metacognitive Responses to Feedback: A Multiple Case Study

ERIC Educational Resources Information Center

DeMello, Kate

2017-01-01

This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their…

Feedback on Feedback: Exploring Student Responses to Teachers' Written Commentary

ERIC Educational Resources Information Center

Treglia, Maria Ornella

2008-01-01

How students respond to teacher-written commentary has been an under-researched topic, and the existing literature in L2 studies is contradictory. The present study analyzes the critical and positive commentary, mitigated and unmitigated, written by two community-college, first-year composition teachers on two drafts of two writing assignments…

Written Feedback in Intercultural Doctoral Supervision: A Case Study

ERIC Educational Resources Information Center

Xu, Linlin

2017-01-01

This paper explores the feedback interactions in an intercultural supervision context between a white New Zealand supervisor and a Chinese international doctoral student, who is also the author (and researcher) of this study. Using mixed methods, it examines the supervisor's written feedback on a draft PhD proposal and the student's feedback…

The Written Corrective Feedback Debate: Next Steps for Classroom Teachers and Practitioners

ERIC Educational Resources Information Center

Brown, Dan

2012-01-01

Language teachers spend much of their time providing corrective feedback on students' writing in hope of helping them improve grammatical accuracy. Turning to research for guidance, however, can leave practitioners with few concrete answers as to the effectiveness of written corrective feedback (CF). Debate in the literature continues, reflecting…

The Relationship between Teacher's Written Feedback and Student's' Writing Performance: Sociocultural Perspective

ERIC Educational Resources Information Center

Bijami, Maryam; Pandian, Ambigapathy; Singh, Manjet Kaur Mehar

2016-01-01

Feedback plays a fundamental role in writing development. The present study seeks to investigate the impact of teacher's written feedback on the writing performance of Iranian undergraduates. The subjects were 400 students majoring in the fields of English language translation and English language literature in four universities, namely Shahaid…

The Genre of Instructor Feedback in Doctoral Programs: A Corpus Linguistic Analysis

ERIC Educational Resources Information Center

Walters, Kelley Jo; Henry, Patricia; Vinella, Michael; Wells, Steve; Shaw, Melanie; Miller, James

2015-01-01

Providing transparent written feedback to doctoral students is essential to the learning process and preparation for the capstone. The purpose of this study was to conduct a qualitative exploration of faculty feedback on benchmark written assignments across multiple, online doctoral programs. The Corpus for this analysis included 236 doctoral…

ESLl Teachers' Knowledge of and Experience with Written Corrective Feedback

ERIC Educational Resources Information Center

Cao, Peihong

2017-01-01

Written Corrective Feedback (WCF) in writing classes is fundamental to interactions between teachers and students about students' writing and to help students further improve their writing. As one of the main feedback sources, teachers' cognition (e.g., teachers' thoughts, knowledge, and beliefs) needs to be probed to properly understand teachers…

Written Feedback and Scoring of Sixth-Grade Girls' and Boys' Narrative and Persuasive Writing

ERIC Educational Resources Information Center

Peterson, Shelley; Childs, Ruth; Kennedy, Kerrie

2004-01-01

This study examined the possible gender differences in teachers' scoring and written feedback on two narrative and two persuasive writing samples sent to 108 grade six teachers throughout one Canadian province. Participating teachers read a narrative and a persuasive piece of writing from one boy, and a narrative and persuasive piece written by…

Experimental Evidence on the Effectiveness of Automated Essay Scoring in Teacher Education Cases

ERIC Educational Resources Information Center

Riedel, Eric; Dexter, Sara L.; Scharber, Cassandra; Doering, Aaron

2006-01-01

Research on computer-based writing evaluation has only recently focused on the potential for providing formative feedback rather than summative assessment. This study tests the impact of an automated essay scorer (AES) that provides formative feedback on essay drafts written as part of a series of online teacher education case studies. Seventy…

"Listen to This!" Utilizing Audio Recordings to Improve Instructor Feedback on Writing in Mathematics

ERIC Educational Resources Information Center

Weld, Christopher

2014-01-01

Providing audio files in lieu of written remarks on graded assignments is arguably a more effective means of feedback, allowing students to better process and understand the critique and improve their future work. With emerging technologies and software, this audio feedback alternative to the traditional paradigm of providing written comments…

Time Efficiency, Written Feedback, and Student Achievement in Inquiry-Oriented Biology Labs

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.

2014-01-01

We examined how different styles of written feedback by graduate-student teaching assistants (GTAs) in college intro biology lab (USA) influenced student achievement and related the different styles to time efficiency. We quantified GTA feedback on formative lab reports and student achievement on two different types of assessments, a quiz in 2010…

A Written, Reflective and Dialogic Strategy for Assessment Feedback That Can Enhance Student/Teacher Relationships

ERIC Educational Resources Information Center

Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Liebergreen, Marama; Turley, Janet; Bond, Richard; Dayton, Jeanne

2016-01-01

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large…

A Comparison of Performance Feedback Procedures on Teachers' Treatment Implementation Integrity and Students' Inappropriate Behavior in Special Education Classrooms

PubMed Central

DiGennaro, Florence D; Martens, Brian K; Kleinmann, Ava E

2007-01-01

This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency. Teachers were trained to implement function-based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance. In a second condition, teachers received daily written feedback about student performance as well as their own accuracy in implementing the intervention and would be able to avoid meeting with a consultant to practice missed steps by implementing the intervention with 100% integrity. This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher–student dyads. Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed. PMID:17970259

Written Artefacts in Post-Conference Feedback Sessions: The Running Commentary as a Support for Teacher Learning

ERIC Educational Resources Information Center

Engin, Marion

2015-01-01

Written artefacts often form a significant part of teacher education activities and play a crucial role in the dialogue between tutor and student teacher in a post-observation feedback session. However, although the dialogue of feedback sessions has been extensively researched, the role of the artefact has been less explored. This research…

Self-Regulation of Learning and Preference for Written versus Audio-Recorded Feedback by Distance Education Students

ERIC Educational Resources Information Center

Johnson, Genevieve Marie; Cooke, Audrey

2016-01-01

Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for audio-recorded vs. written feedback from tutors. DE students (n = 102) enrolled in a first-year university course completed an online…

A Case Study on Written Comments as a Form of Feedback in Teacher Education: So Much to Gain

ERIC Educational Resources Information Center

Arts, Jorik Gerardus; Jaspers, Mieke; Joosten-ten Brinke, Desiree

2016-01-01

In Higher Education, much of a lecturer's time is spent on supplying students with written comments as a form of feedback on assignments. Although it is clear that students use these comments to make adjustments to their assignments, it is doubtful that these comments create a learning effect. This may indicate that the way feedback is supplied…

Active Engagement with Assessment and Feedback Can Improve Group-Work Outcomes and Boost Student Confidence

ERIC Educational Resources Information Center

Scott, G. W.

2017-01-01

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semester of their final year of study and enrolled on either BSc Zoology or BSc Marine and Freshwater…

Gender, "Bias", Assessment and Feedback: Analyzing the Written Assessment of Undergraduate History Essays

ERIC Educational Resources Information Center

Read, Barbara; Francis, Becky; Robson, Jocelyn

2005-01-01

This paper reports on findings relating to a project on gender and essay assessment in HE. It focuses on one aspect of the study: the assessment of and feedback given to two sample essays by 50 historians based at universities in England and Wales. We found considerable variation both as to the classification awarded to the essays and to positive…

A memory advantage for past-oriented over future-oriented performance feedback.

PubMed

Nash, Robert A; Winstone, Naomi E; Gregory, Samantha E A; Papps, Emily

2018-03-05

People frequently receive performance feedback that describes how well they achieved in the past, and how they could improve in future. In educational contexts, future-oriented (directive) feedback is often argued to be more valuable to learners than past-oriented (evaluative) feedback; critically, prior research led us to predict that it should also be better remembered. We tested this prediction in six experiments. Subjects read written feedback containing evaluative and directive comments, which supposedly related to essays they had previously written (Experiments 1-2), or to essays another person had written (Experiments 3-6). Subjects then tried to reproduce the feedback from memory after a short delay. In all six experiments, the data strongly revealed the opposite effect to the one we predicted: despite only small differences in wording, evaluative feedback was in fact recalled consistently better than directive feedback. Furthermore, even when adult subjects did recall directive feedback, they frequently misremembered it in an evaluative style. These findings appear at odds with the position that being oriented toward the future is advantageous to memory. They also raise important questions about the possible behavioral effects and generalizability of such biases, in terms of students' academic performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Evaluating the Impact of Feedback on Elementary Aged Students’ Fluency Growth in Written Expression: A Randomized Controlled Trial

PubMed Central

Truckenmiller, Adrea J.; Eckert, Tanya L.; Codding, Robin S.; Petscher, Yaacov

2016-01-01

The purpose of this randomized controlled trial was to evaluate elementary-aged students’ writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student’s initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n = 39), or an instructional control condition (n = 48) for 8 weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges’ g = 0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students’ initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed. PMID:25432270

Understanding Written Corrective Feedback in Second-Language Grammar Acquisition

ERIC Educational Resources Information Center

Wagner, Jason Paul; Wulf, Douglas J.

2016-01-01

Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to…

Differential Effects of Oral and Written Corrective Feedback in the ESL Classroom

ERIC Educational Resources Information Center

Sheen, Younghee

2010-01-01

This article examines whether there is any difference between the effect of oral and written corrective feedback (CF) on learners' accurate use of English articles. To this end, the current research presents the results of a quasi-experimental study with a pretest, immediate-posttest, delayed-posttest design, using 12 intact intermediate…

Approaches to Treating Student Written Errors

ERIC Educational Resources Information Center

Tran, Thu H.

2013-01-01

Second language writing teachers face numerous challenges when providing feedback on student writing. There may be so many problems in the writing that is almost impossible for them to focus on or they may constantly seek a better method of giving feedback on student written errors. This paper attempts to provide second language writing teachers…

Graduate Students' Needs and Preferences for Written Feedback on Academic Writing

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar

2016-01-01

The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution…

Written Corrective Feedback: The Perception of Korean EFL Learners

ERIC Educational Resources Information Center

Chung, Bohyon

2015-01-01

This paper reports on the perception of Korean EFL learners toward feedback types on their written errors. The survey was administered using an adopted questionnaire from previous studies (Ishii 2011; Leki, 1991). This further allows a comparison of Korean EFL learners' attitudes with the responses to an identical questionnaire by Japanese EFL…

Evidence in Support of Written Corrective Feedback

ERIC Educational Resources Information Center

Bitchener, John

2008-01-01

The extent to which ESL learners benefit from written corrective feedback has been debated at length since Truscott (1996) mounted a case for its abolition. Ten years later, the debate continues, not only because little attention has been given to testing its efficacy over time but also because studies that have investigated the issue have not…

Individual Differences in Written Corrective Feedback: A Multi-Case Study

ERIC Educational Resources Information Center

Li, Su; Li, Pengjing

2012-01-01

Written corrective feedback (WCF) has been a long time practice in L2 writing instruction. However, in many cases, the effects are not satisfactory. There have been controversies about it both theoretically and empirically. This paper reports a multi-case study exploring individual differences that impact learners' responses to WCF. Four students'…

Written Corrective Feedback: Practitioners' Perspectives

ERIC Educational Resources Information Center

Evans, Norman W.; Hartshorn, K. James; Tuioti, Emily Allen

2010-01-01

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these…

Effects of Verbal and Written Performance Feedback on Treatment Adherence: Practical Application of Two Delivery Formats

ERIC Educational Resources Information Center

Kaufman, Dahlia; Codding, Robin S.; Markus, Keith A.; Tryon, Georgiana Shick; Kyse, Eden Nagler

2013-01-01

Verbal and written performance feedback for improving preschool and kindergarten teachers' treatment integrity of behavior plans was compared using a combined multiple-baseline and multiple-treatment design across teacher-student dyads with order counterbalanced as within-series conditions. Supplemental generalized least square regression analyses…

A Three-Stage Model for Implementing Focused Written Corrective Feedback

ERIC Educational Resources Information Center

Chong, Sin Wang

2017-01-01

This article aims to show how the findings from written corrective feedback (WCF) research can be applied in practice. One particular kind of WCF--focused WCF--is brought into the spotlight. The article first summarizes major findings from focused WCF research to reveal the potential advantages of correcting a few preselected language items…

The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment

ERIC Educational Resources Information Center

Shintani, Natsuko; Aubrey, Scott

2016-01-01

This study extends research on written corrective feedback (CF) by investigating how timing of CF affects grammar acquisition. Specifically, it examined the relative effects of synchronous and asynchronous CF on the accurate use of the hypothetical conditional structure. Participants were 68 intermediate-level students of English at a university…

Effects of Interspersed versus Summary Feedback on the Quality of Students' Case Report Revisions

ERIC Educational Resources Information Center

Phillips, Fred; Wolcott, Susan

2014-01-01

This study examines whether students show greater improvement in written case analyses when given feedback that is either interspersed throughout their written case analyses or presented only as a summary, and whether the benefits of these placements vary across differing levels of student performance in the course. Results from an exploratory…

The Effect of Teachers' Written Corrective Feedback (WCF) Types on Intermediate EFL Learners' Writing Performance

ERIC Educational Resources Information Center

Aghajanloo, Khadijeh; Mobini, Fariba; Khosravi, Robab

2016-01-01

Written Corrective Feedback (WCF) is a controversial topic among theorists and researchers in L2 studies. Ellis, Sheen, Murakami, and Takashima (2008) identify two dominant dichotomies in this regard, that is focused vs. unfocused WCF and direct vs. indirect WCF. This study considered both dichotomies in a matrix format, resulted in the…

An Explanation of the Effectiveness of Written Corrective Feedback in Second-Language Acquisition

ERIC Educational Resources Information Center

Wagner, Jason

2016-01-01

The purpose of this study is to provide a theoretical explanation for the effectiveness of Written Corrective Feedback (WCF) in increasing second-language (L2) students' grammatical accuracy. WCF is examined via Skill Acquisition Theory (SAT) in order to account for uneven patterns of its effectiveness. As the study demonstrates, WCF is effective…

Supervisors' On-Script Feedback Comments on Drafts of Dissertations: Socialising Students into the Academic Discourse Community

ERIC Educational Resources Information Center

Basturkmen, Helen; East, Martin; Bitchener, John

2014-01-01

Supervising masters and doctoral dissertations is a key function of teaching in higher education and giving written feedback on draft sections is an essential component of this function. However, the specific types of response that supervisors give to their dissertation students' written work have received limited research interest to date. The…

Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda

ERIC Educational Resources Information Center

Storch, Neomy

2018-01-01

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the…

The Relative Effectiveness of Different Types of Direct Written Corrective Feedback

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2009-01-01

The effectiveness of different types of written corrective feedback has been investigated over the last twenty years but it is still not possible to make firm conclusions about which options are the most beneficial to ESL learners. This article first provides an overview of the currently available research findings and then presents the results of…

The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2010-01-01

The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines…

The Effect of Audio and Written Teacher Responses on EFL Student Revision

ERIC Educational Resources Information Center

Morra, Ana Maria; Asis, Maria Ines

2009-01-01

Providing feedback is one of the foreign language writing teacher's most important tasks (Ferris, 2007). However there is less certainty about the techniques that should be used (K. Hyland & F. Hyland, 2006). This article reports on research that investigated the effects of two types of teacher feedback, on-tape and written, and of the absence…

On Written Corrective Feedback in L2 Writing

ERIC Educational Resources Information Center

Shao, Xu

2015-01-01

Truscott (1996) questions the practicability of grammar correction, and he believes that written corrective feedback (WCF) is not only a waste of time, but even harmful to the students as well. This has led to a great deal of discussion and research on WCF in second-language (L2) writing. Ferris (1999) is the representative opponent of Truscott's…

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…

Prompting Secondary Students' Use of Criteria, Feedback Specificity and Feedback Levels during an Investigative Task

ERIC Educational Resources Information Center

Gan, Mark J. S.; Hattie, John

2014-01-01

This study investigates the effects of prompting on secondary students' written peer feedback in chemistry investigation reports. In particular, we examined students' feedback features in relation to the use of criteria, feedback specificity, and feedback levels. A quasi-experimental pre-test post-test design was adopted. Reviewers in…

The Effect of Written Corrective Feedback on Omani Students' Accuracy in the Use of English Prepositions

ERIC Educational Resources Information Center

Al Ajmi, Ahmed Ali Saleh

2015-01-01

A quasi-experimental study was conducted to examine the effectiveness of providing written corrective feedback (WCF) to Arab speakers of English on ten uses of English prepositions. Arab speakers commonly find it difficult to correctly use English prepositions, mainly due to the differences between the two languages (e.g. Ortega, 2009). Examples…

The Value of Written Corrective Feedback for Migrant and International Students

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2008-01-01

This article provides an overview of research that has investigated the effectiveness of written corrective feedback (WCF) on ESL student writing. In doing so, it highlights a number of shortcomings in the design of some studies and explains what needs to be done in future research so that answers to the issues that have been raised can be…

The Effects of Direct and Indirect Speech Acts on Native English and ESL Speakers' Perception of Teacher Written Feedback

ERIC Educational Resources Information Center

Baker, Wendy; Hansen Bricker, Rachel

2010-01-01

This study explores how second language (L2) learners perceive indirect (hedging or indirect speech acts) and direct written teacher feedback. Though research suggests that indirect speech acts may be more difficult to interpret than direct speech acts ([Champagne, 2001] and [Holtgraves, 1999]), using indirect speech acts is often encouraged in…

Written Corrective Feedback in L2 Writing: Connors & Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982) Dana Ferris

ERIC Educational Resources Information Center

Ferris, Dana

2015-01-01

Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric,…

Efficacy and efficiency in formative assessment: an informed reflection on the value of partial marking

NASA Astrophysics Data System (ADS)

Seaton, Katherine A.

2013-10-01

This article presents an informed reflection on the evolution of teacher-to-learner feedback provided on written assignments in first-year university mathematics subjects. The feedback provided addresses not only mathematical accuracy and skills, but also the development of graduate attributes, such as discipline-appropriate written communication. Effective and efficient practices that have been collectively refined and enhanced, for more than a decade, are described and examined. This model for formative assessment in mathematics subjects is critiqued in the light of the scholarly literature on feedback and assessment.

The Value of Oral Feedback in the Context of Capstone Projects in Design Education

ERIC Educational Resources Information Center

Karlsen, Kristine Hoeg

2017-01-01

Research frequently reports student dissatisfaction with feedback in higher education. Large class sizes and modularization challenge teachers in providing useful feedback. Most of these studies have investigated student perceptions of written feedback in coursework, and few attempts have been made considering feedback in face-to-face contexts…

A Comparison of Peer and Tutor Feedback

ERIC Educational Resources Information Center

Hamer, John; Purchase, Helen; Luxton-Reilly, Andrew; Denny, Paul

2015-01-01

We report on a study comparing peer feedback with feedback written by tutors on a large, undergraduate software engineering programming class. Feedback generated by peers is generally held to be of lower quality to feedback from experienced tutors, and this study sought to explore the extent and nature of this difference. We looked at how…

Students' Attitudes to and Usage of Academic Feedback Provided via Audio Files

ERIC Educational Resources Information Center

Merry, Stephen; Orsmond, Paul

2008-01-01

This study explores students' attitudes to the provision of formative feedback on academic work using audio files together with the ways in which students implement such feedback within their learning. Fifteen students received audio file feedback on written work and were subsequently interviewed regarding their utilisation of that feedback within…

A Longitudinal, Quantitative Study of Student Attitudes towards Audio Feedback for Assessment

ERIC Educational Resources Information Center

Parkes, Mitchell; Fletcher, Peter

2017-01-01

This paper reports on the findings of a three-year longitudinal study investigating the experiences of postgraduate level students who were provided with audio feedback for their assessment. Results indicated that students positively received audio feedback. Overall, students indicated a preference for audio feedback over written feedback. No…

Feedback Conversations: Creating Feedback Dialogues with a New Textual Tool for Industrial Design Student Feedback

ERIC Educational Resources Information Center

Funk, Mathias; van Diggelen, Migchiel

2017-01-01

In this paper, the authors describe how a study of a large database of written university teacher feedback in the department of Industrial Design led to the development of a new conceptual framework for feedback and the design of a new feedback tool. This paper focuses on the translation of related work in the area of feedback mechanisms for…

Quality of Learning Outcomes in an Online Video-Based Learning Community: Potential and Challenges for Student Teachers

ERIC Educational Resources Information Center

So, Winnie Wing-mui

2012-01-01

This study investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Data were drawn from the student teachers' written comments and feedback recorded in the VBLC and the post-course interviews. Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of…

Engaging Students with Audio Feedback

ERIC Educational Resources Information Center

Cann, Alan

2014-01-01

Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…

The Effect of Written Corrective Feedback on Grammatical Accuracy of EFL Students: An Improvement over Previous Unfocused Designs

ERIC Educational Resources Information Center

Khanlarzadeh, Mobin; Nemati, Majid

2016-01-01

The effectiveness of written corrective feedback (WCF) in the improvement of language learners' grammatical accuracy has been a topic of interest in SLA studies for the past couple of decades. The present study reports the findings of a three-month study investigating the effect of direct unfocused WCF on the grammatical accuracy of elementary…

The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High-Proficient L2 Learners

ERIC Educational Resources Information Center

Farrokhi, Farahman; Sattarpour, Simin

2012-01-01

The present article reports the findings of a study that explored(1) whether direct written corrective feedback (CF) can help high-proficient L2 learners, who has already achieved a rather high level of accuracy in English, improve in the accurate use of two functions of English articles (the use of "a" for first mention and…

The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction

ERIC Educational Resources Information Center

Santos, Maria; Lopez-Serrano, Sonia; Manchon, Rosa M.

2010-01-01

Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three-stage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as evidenced in the written output produced by a…

The Effects of Using Interactive Student Notebooks and Specific Written Feedback on Seventh Grade Students' Science Process Skills

ERIC Educational Resources Information Center

Mallozzi, Floria N.

2013-01-01

The purpose of this study was to determine whether the consistent use of metacognitive strategies embedded in an Interactive Student Notebook (ISN) would impact the science process skills of 7th-grade students. In addition, this study explored whether specific teacher written feedback, provided to students in the ISN, further enhanced the use of…

To What Extent Do Learners Benefit from Indirect Written Corrective Feedback? A Study Targeting Learners of Different Proficiency and Heritage Language Status

ERIC Educational Resources Information Center

Park, Eun Sung; Song, Sunhee; Shin, Yu Kyoung

2016-01-01

Should teachers spend hours correcting students' errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners' written output. Journal entries from students enrolled in intact second language (L2) Korean classes (n = 40) were…

"Why Are These Underlined?" Depth of Processing and Type of Written Corrective Feedback in L2 Spanish Compositions

ERIC Educational Resources Information Center

Caras, Allison Marie

2017-01-01

There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…

Second Language Writing Research and Written Corrective Feedback in SLA: Intersections and Practical Applications

ERIC Educational Resources Information Center

Ferris, Dana R.

2010-01-01

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar…

Wearable real-time and adaptive feedback device to face the stuttering: a knowledge-based telehealthcare proposal.

PubMed

Prado, Manuel; Roa, Laura M

2007-01-01

Despite first written references to permanent developmental stuttering occurred more than 2500 years ago, the mechanisms underlying this disorder are still unknown. This paper briefly reviews stuttering causal hypothesis and treatments, and presents the requirements that a new stuttering therapeutic device should verify. As a result of the analysis, an adaptive altered auditory feedback device based on a multimodal intelligent monitor, within the framework of a knowledge-based telehealthcare system, is presented. The subsequent discussion, based partly on the successful outcomes of a similar intelligent monitor, suggests that this novel device is feasible and could help to fill the gap between research and clinic.

Changing the Marks-Based Culture of Learning through Peer-Assisted Tutorials

ERIC Educational Resources Information Center

Alpay, E.; Cutler, P. S.; Eisenbach, S.; Field, A. J.

2010-01-01

We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions…

Leveraging M and S in Soft Skills Training for the DoD

NASA Technical Reports Server (NTRS)

Cimino, James D.

2011-01-01

Soft skills, also called "people skills," are typically hard to observe, quantify and measure. These skills have to do with how we relate to each other; communicating, listening, engaging in dialogue, giving feedback, cooperating as a team member, solving problems and resolving conflicts. Most of the soft skills training is scenario based, utilizing written or video-based scenarios. with limited or no branching, as well as quantitative feedback. This paper will outline a game-based approach to configurable, scenario-based, soft skills training. The paper will discuss the application of realistic visual behavior cues (e.g. body language, vocal inflection, facial expressions) and how these can benefit the learner. Using the concept of a "virtual vignette" this paper will discuss a prototype system intended to leach suicide prevention and provide qualitative feedback to the learner. The paper will also explore other soft skills training applications for this technology

Utility of an app-based system to improve feedback following workplace-based assessment.

PubMed

Lefroy, Janet; Roberts, Nicola; Molyneux, Adrian; Bartlett, Maggie; Gay, Simon; McKinley, Robert

2017-05-31

To determine whether an app-based software system to support production and storage of assessment feedback summaries makes workplace-based assessment easier for clinical tutors and enhances the educational impact on medical students. We monitored our workplace assessor app's usage by Year 3 to 5 medical students in 2014-15 and conducted focus groups with Year 4 medical students and interviews with clinical tutors who had used the apps. Analysis was by constant comparison using a framework based on elements of van der Vleuten's utility index. The app may enhance the content of feedback for students. Using a screen may be distracting if the app is used during feedback discussions.    Educational impact was reduced by students' perceptions that an easy-to-produce feedback summary is less valuable than one requiring more tutor time and effort. Tutors' typing, dictation skills and their familiarity with mobile devices varied. This influenced their willingness to use the assessment and feedback mobile app rather than the equivalent web app. Electronic feedback summaries had more real and perceived uses than anticipated both for tutors and students including perceptions that they were for the school rather than the student. Electronic workplace-based assessment systems can be acceptable to tutors and can make giving detailed written feedback more practical but can interrupt the social interaction required for the feedback conversation. Tutor training and flexible systems will be required to minimise unwanted consequences. The educational impact on both tutors and students of providing pre-formulated advice within the app is worth further study.

Utility of an app-based system to improve feedback following workplace-based assessment

PubMed Central

Roberts, Nicola; Molyneux, Adrian; Bartlett, Maggie; Gay, Simon; McKinley, Robert

2017-01-01

Objectives To determine whether an app-based software system to support production and storage of assessment feedback summaries makes workplace-based assessment easier for clinical tutors and enhances the educational impact on medical students. Methods We monitored our workplace assessor app’s usage by Year 3 to 5 medical students in 2014-15 and conducted focus groups with Year 4 medical students and interviews with clinical tutors who had used the apps. Analysis was by constant comparison using a framework based on elements of van der Vleuten’s utility index. Results The app may enhance the content of feedback for students. Using a screen may be distracting if the app is used during feedback discussions.    Educational impact was reduced by students’ perceptions that an easy-to-produce feedback summary is less valuable than one requiring more tutor time and effort. Tutors’ typing, dictation skills and their familiarity with mobile devices varied. This influenced their willingness to use the assessment and feedback mobile app rather than the equivalent web app. Electronic feedback summaries had more real and perceived uses than anticipated both for tutors and students including perceptions that they were for the school rather than the student. Conclusions Electronic workplace-based assessment systems can be acceptable to tutors and can make giving detailed written feedback more practical but can interrupt the social interaction required for the feedback conversation. Tutor training and flexible systems will be required to minimise unwanted consequences. The educational impact on both tutors and students of providing pre-formulated advice within the app is worth further study.  PMID:28578320

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 performance feedback: a research study into issues of credibility and utility for nursing clinicians.

PubMed

Fereday, Jennifer; Muir-Cochrane, Eimear

2004-01-01

Performance feedback is information provided to employees about how well they are performing in their work role. The nursing profession has a long history of providing formal, written performance reviews, traditionally from a manager to subordinate, with less formal feedback sources including peers, clients and multidisciplinary team members. This paper is based on one aspect of a PhD research study exploring the dynamics of performance feedback primarily from the nursing clinicians' perspective. The research reported here discusses the impact of the social relationship (between the source and recipient of performance feedback) on the recipient's evaluation of feedback as being 'credible' and 'useful' for self-assessment. Focus group interviews were utilised to ascertain the nursing clinicians' perspectives of performance feedback. Thematic analysis of the data was informed by the Social Phenomenology of Alfred Schutz (1967) specifically his theories of intersubjective understanding. Findings supported the level of familiarity between the feedback source and the nursing clinician as a significant criterion influencing the acceptance or rejection of feedback. Implications for the selection of performance feedback sources and processes within nursing are discussed.

Improving medical students' written communication skills: design and evaluation of an educational curriculum.

PubMed

Melvin, L; Connolly, K; Pitre, L; Dore, K L; Wasi, P

2015-06-01

Written and verbal communication skills are important skills for all physicians. While verbal skills are taught and assessed in medical school, medical students report limited instruction in written communication skills. This study examined the impact of a curriculum delivered during a 6-week clinical rotation in Internal Medicine on the objective assessment of medical students' written communication skills. The curriculum consisted of two educational programmes: a medical student communication tutorial and a resident feedback workshop. The study was conducted from March 2012 to January 2013 at McMaster University in Hamilton, Ontario, Canada. The study featured three arms: (1) control, (2) medical student communication tutorial alone and (3) student tutorial and resident feedback workshop. Data were collected on 126 students during 6-week Internal Medicine clerkship rotations. Students' written consultation notes were collected prior to the educational programmes and at 6 weeks. Blinded faculty assessors used an independently validated Assessment Checklist to evaluate consultation notes. Consultation note scores improved from week 1 to week 6 across all study arms. However, the change was statistically significant only in arm 3, featuring both the medical student tutorial and the resident feedback workshop, with mean scores improving from 4.75 (SD=1.496) to 5.56 (SD=0.984) out of 7. The mean difference between week 1 and week 6 was significantly different (0.806, p=0.002, 95% CI 0.306 to 1.058). The combination of a resident feedback workshop with medical student written communication tutorial improves objective evaluations of consultation note scores over student tutorial alone. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers

ERIC Educational Resources Information Center

Powell, Douglas R.; Diamond, Karen E.; Koehler, Matthew J.

2010-01-01

Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and a teacher questionnaire were the primary data sources. Visits to the HR content pages were unevenly…

"Are You Listening Please?" The Advantages of Electronic Audio Feedback Compared to Written Feedback

ERIC Educational Resources Information Center

Lunt, Tom; Curran, John

2010-01-01

Feedback on students' work is, probably, one of the most important aspects of learning, yet students' report, according to the National Union of Students (NUS) Survey of 2008, unhappiness with the feedback process. Students were unhappy with the quality, detail and timing of feedback. This paper examines the benefits of using audio, as opposed to…

Audio Feedback to Physiotherapy Students for Viva Voce: How Effective Is "The Living Voice"?

ERIC Educational Resources Information Center

Munro, Wendy; Hollingworth, Linda

2014-01-01

Assessment and feedback remains one of the categories that students are least satisfied with within the United Kingdom National Student Survey. The Student Charter promotes the use of various formats of feedback to enhance student learning. This study evaluates the use of audio MP3 as an alternative feedback mechanism to written feedback for…

Master's Thesis Projects: Student Perceptions of Supervisor Feedback

ERIC Educational Resources Information Center

de Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Brekelmans, Mieke; Pilot, Albert

2013-01-01

A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master's thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of…

Effects of Case Manager Feedback on the Quality of Individual Habilitation Plan Objectives.

ERIC Educational Resources Information Center

Horner, Robert H.; And Others

1990-01-01

The functional relation between feedback and improved writing of Individual Habilitation Plan objectives in four adult service agencies serving the retarded was assessed. The agencies improved the quality of their written objectives after receiving feedback from the case manager and maintained those gains 18 months after feedback was terminated.…

Developing and Using Interdisciplinary Case Studies in Teaching Geriatrics to Practicing Health Care Professionals.

ERIC Educational Resources Information Center

Owens, Norma J.; Padula, Cynthia A.; Hume, Anne L.

2002-01-01

Interdisciplinary clinical case studies in geriatrics were developed using active and problem-based learning approaches that simulate clinical environments. Feedback from their use in continuing education indicated that facilitators need interdisciplinary group skills, well-written discussion questions enhanced learning, and the presence of all…

Sharing the Knowledge: Browser Based Writing Business Applications.

ERIC Educational Resources Information Center

Evans, Nancy R.; Tuzi, Frank

The focus of this paper is the combination of oral and written response and technology, the components that form electronic feedback, and their possible benefits to business. The paper proposes that Web writing applications can provide numerous benefits to businesses and increase the communication and management of that communication. With the…

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.

Optical Potential Field Mapping System

NASA Technical Reports Server (NTRS)

Reid, Max B. (Inventor)

1996-01-01

The present invention relates to an optical system for creating a potential field map of a bounded two dimensional region containing a goal location and an arbitrary number of obstacles. The potential field mapping system has an imaging device and a processor. Two image writing modes are used by the imaging device, electron deposition and electron depletion. Patterns written in electron deposition mode appear black and expand. Patterns written in electron depletion mode are sharp and appear white. The generated image represents a robot's workspace. The imaging device under processor control then writes a goal location in the work-space using the electron deposition mode. The black image of the goal expands in the workspace. The processor stores the generated images, and uses them to generate a feedback pattern. The feedback pattern is written in the workspace by the imaging device in the electron deposition mode to enhance the expansion of the original goal pattern. After the feedback pattern is written, an obstacle pattern is written by the imaging device in the electron depletion mode to represent the obstacles in the robot's workspace. The processor compares a stored image to a previously stored image to determine a change therebetween. When no change occurs, the processor averages the stored images to produce the potential field map.

Mathematics Student Teachers' Views on Tutor Feedback during Teaching Practice

ERIC Educational Resources Information Center

Buhagiar, Michael A.

2013-01-01

A group of students studying to become mathematics teachers were asked to comment on the tutor feedback they received during teaching practice (TP) and to offer suggestions aimed at improving this feedback. Analysis of the written data--which was collected through emails--suggests the need for: (i) all TP tutors to provide good quality feedback;…

Audio Feedback: Richer Language but No Measurable Impact on Student Performance

ERIC Educational Resources Information Center

Chalmers, Charlotte; MacCallum, Janis; Mowat, Elaine; Fulton, Norma

2014-01-01

Audio feedback has been shown to be popular and well received by students. However, there is little published work to indicate how effective audio feedback is in improving student performance. Sixty students from a first year science degree agreed to take part in the study; thirty were randomly assigned to receive written feedback on coursework,…

What Do Students Want Most from Written Feedback Information? Distinguishing Necessities from Luxuries Using a Budgeting Methodology

ERIC Educational Resources Information Center

Winstone, Naomi E.; Nash, Robert A.; Rowntree, James; Menezes, Richard

2016-01-01

Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that higher education students prioritise when their lecturers' time and resources are stretched. One recent study found that, in such circumstances, students actually perceive feedback information…

Written Corrective Feedback in IELTS Writing Task 2: Teachers' Priorities, Practices, and Beliefs

ERIC Educational Resources Information Center

Pearson, William S.

2018-01-01

Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing,…

An Analysis of the Effectiveness of Feedback to Students on Assessed Work

ERIC Educational Resources Information Center

Taylor, Craig; Burke da Silva, Karen

2014-01-01

This paper presents the views of students, from a range of schools and disciplines, on the effectiveness of current assessment feedback practices at Flinders University. We also report on a workshop on feedback with teachers. Overall, individual written comments were found to be the most useful form of feedback. However, there was significant…

Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees.

PubMed

Katz-Sidlow, Rachel J; Baer, Tamar G; Gershel, Jeffrey C

2016-03-20

The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale ("Not helpful/likely=1" to "Very helpful/likely=4"), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes. There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as "very helpful," and 91% would "very likely" make a change to subsequent sessions based on student feedback. Residents' proposed changes included modifications to session content and/or their personal teaching style. Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees.

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.

Does Grading Undermine Feedback? the Influence of Grades on the Effectiveness of Corrective Feedback on L2 Writing

ERIC Educational Resources Information Center

Dlaska, Andrea; Krekeler, Christian

2017-01-01

It has been questioned whether students notice, act upon and, ultimately, learn from feedback if feedback about a task is received in conjunction with grades. If grades undermine feedback, it could be argued that it is a waste of teachers' time to add comments to students' written work if the students also receive grades. With reference to SLA…

Analysis of Feedback Processes in Online Group Interaction: A Methodological Model

ERIC Educational Resources Information Center

Espasa, Anna; Guasch, Teresa; Alvarez, Ibis M.

2013-01-01

The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the…

Answer Markup Algorithms for Southeast Asian Languages.

ERIC Educational Resources Information Center

Henry, George M.

1991-01-01

Typical markup methods for providing feedback to foreign language learners are not applicable to languages not written in a strictly linear fashion. A modification of Hart's edit markup software is described, along with a second variation based on a simple edit distance algorithm adapted to a general Southeast Asian font system. (10 references)…

Students' and Tutors' Perceptions of Feedback on Academic Essays in an Open and Distance Learning Context

ERIC Educational Resources Information Center

Chokwe, Jack Matlou

2015-01-01

Feedback is the most important aspect of the learning and teaching process. Through feedback, tutors/lecturers provide an important intervention in teaching as students would always like to know where they did right or wrong in their written assessed work. Without feedback, learning is not complete. This article reports on the results of a major…

The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners' Spelling Errors

ERIC Educational Resources Information Center

Ghandi, Maryam; Maghsoudi, Mojtaba

2014-01-01

The aim of the current study was to investigate the impact of indirect corrective feedback on promoting Iranian high school students' spelling accuracy in English (as a foreign language). It compared the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from Chicken Soup for the Mother and…

A Case Study on Audio Feedback with Geography Undergraduates

ERIC Educational Resources Information Center

Rodway-Dyer, Sue; Knight, Jasper; Dunne, Elizabeth

2011-01-01

Several small-scale studies have suggested that audio feedback can help students to reflect on their learning and to develop deep learning approaches that are associated with higher attainment in assessments. For this case study, Geography undergraduates were given audio feedback on a written essay assignment, alongside traditional written…

Transactional Space: Feedback, Critical Thinking, and Learning Dance Technique

ERIC Educational Resources Information Center

Akinleye, Adesola; Payne, Rose

2016-01-01

This article explores attitudes about feedback and critical thinking in dance technique classes. The authors discuss an expansion of their teaching practices to include feedback as bidirectional (transactional) and a part of developing critical thinking skills in student dancers. The article was written after the authors undertook research…

Collaborative Revision in L2 Writing: Learners' Reflections

ERIC Educational Resources Information Center

Memari Hanjani, Alireza

2016-01-01

L2 learning literature has reflected on the problems surrounding the application of teacher written feedback and peer feedback in EFL contexts. To address the disadvantages of these feedback forms, this exploratory case study examined EFL learners' reactions to a collaborative revision activity. Interview data were collected from eight native…

Treatment Integrity Enhancement via Performance Feedback Conceptualized as an Exercise in Social Influence

ERIC Educational Resources Information Center

Erchul, William P.

2013-01-01

This commentary is in response to the article "Effects of Verbal and Written Performance Feedback on Treatment Adherence" (Kaufman, Codding, Markus, Tryon, & Kyse, this issue). The overall recommendation to those who study treatment integrity using performance feedback methods is to incorporate theories and research on social…

Engaging Practical Students through Audio Feedback

ERIC Educational Resources Information Center

Pearson, John

2018-01-01

This paper uses an action research intervention in an attempt to improve student engagement with summative feedback. The intervention delivered summative module feedback to the students as audio recordings, replacing the written method employed in previous years. The project found that students are keen on audio as an alternative to written…

Receptivity to Learner-Driven Feedback in EAP

ERIC Educational Resources Information Center

Maas, Clare

2017-01-01

There is still debate surrounding what constitutes the most effective feedback on EFL learners' writing, particularly in English for Academic Purposes (EAP) settings. Unanswered questions are found in the literature on topics such as the best formats for feedback, the role of technology, authors' authority over written texts, and ways of helping…

76 FR 49838 - Proposed Collection; Comment Request for Generic Clearance for the Collection of Qualitative...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-11

... Generic Clearance for the Collection of Qualitative Feedback on Agency Service Delivery AGENCY: Internal... of Qualitative Feedback on Agency Service Delivery. DATES: Written comments should be received on or... . SUPPLEMENTARY INFORMATION: Title: Generic Clearance for the Collection of Qualitative Feedback on Agency Service...

Assessment Feedback Using Screencapture Technology in Political Science

ERIC Educational Resources Information Center

Anson, Ian G.

2015-01-01

This article serves to introduce a new technology for student feedback on written assignments to political scientists. Developed in the field of composition studies, screencapture commentary is a novel technique designed to provide audiovisual responses to student writing. To receive feedback, students watch a recorded video of the instructor's…

Using Peer Feedback to Improve Students' Scientific Inquiry

NASA Astrophysics Data System (ADS)

Tasker, Tammy Q.; Herrenkohl, Leslie Rupert

2016-02-01

This article examines a 7th grade teacher's pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define "meaningful feedback," thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013).

Qualitative analysis of feedback on functional imagery training: A novel motivational intervention for type 2 diabetes.

PubMed

Parham, Sophie C; Kavanagh, David J; Shimada, Mika; May, Jon; Andrade, Jackie

2018-03-01

Effective motivational support is needed in chronic disease management. This study was undertaken to improve a novel type 2 diabetes motivational intervention, (functional imagery training, FIT) based on participant feedback and results from a self-management randomised controlled trial. Qualitative inductive thematic analysis of semi-structured interviews. Open-ended questions on participant experiences of the FIT intervention content, process, most/least helpful features, suggestions for improvement and general feedback. Eight themes emerged. Participants thought FIT promoted autonomy and self-awareness. They found the intervention interesting and helpful in keeping their health on track through accountability provided by regular phone calls. However, boredom with repetitive use of imagery, feeling inadequately equipped to manage unhealthy cravings, and difficulty with the time commitment was reported by some. Supplementary written material was recommended. Several well-received features of FIT overlapped with those from traditional motivational interviewing. FIT sessions should ensure content is regularly adapted to new health-enhancing goals. After self-management behaviour becomes habitual, imagery practice could be restricted to challenging contexts. Provision of a written rationale and use of mindfulness for cravings is recommended. With these improvements, the impact of FIT on diabetic control may be substantially enhanced.

Randomized trial of teaching brief motivational interviewing to pediatric trainees to promote healthy behaviors in families.

PubMed

Lozano, Paula; McPhillips, Heather A; Hartzler, Bryan; Robertson, Andrea S; Runkle, Cecilia; Scholz, Kelley A; Stout, James W; Kieckhefer, Gail M

2010-06-01

That pediatric resident trainees would demonstrate increased counseling skill following training in brief motivational interviewing (MI). Randomized controlled trial. University of Washington Pediatric Residency. Pediatric residents (N = 18), including residents in postgraduate years 1, 2, 3, and 4. Collaborative Management in Pediatrics, a 9-hour behavior change curriculum based on brief MI plus written feedback on communication skills (based on a 3-month Objective Standardized Clinical Evaluation [OSCE]). The percentage of MI-consistent behavior (%MICO), a summary score for MI skill, was assessed via OSCEs in which standardized patients portray parents of children with asthma in 3 clinical scenarios (stations). The OSCEs were conducted at baseline and 3 and 7 months. Blinded coders rated videotaped OSCEs using a validated tool to tally communication behaviors. Training effects were assessed using linear regression controlling for baseline %MICO. Global ratings of counseling style served as secondary outcome measures. Trained residents demonstrated a trend toward increased skill (%MICO score) at 3 months compared with control residents. At 7 months, %MICO scores increased 16% to 20% (P < .02) across all OSCE stations after the combined intervention of Collaborative Management in Pediatrics training plus written feedback. The effect of training on global ratings supported the main findings. Pediatric trainees' skills in behavior change counseling improved following the combination of training in brief MI plus personalized feedback.

Experts by experience; the views of service user educators providing feedback on medical students' work based assessments.

PubMed

Muir, Delia; Laxton, Julie Clare

2012-02-01

Assessment tools were designed to provide health and social care students with multi-sourced, interprofessional feedback in practice. This includes feedback from service users. Third year medical students at the University of Leeds were given accesses to 4 assessment tools whilst in practice. Completed assessments were then sent to the university where service users and carers worked with university tutors to give further feedback and comment on the overall development of students. Three service users then took part in a focus group and one provided written feedback. Four key themes were identified from the focus group: • Preparation and support • The design of the tools • The process of using the tools in practice • Feedback. We found that the project provided both challenges and rewards for all involved. The service user educators involved were able to bring a different and valuable perspective to formative feedback. The combination of their personal and professional experiences, along with the preparation they had received, helped bridge the gap between service users in practice and university based tutors. The findings from this study went on to inform a review of the assessment tools and revised versions are now being used. Copyright © 2011 Elsevier Ltd. All rights reserved.

Piloting a Structured Practice Audit to Assess ACGME Milestones in Written Handoff Communication in Internal Medicine

PubMed Central

Martin, Shannon K.; Farnan, Jeanne M.; McConville, John F.; Arora, Vineet M.

2015-01-01

Background Written communication skills are integral to patient care handoffs. Residency programs require feasible assessment tools that provide timely formative and summative feedback, ideally linked to the Accreditation Council for Graduate Medical Education Milestones. Objective We describe the use of 1 such tool—UPDATED—to assess written handoff communication skills in internal medicine interns. Methods During 2012–2013, the authors piloted a structured practice audit at 1 academic institution to audit written sign-outs completed by 45 interns, using the UPDATED tool, which scores 7 aspects of sign-out communication linked to milestones. Intern sign-outs were audited by trained faculty members throughout the year. Results were incorporated into intern performance reviews and Clinical Competency Committees. Results A total of 136 sign-outs were audited (averaging 3.1 audits per intern). In the first trimester, 14 interns (31%) had satisfactory audit results. Five interns (11%) had critical deficiencies and received immediate feedback, and the remaining 26 (58%) were assigned future audits due to missing audits or unsatisfactory scores. In the second trimester, 21 interns (68%) had satisfactory results, 1 had critical deficiencies, and 9 (29%) required future audits. Nine of the 10 remaining interns in the final trimester had satisfactory audits. Faculty time was estimated at 10 to 15 minutes per sign-out audited. Conclusions The UPDATED audit is a milestone-based tool that can be used to assess written sign-out communication skills in internal medicine residency programs. Future work is planned to adapt the tool for use by senior supervisory residents to appraise sign-outs in real time. PMID:26221442

Piloting a Structured Practice Audit to Assess ACGME Milestones in Written Handoff Communication in Internal Medicine.

PubMed

Martin, Shannon K; Farnan, Jeanne M; McConville, John F; Arora, Vineet M

2015-06-01

Written communication skills are integral to patient care handoffs. Residency programs require feasible assessment tools that provide timely formative and summative feedback, ideally linked to the Accreditation Council for Graduate Medical Education Milestones. We describe the use of 1 such tool-UPDATED-to assess written handoff communication skills in internal medicine interns. During 2012-2013, the authors piloted a structured practice audit at 1 academic institution to audit written sign-outs completed by 45 interns, using the UPDATED tool, which scores 7 aspects of sign-out communication linked to milestones. Intern sign-outs were audited by trained faculty members throughout the year. Results were incorporated into intern performance reviews and Clinical Competency Committees. A total of 136 sign-outs were audited (averaging 3.1 audits per intern). In the first trimester, 14 interns (31%) had satisfactory audit results. Five interns (11%) had critical deficiencies and received immediate feedback, and the remaining 26 (58%) were assigned future audits due to missing audits or unsatisfactory scores. In the second trimester, 21 interns (68%) had satisfactory results, 1 had critical deficiencies, and 9 (29%) required future audits. Nine of the 10 remaining interns in the final trimester had satisfactory audits. Faculty time was estimated at 10 to 15 minutes per sign-out audited. The UPDATED audit is a milestone-based tool that can be used to assess written sign-out communication skills in internal medicine residency programs. Future work is planned to adapt the tool for use by senior supervisory residents to appraise sign-outs in real time.

The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners' Writing

ERIC Educational Resources Information Center

Shirazi, Masoumeh Ahmadi; Shekarabi, Zeinab

2014-01-01

This study is an attempt to investigate the effect of direct and indirect feedback on the writing performance of Iranian learners of Japanese as a foreign language. During one academic semester, three indirect feedback types including underlining, coding and translation were used as well as direct type of feedback in order to see which one makes a…

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.

Teaching Quality Evaluation: Online vs Manually, Facts and Myths

ERIC Educational Resources Information Center

Esmael, Salman

2017-01-01

Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents' percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for…

Strategies for the Management of Lecturer Stress in Feedback Tutorials

ERIC Educational Resources Information Center

Hartney, Elizabeth

2007-01-01

The process of providing students with individual feedback on assessed work was identified as a source of lecturer stress (Stough and Emmer, 1998). An action research approach was used to address the following research question. What approaches to providing students with feedback minimize lecturer stress? Data were collected using written feedback…

Differences in use and impact of computer-tailored dietary fat-feedback according to stage of change and education.

PubMed

Brug, J; van Assema, P

2000-06-01

Computer-tailored written nutrition education has been found to be more effective in motivating people to reduce their consumption of fat than traditional written information. The present study aimed to test whether this innovative nutrition education intervention is also suitable for people with low motivation to change and low education among a self-selected sample of 699 adults. Computer-tailored feedback proved to be more effective in motivating precontemplators to proceed towards fat reduction than general information. Higher appreciation and use of the computer-tailored fat-feedback was found among respondents in contemplation than in other stages. No difference in impact of computer-tailored fat-feedback on fat intake was found between educational groups. Respondents with low education were more positive about how interesting and how personally relevant the tailored letters were. It was concluded that printed computer-tailored fat-feedback can be applied successfully to motivate precontemplators and people with low education to (consider to) reduce their fat intake.

Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees

PubMed Central

Baer, Tamar G.; Gershel, Jeffrey C.

2016-01-01

Objectives The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. Methods Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale (“Not helpful/likely=1” to “Very helpful/likely=4”), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes.   Results There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as “very helpful,” and 91% would “very likely” make a change to subsequent sessions based on student feedback. Residents’ proposed changes included modifications to session content and/or their personal teaching style.    Conclusions Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees. PMID:26995390

The Introduction and Refinement of the Assessment of Digitally Recorded Audio Presentations

ERIC Educational Resources Information Center

Sinclair, Stefanie

2016-01-01

This case study critically evaluates benefits and challenges of a form of assessment included in a final year undergraduate Religious Studies Open University module, which combines a written essay task with a digital audio recording of a short oral presentation. Based on the analysis of student and tutor feedback and sample assignments, this study…

Training Needs of Personnel Employed in Programs Participating in the National School Lunch Program in California

ERIC Educational Resources Information Center

Jones, Anna Marie; Punia, Mandeep; Young, Shannan; Huegli, Carol Chase; Zidenberg-Cherr, Sheri

2013-01-01

Purpose/Objectives: The objective of this study was to determine the perceived training needs of California school nutrition personnel. Methods: A questionnaire was developed using items from previous questionnaires administered to similar populations. New items were written based on feedback from stakeholders. Respondents were asked to rate their…

Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer Review™

ERIC Educational Resources Information Center

Balfour, Stephen P.

2013-01-01

Two of the largest Massive Open Online Course (MOOC) organizations have chosen different methods for the way they will score and provide feedback on essays students submit. EdX, MIT and Harvard's non-profit MOOC federation, recently announced that they will use a machine-based Automated Essay Scoring (AES) application to assess written work in…

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

Comparison of an enhanced versus a written feedback model on the management of Medicare inpatients with venous thrombosis.

PubMed

Hayes, R; Bratzler, D; Armour, B; Moore, L; Murray, C; Stevens, B R; Radford, M; Fitzgerald, D; Elward, K; Ballard, D J

2001-03-01

A multistate randomized study conducted under the Health Care Financing Administration's (HCFA's) Health Care Quality Improvement Program (HCQIP) offered the opportunity to compare the effect of a written feedback intervention (WFI) with that of an enhanced feedback intervention (EFI) on improving the anticoagulant management of Medicare beneficiaries who present to the hospital with venous thromboembolic disease. Twenty-nine hospitals in five states were randomly assigned to receive written hospital-specific feedback (WFI) of feedback enhanced by the participation of a trained physician, quality improvement tools, and an Anticoagulant Management of Venous Thrombosis (AMVT) project liaison (EFI). Differences in the performance of five quality indicators between baseline and remeasurement were assessed. Quality managers were interviewed to determine perceptions of project implementation. No significant differences in the change from baseline to remeasurement were found between the two intervention groups. Significant improvement in one indicator and significant decline in two indicators were found for one or both groups. Yet 59% of all quality managers perceived the AMVT project as being successful to very successful, and more EFI quality managers perceived success than did WFI managers (71% versus 40%). In the majority of EFI hospitals, physician liaisons played an important role in project implementation. Study results indicated that the addition of a physician liaison, quality improvement tools, and a project liaison did not provide incremental value to hospital-specific feedback for improving quality of care. Future studies with larger sample sizes, lengthier follow-up periods, and interventions that include more of the elements shown to affect practice behavior change are needed to identify an optimal feedback model for use by external quality management organizations.

78 FR 41386 - Agency Information Collection Activities; Comment Request; A Study of Feedback in Teacher...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-10

... the use of information technology. Please note that written comments received in response to this...) how teacher responsiveness to feedback relates to their performance in the classroom. The study will...

Using Turnitin to Provide Feedback on L2 Writers' Texts

ERIC Educational Resources Information Center

Kostka, Ilka; Maliborska, Veronika

2016-01-01

Second language (L2) writing instructors have varying tools at their disposal for providing feedback on students' writing, including ones that enable them to provide written and audio feedback in electronic form. One tool that has been underexplored is Turnitin, a widely used software program that matches electronic text to a wide range of…

Managing Written and Oral Negative Feedback in a Synchronous Online Teaching Situation

ERIC Educational Resources Information Center

Guichon, Nicolas; Betrancourt, Mireille; Prie, Yannick

2012-01-01

This case study focuses on the feedback that is provided by tutors to learners in the course of synchronous online teaching. More specifically, we study how trainee tutors used the affordances of Visu, an experimental web videoconferencing system, to provide negative feedback. Visu features classical functionalities such as video and chat, and it…

Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups.

PubMed

Reddy, Shalini T; Zegarek, Matthew H; Fromme, H Barrett; Ryan, Michael S; Schumann, Sarah-Anne; Harris, Ilene B

2015-06-01

Despite the importance of feedback, the literature suggests that there is inadequate feedback in graduate medical education. We explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery experience with giving and receiving feedback during their clinical training. Residents from 3 geographically diverse teaching institutions were recruited to participate in focus groups in 2012. Open-ended questions prompted residents to describe their experiences with giving and receiving feedback, and discuss facilitators and barriers. Data were transcribed and analyzed using the constant comparative method associated with a grounded theory approach. A total of 19 residents participated in 1 of 3 focus groups. Five major themes related to feedback were identified: teacher factors, learner factors, feedback process, feedback content, and educational context. Unapproachable attendings, time pressures due to clinical work, and discomfort with giving negative feedback were cited as major barriers in the feedback process. Learner engagement in the process was a major facilitator in the feedback process. Residents provided insights for improving the feedback process based on their dual roles as teachers and learners. Time pressures in the learning environment may be mitigated by efforts to improve the quality of teacher-learner relationships. Forms for collecting written feedback should be augmented by faculty development to ensure meaningful use. Efforts to improve residents' comfort with giving feedback and encouraging learners to engage in the feedback process may foster an environment conducive to increasing feedback.

Nursing student feedback on undergraduate research education: implications for teaching and learning.

PubMed

Halcomb, Elizabeth J; Peters, Kathleen

2009-08-01

Teaching research to undergraduate students presents many challenges to nurse academics. Yet facilitating students to develop skills in critically analysing and interpreting research is vital if we are to achieve evidence-based nursing practice. This paper explores student feedback from a research unit undertaken by Australian undergraduate nurses in order to highlight the challenges for academics trying to engage students in this material. Three hundred and sixty nine (83.5%) second year nursing students provided qualitative and quantitative feedback at the completion of a research unit using a standardised student feedback form. From a combination of the qualitative and quantitative feedback, the most positive aspects of the unit were the teaching staff, the group work and interaction in the class room and the online assessment item. Participants were least satisfied with the way in which the unit was presented, the written assessment items and assessment feedback and the perceived relevance of the unit. The implications of these findings are discussed in the context of the theoretical underpinnings of adult learning and teaching in the development of future course materials.

Feedback Cheerleader, Mean-Spirited Feedback Estudio Critico Discursivo De Ideologias Sobre El Feedback Escrito En Un Departamento Universitario De Espanol En Estados Unidos

ERIC Educational Resources Information Center

Dominguez-Mujica, Maria Eugenia

2012-01-01

The aim of this research is to investigate ideologies that monitor and control styles of written feedback as well as discursive resources used in the expression of those ideologies. Using socio-cognitive analysis, a development of critical discourse studies, I have analyzed 44 sessions of chat on the Internet, 78 journal notes, 31 emails and 12…

Written online situational feedback via mobile phone to support self-management of chronic widespread pain: a usability study of a Web-based intervention

PubMed Central

2011-01-01

Background This pretrial study aimed to develop and test the usability of a four-week Internet intervention delivered by a Web-enabled mobile phone to support self-management of chronic widespread pain. Methods The intervention included daily online entries and individualized written feedback, grounded in a mindfulness-based cognitive behavioral approach. The participants registered activities, emotions and pain cognitions three times daily using the mobile device. The therapist had immediate access to this information through a secure Web site. The situational information was used to formulate and send a personalized text message to the participant with the aim of stimulating effective self-management of the current situation. Six women participated and evaluated the experience. Results The intervention was rated as supportive, meaningful and user-friendly by the majority of the women. The response rate to the daily registration entries was high and technical problems were few. Conclusion The results indicate a feasible intervention. Web-applications are fast becoming standard features of mobile phones and interventions of this kind can therefore be more available than before. Trial registration number ClinicalTrials.gov: NCT01236209 PMID:21352516

Medical students' clinical performance in general practice - Triangulating assessments from patients, teachers and students.

PubMed

Braend, Anja Maria; Gran, Sarah Frandsen; Frich, Jan C; Lindbaek, Morten

2010-01-01

Formative assessment of medical students' clinical performance during general practice clerkship is necessary to learn consultation skills. Our aim was to triangulate feedback using patient questionnaires, written self-assessment and teachers' observation-based assessment, and to describe the content of this feedback. We developed StudentPEP, a 15-item version of EUROPEP, a tool for measuring patients' evaluation of quality in general practice. The teacher and student forms consisted of five StudentPEP-items and open-ended questions asking for approval and improvement needed on four aspects. Quantitative scores were analyzed statistically. Free-text comments were analyzed and categorized into 'specific and concrete' versus 'general and unspecific'. One hundred seventy-three students returned data from 2643 consultations. Mean patients' scores for 15 items were 4.3-4.8 on a five-point Likert scale. Mean teacher scores were 4.4 on five items, while students' mean self-assessments were 3.6-3.8. In an analysis of 380 consultations, students were more specific and concrete in their self-evaluation compared with teachers (p < 0.01). Patients scored students' performance high compared with students' self-assessments. Teachers' scores were in accordance with patients' scores. Teachers' written evaluations of students were often general. There is a potential for improving teachers' feedback in terms of more specific and concrete comments.

Deepening Understanding of "Pedagogical Outcomes" through Video Data Collection: A Catalyst for Guided Reflective Learning Conversations

ERIC Educational Resources Information Center

Dann, Chris; Richardson, Tony

2015-01-01

This article examines the case of Catch Me Excel (CeMeE), an electronic feedback system developed to facilitate video, image and written feedback in the workplace to educators about pedagogical-related outcomes. It comprises a sophisticated, technological feedback system of which the resultant data can be used to enhance classroom, schools and…

The Content Feedback Practices of Applied Linguistics Doctoral Supervisors in New Zealand and Australian Universities

ERIC Educational Resources Information Center

Bitchener, John

2016-01-01

The focus of this article is on the written feedback that supervisors say they often give their second language (L2) doctoral students. Little is known about the focus of this feedback and about what supervisors consider as priorities in the early draft writing of dissertation chapters. Given the potentially different priorities and foci of…

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers.

ERIC Educational Resources Information Center

Thomson, Carolyn L.; And Others

1978-01-01

Reports the results of teaching preschool teachers to use priming and reinforcement to increase the desired behaviors of their children. Five teacher-training techniques were examined: (1) written assignments, (2) feedback from viewing graphs, (3) on-the-spot feedback from a wireless radio (Bug-in-the-Ear), (4) feedback from an observer, and (5)…

Supporting Learners' Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes

ERIC Educational Resources Information Center

Winstone, Naomi E.; Nash, Robert A.; Parker, Michael; Rowntree, James

2017-01-01

Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195…

The Effect of Instruction Type and Dyadic or Individual Emulation on the Quality of Higher-Order Peer Feedback in EFL

ERIC Educational Resources Information Center

Van Steendam, Elke; Rijlaarsdam, Gert; Sercu, Lies; Van den Bergh, Huub

2010-01-01

Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive…

Hearing You Loud and Clear: Student Perspectives of Audio Feedback in Higher Education

ERIC Educational Resources Information Center

Gould, Jill; Day, Pat

2013-01-01

The use of audio feedback for students in a full-time community nursing degree course is appraised. The aim of this mixed methods study was to examine student views on audio feedback for written assignments. Questionnaires and a focus group were used to capture student opinion of this pilot project. The majority of students valued audio feedback…

Feeding Forward: Using Feedback to Promote Student Reflection and Learning--A Teaching Model

ERIC Educational Resources Information Center

Quinton, Sarah; Smallbone, Teresa

2010-01-01

Engaging in reflection is a vital part of learning for university students and its practice should be embedded in course design. Feedback on written work can be used as a vehicle for reflection. Both the gift and receipt of feedback and the habit of reflection require practice and capturing this experiential learning can be achieved in a class…

Facilitated patient experience feedback can improve nursing care: a pilot study for a phase III cluster randomised controlled trial

PubMed Central

2013-01-01

Background England’s extensive NHS patient survey programme has not fulfilled government promises of widespread improvements in patients’ experiences, and media reports of poor nursing care in NHS hospitals are increasingly common. Impediments to the surveys’ impact on the quality of nursing care may include: the fact that they are not ward-specific, so nurses claim “that doesn’t happen on my ward”; nurses’ scepticism about the relevance of patient feedback to their practice; and lack of prompt communication of results. The surveys’ impact could be increased by: conducting ward-specific surveys; returning results to ward staff more quickly; including patients’ written comments in reports; and offering nurses an opportunity to discuss the feedback. Very few randomised trials have been conducted to test the effectiveness of patient feedback on quality improvement and there have been few, if any, published trials of ward-specific patient surveys. Methods Over two years, postal surveys of recent inpatients were conducted at four-monthly intervals in 18 wards in two NHS Trusts in England. Wards were randomly allocated to Basic Feedback (ward-specific printed patient survey results including patients’ written comments sent to nurses by letter); Feedback Plus (in addition to printed results, ward meetings to discuss results and plan improvements) or Control (no active feedback of survey results). Patient survey responses to questions about nursing care were used to compute wards’ average Nursing Care Scores at each interval. Nurses’ reactions to the patient feedback were recorded. Results Conducting ward-level surveys and delivering ward-specific results was feasible. Ward meetings were effective for engaging nurses and challenging scepticism and patients’ written comments stimulated interest. 4,236 (47%) patients returned questionnaires. Nursing Care Scores improved more for Feedback Plus than Basic Feedback or Control (difference between Control and Feedback Plus = 8.28 ± 7.2 (p = 0.02)). Conclusions This study provides preliminary evidence that facilitated patient feedback can improve patients’ experiences such that a full trial is justified. These findings suggest that merely informing nurses of patient survey results in writing does not stimulate improvements, even if results are disaggregated by ward, but the addition of ward meetings had an important and significant impact. PMID:23826970

The Effect of Direct and Indirect Corrective Feedback on Students' Spelling Errors (El efecto de la retroalimentación directa e indirecta sobre los errores de ortografía de los estudiantes)

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Dadashi, Mehdi

2011-01-01

The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students' spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from their textbooks. Two classes were selected from the Zanjanrood District in…

A Smartphone-Based Intervention With Diaries and Therapist-Feedback to Reduce Catastrophizing and Increase Functioning in Women With Chronic Widespread Pain: Randomized Controlled Trial

PubMed Central

Fors, Egil A; Eide, Erlend; Finset, Arnstein; Stensrud, Tonje Lauritzen; van Dulmen, Sandra; Wigers, Sigrid Hørven; Eide, Hilde

2013-01-01

Background Internet-based interventions using cognitive behavioral approaches can be effective in promoting self-management of chronic pain conditions. Web-based programs delivered via smartphones are increasingly used to support the self-management of various health disorders, but research on smartphone interventions for persons with chronic pain is limited. Objective The aim of this trial was to study the efficacy of a 4-week smartphone-delivered intervention with written diaries and therapist feedback following an inpatient chronic pain rehabilitation program. Methods A total of 140 women with chronic widespread pain who participated in a 4-week inpatient rehabilitation program were randomized into 2 groups: with or without a smartphone intervention after the rehabilitation. The smartphone intervention consisted of 1 face-to-face session and 4 weeks of written communication via a smartphone. Participants received 3 smartphone diary entries daily to support their awareness of and reflection on pain-related thoughts, feelings, and activities. The registered diaries were immediately available to a therapist who submitted personalized written feedback daily based on cognitive behavioral principles. Both groups were given access to a noninteractive website after discharge to promote constructive self-management. Outcomes were measured with self-reported questionnaires. The primary outcome measure of catastrophizing was determined using the pain catastrophizing scale (score range 0-52). Secondary outcomes included acceptance of pain, emotional distress, functioning, and symptom levels. Results Of the 140 participants, 112 completed the study: 48 in the intervention group and 64 in the control group. Immediately after the intervention period, the intervention group reported less catastrophizing (mean 9.20, SD 5.85) than the control group (mean 15.71, SD 9.11, P<.001), yielding a large effect size (Cohen’s d=0.87) for study completers. At 5-month follow-up, the between-group effect sizes remained moderate for catastrophizing (Cohen’s d=0.74, P=.003), acceptance of pain (Cohen’s d=0.54, P=.02), and functioning and symptom levels (Cohen’s d=0.75, P=.001). Conclusions The results suggest that a smartphone-delivered intervention with diaries and personalized feedback can reduce catastrophizing and prevent increases in functional impairment and symptom levels in women with chronic widespread pain following inpatient rehabilitation. Trial Registration Clinicaltrials.gov NCT01236209; http://www.clinicaltrials.gov/ct2/show/NCT01236209 (Archived by WebCite at http://www.webcitation.org/6DUejLpPY) PMID:23291270

Health and happiness is more important than weight': a qualitative investigation of the views of parents receiving written feedback on their child's weight as part of the National Child Measurement Programme.

PubMed

Syrad, H; Falconer, C; Cooke, L; Saxena, S; Kessel, A S; Viner, R; Kinra, S; Wardle, J

2015-02-01

The present study aimed to explore parental perceptions of overweight children and associated health risks after receiving National Child Measurement Programme (NCMP) weight feedback. Fifty-two parents of overweight and obese children aged 4-5 years and 10-11 years enrolled in the NCMP programme in England in 2010-2011 participated in qualitative, semi-structured interviews about their perceptions of their child's weight and health risk after receiving weight feedback. Interviews were audio tape recorded and were conducted either by telephone (n = 9) or in the respondents' homes (n = 41). Interviews were transcribed verbatim and analysed using interpretative thematic analysis. Parents who received NCMP written feedback informing them that their child was overweight disregarded the results because they viewed 'health and happiness as being more important than weight'. The feedback was viewed as less credible because it did not consider the individual child's lifestyle.'Broad definitions of healthy' were described that did not include weight,such as reference to the child having good emotional and physical health and a healthy diet. Parents attributed weight to 'inherited/acquired factors' such as genetics or puppy fat, or did not regard their child's 'appearance' as reflecting being overweight. 'Cultural influence' also meant that being overweight was not viewed negatively by some non-white parents. After receiving written weight feedback, parents use methods other than actual weight when evaluating their child's weight status and health risks. Parents' conceptions of health and weight should be considered when communicating with parents, with the aim of bridging the gap between parental recognition of being overweight and subsequent behaviour change.

‘Health and happiness is more important than weight’: a qualitative investigation of the views of parents receiving written feedback on their child's weight as part of the National Child Measurement Programme

PubMed Central

Syrad, H; Falconer, C; Cooke, L; Saxena, S; Kessel, A S; Viner, R; Kinra, S; Wardle, J; Croker, H

2015-01-01

Background The present study aimed to explore parental perceptions of overweight children and associated health risks after receiving National Child Measurement Programme (NCMP) weight feedback. Methods Fifty-two parents of overweight and obese children aged 4–5 years and 10–11 years enrolled in the NCMP programme in England in 2010–2011 participated in qualitative, semi-structured interviews about their perceptions of their child's weight and health risk after receiving weight feedback. Interviews were audio tape recorded and were conducted either by telephone (n = 9) or in the respondents’ homes (n = 41). Interviews were transcribed verbatim and analysed using interpretative thematic analysis. Results Parents who received NCMP written feedback informing them that their child was overweight disregarded the results because they viewed ‘health and happiness as being more important than weight’. The feedback was viewed as less credible because it did not consider the individual child's lifestyle. ‘Broad definitions of healthy’ were described that did not include weight, such as reference to the child having good emotional and physical health and a healthy diet. Parents attributed weight to ‘inherited/acquired factors’ such as genetics or puppy fat, or did not regard their child's ‘appearance’ as reflecting being overweight. ‘Cultural influence’ also meant that being overweight was not viewed negatively by some non-white parents. Conclusions After receiving written weight feedback, parents use methods other than actual weight when evaluating their child's weight status and health risks. Parents’ conceptions of health and weight should be considered when communicating with parents, with the aim of bridging the gap between parental recognition of being overweight and subsequent behaviour change. PMID:26295077

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

ERIC Educational Resources Information Center

Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

A Case for Direct and Indirect Feedback: The Other Side of Coin

ERIC Educational Resources Information Center

Hashemnezhad, Hossein; Mohammadnejad, Saeed

2012-01-01

The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a 16-week study. For the purpose of the current survey eighty students enrolled freely…

Computer-Assisted Learning for the Hearing Impaired: An Interactive Written Language Enviroment.

ERIC Educational Resources Information Center

Ward, R. D.; Rostron, A. B.

1983-01-01

To help hearing-impaired children develop their linguistic competence, a computer system that can process sentences and give feedback about their acceptability was developed. Suggestions are made of ways to use the system as an environment for interactive written communication. (Author/CL)

Reflective teaching of medical communication skills with DiViDU: assessing the level of student reflection on recorded consultations with simulated patients.

PubMed

Hulsman, R L; Harmsen, A B; Fabriek, M

2009-02-01

Acquisition of effective, goal-oriented communication skills requires both practicing skills and reflective thinking. Reflection is a cyclic process of perceiving and analysing communication behaviour in terms of goals and effects and designing improved actions. Based on Korthagen's ALACT reflection model, communication training on history taking was designed. Objectives were to develop rating criteria for assessment of the students' level of reflection and to collect student evaluations of the reflective cycle components in the communication training. All second year medical students recorded a consultation with a simulated patient. In DiViDU, a web-based ICT program, students reviewed the video, identified and marked three key events, attached written reflections and provided peer-feedback. Students' written reflections were rated on four reflection categories. A reflection-level score was based on a frequency count of the number of categories used over three reflections. Students filled out an evaluation questionnaire on components of the communication training. Data were analyzed of 304 (90.6%) students. The four reflection categories Observations, Motives, Effects and Goals of behaviour were used in 7-38%. Most students phrased undirected questions for improvement (93%). The average reflection score was 2.1 (S.D. 2.0). All training components were considered instructive. Acting was preferred most. Reviewing video was considered instructive. Self-reflection was considered more difficult than providing written feedback to the reflections of peers. Reflection on communication behaviour can be systematically implemented and measured in a structured way. Reflection levels were low, probably indicating a limited notion of goal-oriented attributes of communication skills. Early introduction of critical self-reflection facilitates acceptance of an important ability for physicians for continued life-long learning and becoming mindful practitioners.

78 FR 24469 - Proposed Information Collection (Ethics Consultation Feedback Tool (ECFT)) Activity; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-25

... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-0750] Proposed Information Collection (Ethics... ethics consultation service. DATES: Written comments and recommendations on the proposed collection of... information technology. Title: Ethics Consultation Feedback Tool (ECFT), VA Form 10-0502. OMB Control Number...

Feedback: The Student Perspective

ERIC Educational Resources Information Center

Brown, James

2007-01-01

The usefulness of the feedback received on assessments undertaken by accounting students during their degree programme is an area about which little has been written. Given the increasing significance of transparency in the academic process, as evidenced through the development of explicit programme and module learning outcomes, it seems anomalous…

Using Written-Answer Questions To Complement Numerical Problems. Case Study: A Separation Processes Course.

ERIC Educational Resources Information Center

Iveson, Simon M.

2002-01-01

Describes the process and outcome of including in assignments and examinations some questions requiring written answers along with traditional questions requiring only numerical calculations. Lists questions used in a chemical engineering course on separation processes along with sample responses from students. Student feedback indicates a…

Investigating the Impact of Peer Feedback in Foreign Language Writing

ERIC Educational Resources Information Center

Levi Altstaedter, Laura

2018-01-01

The present quasi-experimental study aimed at investigating the impact of trained and untrained peer feedback on students' written comment types and writing quality. Significant differences were found in terms of comment types provided: trained students provided a significantly higher number of comments focused on organization and content (global…

Written Corrective Feedback and Peer Review in the BYOD Classroom

ERIC Educational Resources Information Center

Ferreira, Daniel

2013-01-01

Error correction in the English as a Foreign Language (EFL) writing curriculum is a practice both teachers and students agree is important for writing proficiency development (Ferris, 2004; Van Beuningen, De Jong, & Kuiken, 2012; Vyatkina, 2010, 2011). Research suggests student dependency on teacher corrective feedback yields few long-term…

Outcome Measure of L2 Writing as a Mediator of the Effects of Corrective Feedback on Students' Ability to Write Accurately

ERIC Educational Resources Information Center

Riazantseva, Anastasia

2012-01-01

This study used longitudinal data and a pre-post test design to examine the effect of the outcome measure of L2 writing on the accuracy rates of thirty-two international graduate students enrolled in a semester-long content-based EAP course. As part of the coursework, the students completed weekly written assignments on which they received weekly…

Learners' Uses of Two Types of Written Feedback on a L2 Writing Revision Task

ERIC Educational Resources Information Center

Sachs, Rebecca; Polio, Charlene

2007-01-01

This study examines the effectiveness of written error corrections versus reformulations of second language learners' writing as two means of improving learners' grammatical accuracy on a three-stage composition-comparison-revision task. Concurrent verbal protocols were employed during the comparison stage in order to study the learners' reported…

Experiences from Cross-Institutional Exchanges of Undergraduate Business Student Written Cases

ERIC Educational Resources Information Center

Ross, Douglas N.; Zufan, Pavel; Rosenbloom, Al

2008-01-01

This article describes an undergraduate course assignment that required 134 students in 52 student teams from three universities, two in the United States and one in the Czech Republic, to write, exchange, and give constructive feedback on a student-written strategic management or international business case and its accompanying teaching note. The…

Social stories, written text cues, and video feedback: effects on social communication of children with autism.

PubMed Central

Thiemann, K S; Goldstein, H

2001-01-01

This study investigated the effects of written text and pictorial cuing with supplemental video feedback on the social communication of 5 students with autism and social deficits. Two peers without disabilities participated as social partners with each child with autism to form five triads. Treatment was implemented twice per week and consisted of 10 min of systematic instruction using visual stimuli, 10 min of social interaction, and 10 min of self-evaluation using video feedback. Results showed increases in targeted social communication skills when the treatment was implemented. Some generalized treatment effects were observed across untrained social behaviors, and 1 participant generalized improvements within the classroom. In addition, naive judges reported perceived improvements in the quality of reciprocal interactions. These findings support recommendations for using visually cued instruction to guide the social language development of young children with autism as they interact with peers without disabilities. PMID:11800183

A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

PubMed

Davis, Lindsay E

2014-12-15

To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.

Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme.

PubMed

Voyer, Stéphane; Cuncic, Cary; Butler, Deborah L; MacNeil, Kimberley; Watling, Christopher; Hatala, Rose

2016-09-01

We developed, implemented and evaluated an evidence-based programme of feedback designed to address limitations identified in the current literature. We sought to advance understanding about how and why feedback processes might be more effective in clinical education. Three faculty members and nine first-year internal medicine residents participated in the pilot programme. To counter challenges identified in the literature, feedback was based on direct observation, grounded in longitudinal faculty-resident relationships, and devoid of summative assessment. We used a qualitative case study design to address three research questions: (i) What benefits did the participants describe? (ii) What elements of the programme facilitated these benefits? (iii) What were the limitations and challenges of the programme? Collected data included audiotapes of interactions between faculty members and residents, field notes written during observations, and semi-structured interviews and focus groups with resident participants. Data analysis moved cyclically and iteratively through inductive and deductive analysis. Residents described benefits relating to their ways of working (clinical skills), ways of learning (accountability for learning) and ways of feeling (emotional well-being). According to participants, specific elements of the programme that achieved these benefits included the direct observation of authentic clinical work, the longitudinal relationship with a faculty member and the emergence of feedback as a conversation between the faculty member and learner. We conclude that the conditions established within our pilot feedback programme influenced the learning culture for first-year internal medicine residents by grounding direct observation in authentic clinical work and setting the observations in the context of a longitudinal, non-assessment-based relationship between a faculty member and resident. These conditions appeared to influence residents' participation in the feedback process, their ways of approaching their daily clinical work, their emotional well-being and their engagement in their own learning. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Examining the Function of Visual Feedback in Text Production.

ERIC Educational Resources Information Center

Hull, Glynda A.; Smith, William L.

Composing is controlled by information feedback from prior behavior which serves to influence future behavior. This model posits movement toward a desired end product through a continual interchange of writing and examining and evaluating what has been written against internal standards. A study was conducted to determine the extent to which…

Increasing Treatment Integrity through Negative Reinforcement: Effects on Teacher and Student Behavior

ERIC Educational Resources Information Center

DiGennaro, Florence D.; Martens, Brian K.; McIntyre, Laura Lee

2005-01-01

The current study examined the extent to which treatment integrity was increased and maintained for 4 teachers in their regular classroom settings as a result of performance feedback and negative reinforcement. Teachers received daily written feedback about their accuracy in implementing an intervention and were able to avoid meeting with a…

The Transfer of Learning Associated with Audio Feedback on Written Work

ERIC Educational Resources Information Center

Martini, Tanya; DiBattista, David

2014-01-01

This study examined whether audio feedback provided to undergraduates (N=51) about one paper would prove beneficial in terms of improving their grades on another, unrelated paper of the same type. We examined this issue both in terms of student "beliefs" about learning transfer, as well as their "actual ability" to transfer…

Student Interpretations of Written Comments on Graded Proofs

ERIC Educational Resources Information Center

Byrne, Martha; Hanusch, Sarah; Moore, Robert C.; Fukawa-Connelly, Tim

2018-01-01

Instructors often write feedback on students' proofs even if there is no expectation for the students to revise and resubmit the work. It is not known, however, what students do with that feedback or if they understand the professor's intentions. To this end, we asked eight advanced mathematics undergraduates to respond to professor comments on…

The Secret of Effective Feedback

ERIC Educational Resources Information Center

Wiliam, Dylan

2016-01-01

"The only important thing about feedback is what students do with it," declares Dylan Wiliam in this article. The standard school procedure (in which a teacher looks at a piece of student work and writes something on it, and the student later looks at what the teacher has written) does not necessarily increase student learning. Teachers…

Written Feedback for Students: Too Much, Too Detailed or Too Incomprehensible to Be Effective?

ERIC Educational Resources Information Center

Glover, Chris; Brown, Evelyn

2006-01-01

A three year research study entitled "Improving the effectiveness of Formative Assessment in Science Teaching", involving Biosciences and Physical Sciences staff and students at two UK Universities, has been examining the potential for improving student learning by making changes to the way formative assessment and feedback are…

Establishing and Assessing Two-Way Communication Between Parents and School.

ERIC Educational Resources Information Center

Lordeman, Ann; And Others

The purpose of this study was to determine whether or not a written, two-way home-school feedback program could be established on a regular basis. The study assessed the effectiveness of three feedback procedures for improvement of communication between parents of 600 middle school students involved in a Preparation through Responsive Educational…

Matching Feedback and Cognitive Style in Visual CAI Tasks.

ERIC Educational Resources Information Center

Hedberg, John G.; McNamara, Suzanne E.

The effects of different types of feedback in computer assisted instruction were studied in 30 college students with different cognitive styles. The program, written in Apple Pilot and administered on an Apple IIE microcomputer, consisted of 16 problem solving tasks; for each, a graphic display and a textual question were presented. Two feedback…

Issues and Agency: Postgraduate Student and Tutor Experiences with Written Feedback

ERIC Educational Resources Information Center

Sanchez, Hugo Santiago; Dunworth, Katie

2015-01-01

This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting feedback, as well as the strategies which they adopted as they sought resolution of these issues. The study employed a case study approach, using data obtained from semi-structured and stimulated recall…

Effective Student Teacher Supervision in the Era of "No Child Left Behind"

ERIC Educational Resources Information Center

Bates, Alisa J.; Burbank, Mary D.

2008-01-01

This research study addresses the issues and challenges for university supervisors of providing supervisory feedback in the accountability climate of No Child Left Behind. Several findings are detailed in the case below and include the following: (a) Feedback on individual learning needs of students differed between informal written observations…

Feedback on Trait or Action Impacts on Caudate and Paracingulum Activity

PubMed Central

Appelgren, Alva; Bengtsson, Sara L

2015-01-01

There is a general conception that positive associations to one’s trait, e.g. ‘I’m clever’, are beneficial for cognitive performance. Scientific evidence shows that this is a simplification. In this functional magnetic resonance imaging (fMRI) study we used written trial-based trait feedback ‘you are clever’, or task feedback ‘your choice was correct’, on each correct response of a rule-switching task, to investigate how the character of positive self-associations influences performance outcome. Twenty participants took part in this crossover design study. We found that trait feedback was less beneficial for motivation and performance improvement, and resulting in enhanced neural activation on more difficult bivalent rule trials. This indicates that the task was treated as more complex in this condition. For example, ‘you are clever’ feedback led to enhanced activation in anterior caudate nucleus, an area known to process uncertainty. We further observed that activation in anterior paracingulate cortex was sensitive to whether self-reflection was imposed by external feedback or generated from internal processes, where the latter activation correlated positively with performance when following after task feedback. Our results illustrate how feedback can evoke self-reflections that either help or hinder motivation and performance, most likely by impacting on processes of uncertainty. The results support social psychological models stipulating that trait focus take resources away from task focus. PMID:26102501

The effect of force feedback on student reasoning about gravity, mass, force and motion

NASA Astrophysics Data System (ADS)

Bussell, Linda

The purpose of this study was to examine whether force feedback within a computer simulation had an effect on reasoning by fifth grade students about gravity, mass, force, and motion, concepts which can be difficult for learners to grasp. Few studies have been done on cognitive learning and haptic feedback, particularly with young learners, but there is an extensive base of literature on children's conceptions of science and a number of studies focus specifically on children's conceptions of force and motion. This case study used a computer-based paddleball simulation with guided inquiry as the primary stimulus. Within the simulation, the learner could adjust the mass of the ball and the gravitational force. The experimental group used the simulation with visual and force feedback; the control group used the simulation with visual feedback but without force feedback. The proposition was that there would be differences in reasoning between the experimental and control groups, with force feedback being helpful with concepts that are more obvious when felt. Participants were 34 fifth-grade students from three schools. Students completed a modal (visual, auditory, and haptic) learning preference assessment and a pretest. The sessions, including participant experimentation and interviews, were audio recorded and observed. The interviews were followed by a written posttest. These data were analyzed to determine whether there were differences based on treatment, learning style, demographics, prior gaming experience, force feedback experience, or prior knowledge. Work with the simulation, regardless of group, was found to increase students' understanding of key concepts. The experimental group appeared to benefit from the supplementary help that force feedback provided. Those in the experimental group scored higher on the posttest than those in the control group. The greatest difference between mean group scores was on a question concerning the effects of increased gravitational force.

A Reflection on "The Language Learning Potential" of Written CF

ERIC Educational Resources Information Center

Bitchener, John

2012-01-01

For more than 30 years, different opinions about whether written corrective feedback (CF) is a worthwhile pedagogical practice for L2 learning and acquisition have been voiced. Despite the arguments for and against its potential to help L2 learners acquire the target language and the inconclusive findings across studies that have sought answers to…

The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms

ERIC Educational Resources Information Center

Duchaine, Ellen L.; Jolivete, Kristine; Fredrick, Laura D.

2011-01-01

This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the…

The Effect of Effort and Feedback on the Formation of Student Attitudes.

ERIC Educational Resources Information Center

McMillan, James H.

Students in four university classes in educational psychology were used as the target population to study the effect of two factors, degree of effort exerted studying a subject, and written feedback from the instructor, on the cognitive and affective attitudes these students formed toward the subject and their assignments. The students, unaware…

Missing: Electronic Feedback in Egyptian EFL Essay Writing Classes

ERIC Educational Resources Information Center

Seliem, Soheir; Ahmed, Abdelhamid

2009-01-01

EFL essay writing is considered one of the most important academic courses in the teacher education programmes that should help develop students' skills to write cohesively and coherently. Teachers' feedback plays a crucial role in improving and enhancing the quality of students' written essays. The aim of the current study was to shed light on…

A Preliminary Report on a New Grammar Checker to Help Students of English as a Foreign Language

ERIC Educational Resources Information Center

Lawley, Jim

2004-01-01

Whereas many pre-intermediate and intermediate level students of English as a Foreign Language (EFL) might benefit from receiving detailed feedback on mistakes in their written compositions, there are obvious practical limits to the amount of corrective feedback that teachers in schools and universities can provide. This article briefly describes…

The Effect of Assessment of Process after Receiving Teacher Feedback

ERIC Educational Resources Information Center

Ruegg, Rachael

2016-01-01

This exploratory study investigated the effect of assessing both process and product compared to assessing written products alone. Two groups of students received teacher feedback over a one-year period. One group was assessed on their revisions in addition to the quality of final drafts, while a second group was assessed on the quality of final…

Towards collaborative filtering recommender systems for tailored health communications.

PubMed

Marlin, Benjamin M; Adams, Roy J; Sadasivam, Rajani; Houston, Thomas K

2013-01-01

The goal of computer tailored health communications (CTHC) is to promote healthy behaviors by sending messages tailored to individual patients. Current CTHC systems collect baseline patient "profiles" and then use expert-written, rule-based systems to target messages to subsets of patients. Our main interest in this work is the study of collaborative filtering-based CTHC systems that can learn to tailor future message selections to individual patients based explicit feedback about past message selections. This paper reports the results of a study designed to collect explicit feedback (ratings) regarding four aspects of messages from 100 subjects in the smoking cessation support domain. Our results show that most users have positive opinions of most messages and that the ratings for all four aspects of the messages are highly correlated with each other. Finally, we conduct a range of rating prediction experiments comparing several different model variations. Our results show that predicting future ratings based on each user's past ratings contributes the most to predictive accuracy.

Towards Collaborative Filtering Recommender Systems for Tailored Health Communications

PubMed Central

Marlin, Benjamin M.; Adams, Roy J.; Sadasivam, Rajani; Houston, Thomas K.

2013-01-01

The goal of computer tailored health communications (CTHC) is to promote healthy behaviors by sending messages tailored to individual patients. Current CTHC systems collect baseline patient “profiles” and then use expert-written, rule-based systems to target messages to subsets of patients. Our main interest in this work is the study of collaborative filtering-based CTHC systems that can learn to tailor future message selections to individual patients based explicit feedback about past message selections. This paper reports the results of a study designed to collect explicit feedback (ratings) regarding four aspects of messages from 100 subjects in the smoking cessation support domain. Our results show that most users have positive opinions of most messages and that the ratings for all four aspects of the messages are highly correlated with each other. Finally, we conduct a range of rating prediction experiments comparing several different model variations. Our results show that predicting future ratings based on each user’s past ratings contributes the most to predictive accuracy. PMID:24551430

Student laboratory reports: an approach to improving feedback and quality

NASA Astrophysics Data System (ADS)

Ellingsen, Pål Gunnar; Støvneng, Jon Andreas

2018-05-01

We present an ongoing effort in improving the quality of laboratory reports written by first and second year physics students. The effort involves a new approach where students are given the opportunity to submit reports at intermediate deadlines, receive feedback, and then resubmit for the final deadline. In combination with a differential grading system, instead of pass/fail, the improved feedback results in higher quality reports. Improvement in the quality of the reports is visible through the grade statistics.

Differential Effects of Focused and Unfocused Written Correction on the Accurate Use of Grammatical Forms by Adult ESL Learners

ERIC Educational Resources Information Center

Sheen, Younghee; Wright, David; Moldawa, Anna

2009-01-01

Building on Sheen's (2007) study of the effects of written corrective feedback (CF) on the acquisition of English articles, this article investigated whether direct focused CF, direct unfocused CF and writing practice alone produced differential effects on the accurate use of grammatical forms by adult ESL learners. Using six intact adult ESL…

The Impact of Disciplinary Background and Teaching Experience on the Use of Evaluative Language in Teacher Feedback

ERIC Educational Resources Information Center

Hu, Guangwei; Choo, Lilin

2016-01-01

This study was designed to examine secondary teachers' use of evaluative language resources in their qualitative written feedback on student work and factors shaping the deployment of such resources. Drawing on appraisal theory as an analytic framework for the language of evaluation, the study analyzed 84 teachers' evaluative reports on their…

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

ERIC Educational Resources Information Center

Van Beuningen, Catherine

2010-01-01

The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised…

The Effect of Two Types of Corrective Feedback on EFL Learners' Writing Skill

ERIC Educational Resources Information Center

Farshi, Sina Soltanabadi; Safa, Saeedeh Khalili

2015-01-01

The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners' writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the…

ICT and Feedback Practices in the Lower-Secondary Foreign Language Classroom

ERIC Educational Resources Information Center

Kjaergaard, Hanne Wacher

2017-01-01

A central part of language teachers' work consists in providing written corrective feedback for their students using well-known pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close to 300 Danish teachers of lower-secondary EFL aimed…

EDUCATIONAL ATTAINMENT AND ATTITUDES TOWARD SCHOOL AS A FUNCTION OF FEEDBACK IN THE FORM OF TEACHERS' WRITTEN COMMENTS.

ERIC Educational Resources Information Center

SWEET, ROGER C.

RELATIONSHIPS BETWEEN A TEACHER'S WRITTEN COMMENTS ON A TEST AND (1) SUBSEQUENT STUDENT ATTAINMENT AS MEASURED BY TEST PERFORMANCE AND (2) ATTITUDE CHANGE TOWARD 9TH-GRADE ENGLISH, WERE INVESTIGATED. 9 CLASSES (225 STUDENTS) WERE GIVEN 4 TESTS BY THEIR TEACHERS OVER A 6-WEEK PERIOD. TESTS WERE RETURNED WITH NUMERICAL SCORES, LETTER GRADE, AND…

Open-cavity fiber laser with distributed feedback based on externally or self-induced dynamic gratings.

PubMed

Lobach, Ivan A; Drobyshev, Roman V; Fotiadi, Andrei A; Podivilov, Evgeniy V; Kablukov, Sergey I; Babin, Sergey A

2017-10-15

Dynamic population inversion gratings induced in an active medium by counter-propagating optical fields may have a reverse effect on writing laser radiation via feedback they provide. In this Letter we report, to the best of our knowledge, on the first demonstration of an open-cavity fiber laser in which the distributed feedback is provided by a dynamic grating "written" in a Yb-doped active fiber, either by an external source or self-induced via a weak (∼0.1%) reflection from an angle-cleaved fiber end. It has been shown that meters-long dynamic grating is formed with a narrow bandwidth (<50  MHz) and a relatively high-reflection coefficient (>7%) securing single-frequency operation, but the subsequent hole-burning effects accompanied by new grating formation lead to the switching from one longitudinal mode to another. providing a regular pulse-mode dynamics. As a result, periodically generated pulse trains cover a spectrum range of several terahertz delivering millions of cavity modes in sequent pulses.

Developing students' teaching through peer observation and feedback.

PubMed

Rees, Eliot L; Davies, Benjamin; Eastwood, Michael

2015-10-01

With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback. We have found peer observation of teaching to be a feasible and acceptable process for improving quality of teaching provided by undergraduate medical students. However, feedback regarding the quality of peer observer's feedback may help to develop students' abilities further.

Individual and Situational Factors that Influence the Efficacy of Personalized Feedback Substance Use Interventions for Mandated College Students

ERIC Educational Resources Information Center

Mun, Eun Young; White, Helene R.; Morgan, Thomas J.

2009-01-01

Little is known about individual and situational factors that moderate the efficacy of personalized feedback interventions (PFIs). Mandated college students (N = 348) were randomly assigned either to a PFI delivered in the context of a brief motivational interview (BMI; n = 180) or to a written PFI only (WF) condition and were followed up at 4…

The Effects of Using Collaborative Assessment with Students Going Abroad: Intercultural Competence Development, Self-Understanding, Self-Confidence, and Stages of Change

ERIC Educational Resources Information Center

Schnabel, Deborah B. L.; Kelava, Augustin; van de Vijver, Fons J. R.

2016-01-01

For this study we examined collaborative assessment in counseling 820 German students who were going abroad and who were exposed to the Test to Measure Intercultural Competence (TMIC). A randomized pretest-posttest control group design was used. The control group did not get any test feedback. The remaining groups received written feedback or…

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…

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.

Making sense of teacher-feedback to high school students in science classes: Science instruction and student learning

NASA Astrophysics Data System (ADS)

Pahl, Jarvis Van Netta Calvin

When we perceive the world as whole and begin to explore how things are interrelated, we confer a sense of meaning and order to what we are studying. When we include the learner as an active participant in what is being learned, we have the basis for an educational practice that accentuates meaning. The connectedness between meaning and learning will become more apparent...connectedness is natural...it is everywhere and in everything. We have only to look for it. As our perceptions change, so will our practice. (Caine, Caine, and Cromwell, 1994) What can we learn about our teaching practices when we ask high school students their perceptions about teacher-feedback to them regarding their learning science? This research study uses students' written stories of what teacher-feedback in high school science classes means to them. Students provide vivid descriptions of how they use science teacher-feedback to create new meaning or how they do not use or receive science teacher-feedback. There were three essential questions in the study, one qualitative and two quantitative. These questions were: what types of teacher-feedback do high school students receive from their science teachers; how do students use the teacher-feedback they receive; and what teacher-feedback do students identify as most useful to them? This research study used a qualitative-quantitative approach for gathering and analyzing data. The design of the procedure was a blend of the qualitative research question to access initial data to be used with a modified quantitative approach in a followup of the remaining two research questions which were focused on a student survey for a practical application of the research. The following six emergent dichotomous types of teacher-feedback were found in the study: supportive and non supportive teacher-feedback; short term and long term teacher-feedback; academic and non academic teacher-feedback; teacher-initiated and student-initiated contact with the teacher providing teacher-feedback; classwide and one-on-one teacher-feedback; verbal and written teacher-feedback. Procedural, population, time, and research limitations were presented, along with some intriguing and fun practical implications of the findings which the researcher included in "Lists of Five by Five."

Smartphones, Smart Feedback: Using Mobile Devices to Collect In-the-Moment Feedback.

PubMed

Havel, Lauren Koehler; Powell, Samantha D; Cabaniss, Deborah L; Arbuckle, Melissa R

2017-02-01

The goal of this study was to streamline the collection of resident feedback in order to support faculty development and program improvement in psychiatry training. The authors developed and implemented a brief, free, mobile survey to track resident feedback and class attendance. Prior to instituting this system, resident feedback was obtained semi-annually for each course (n = 90) and not each individual class. In comparison, this new system allowed the authors to collect feedback on 477 of the 519 classes held over the 2014-15 academic year (92 %). Written comments about the curriculum increased over tenfold from 42 in 2013-14 to 541 during a comparative time period in 2014-15. One year after instituting this new system, resident participation increased to 81 % on average (compared to 64 % previously). Mobile devices may provide an inexpensive and relatively untapped mechanism for improving the process of collecting resident feedback and tracking class attendance.

The impact of online therapeutic feedback on outcome measures in Internet-CBTI for adolescents with insomnia.

PubMed

de Bruin, Eduard Jan; Meijer, Anne Marie

2017-01-01

Guided Internet cognitive behavioral therapy for insomnia (CBTI) offers an effective treatment for adolescents, but little is known about the active ingredients of therapeutic feedback on outcomes. This study aims to identify which factors can be distinguished in written therapeutic feedback in Internet CBTI, and examine whether these factors and participation in a chat session contribute to sleep outcomes. Internet CBTI was applied to 57 adolescents (mean age 15.43 years, SD 1.74, 82.5% girls). Symptoms of insomnia and chronic sleep reduction, and total sleep time, time in bed, and sleep efficiency from seven day sleep logs were measured at baseline, post-treatment, and at two month follow-up. With a coding instrument developed for this study, two independent researchers coded transcripts of the written therapeutic feedback of the Internet CBTI sessions with an event sampling method. Principal component analysis of the initial 17 items from the coding instrument yielded four distinct factors of therapeutic feedback, of which only Sleep expertise seemed to contribute to improvements after Internet CBTI. The other factors, indicating forms of encouragement, and participation in a chat session seemed counterproductive. This first longitudinal study into effects of therapeutic feedback in adolescent Internet CBTI indicated that emphasizing knowledge about sleep might contribute to insomnia improvement. The structured nature of the preprogrammed treatment content, delay of therapeutic feedback due to standardized timing, and unintentional reinforcement of undesirable behavior by giving attention to failures might explain the negative results of encouraging behavior. Further research to identify effective therapeutic factors in Internet therapy is warranted. Copyright © 2016 Elsevier B.V. All rights reserved.

The Effects of Writing Anxiety and Motivation on EFL College Students' Self-Evaluative Judgments of Corrective Feedback.

PubMed

Tsao, Jui-Jung; Tseng, Wen-Ta; Wang, Chaochang

2017-04-01

Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors such as writing anxiety and motivation predict learners' self-evaluative judgments of both teacher-corrected and peer-corrected feedback. For this study, 158 Taiwanese college sophomores participated in a survey that comprised three questionnaires. Results demonstrated that intrinsic motivation and different types of writing anxiety predicted English as foreign language learners' evaluative judgments of teacher and peer feedback. The findings have implications for English-writing instruction.

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.

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.

Disclosing a dementia diagnosis: what do patients and family consider important?

PubMed

Mastwyk, Maree; Ames, David; Ellis, Kathryn A; Chiu, Edmond; Dow, Briony

2014-08-01

The literature available on the format of the feedback session following assessment of memory impairment is minimal. This study explored how this information should be presented from the perspective of patients and their families. Thirty-two semi-structured interviews were conducted with memory clinic patients and their carer at the clinic visit that followed the feedback session, to ask: what they recalled, what they found helpful, and what they thought was the best way to disclose a diagnosis of dementia. A second interview was conducted with 14 patient/carer dyads at their next appointment. Recall of information from the feedback session was variable. Most respondents (76% of patients; 66% of carers) thought that a direct approach was best when informing the patient of a dementia diagnosis, and that both written information and compassion demonstrated by the doctor were helpful. Opinions on whether all the information should be given at once or in stages were divided. The current format of the feedback session needs revision to improve recall. Patients and their families want a direct approach to be used by a supportive and professional doctor with an opportunity to ask questions. They want the support of a family member or friend when they are told of their diagnosis and they would like a written summary to refer to afterwards.

Annotation an effective device for student feedback: a critical review of the literature.

PubMed

Ball, Elaine C

2010-05-01

The paper examines hand-written annotation, its many features, difficulties and strengths as a feedback tool. It extends and clarifies what modest evidence is in the public domain and offers an evaluation of how to use annotation effectively in the support of student feedback [Marshall, C.M., 1998a. The Future of Annotation in a Digital (paper) World. Presented at the 35th Annual GLSLIS Clinic: Successes and Failures of Digital Libraries, June 20-24, University of Illinois at Urbana-Champaign, March 24, pp. 1-20; Marshall, C.M., 1998b. Toward an ecology of hypertext annotation. Hypertext. In: Proceedings of the Ninth ACM Conference on Hypertext and Hypermedia, June 20-24, Pittsburgh Pennsylvania, US, pp. 40-49; Wolfe, J.L., Nuewirth, C.M., 2001. From the margins to the centre: the future of annotation. Journal of Business and Technical Communication, 15(3), 333-371; Diyanni, R., 2002. One Hundred Great Essays. Addison-Wesley, New York; Wolfe, J.L., 2002. Marginal pedagogy: how annotated texts affect writing-from-source texts. Written Communication, 19(2), 297-333; Liu, K., 2006. Annotation as an index to critical writing. Urban Education, 41, 192-207; Feito, A., Donahue, P., 2008. Minding the gap annotation as preparation for discussion. Arts and Humanities in Higher Education, 7(3), 295-307; Ball, E., 2009. A participatory action research study on handwritten annotation feedback and its impact on staff and students. Systemic Practice and Action Research, 22(2), 111-124; Ball, E., Franks, H., McGrath, M., Leigh, J., 2009. Annotation is a valuable tool to enhance learning and assessment in student essays. Nurse Education Today, 29(3), 284-291]. Although a significant number of studies examine annotation, this is largely related to on-line tools and computer mediated communication and not hand-written annotation as comment, phrase or sign written on the student essay to provide critique. Little systematic research has been conducted to consider how this latter form of annotation influences student learning and assessment or, indeed, helps tutors to employ better annotative practices [Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., Smith, B., 2004. Enhancing student learning through effective formative feedback. The Higher Education Academy, 1-40; Jewitt, C., Kress, G., 2005. English in classrooms: only write down what you need to know: annotation for what? English in Education, 39(1), 5-18]. There is little evidence on ways to heighten students' self-awareness when their essays are returned with annotated feedback [Storch, N., Tapper, J., 1997. Student annotations: what NNS and NS university students say about their own writing. Journal of Second Language Writing, 6(3), 245-265]. The literature review clarifies forms of annotation as feedback practice and offers a summary of the challenges and usefulness of annotation. Copyright 2009. Published by Elsevier Ltd.

Improving Written Communication Through Minimal Feedback

PubMed Central

Traxler, Matthew J.; Gernsbacher, Morton Ann

2014-01-01

We propose that writers must form accurate representations of how their readers will interpret their texts to convey their ideas successfully. In two experiments, we investigated whether getting feedback from their readers helps writers form better representations of how their texts are interpreted. In our first experiment, one group of subjects (writers) wrote descriptions of a set of geometric figures; another group of subjects (readers) read those descriptions and used them to select the figures from sets of similar looking distractor figures. Half the writers received feedback on how well their readers selected the figures, and half the writers did not receive this feedback. Those writers who received feedback improved their descriptions more than those writers who did not receive feedback. In our second experiment, half the writers received two treatments of feedback on their descriptions of one set of figures, whereas the other half of the writers did not receive feedback. Then, all the writers described a new set of figures. Those writers who had previously received feedback wrote better new descriptions than did those writers who had never received feedback. We concluded that feedback – even this minimal form of feedback – helps writers to envision how readers interpret their texts. PMID:25520535

Work Habits Are Valid Components of Evaluations of Anesthesia Residents Based on Faculty Anesthesiologists' Daily Written Comments About Residents.

PubMed

Dexter, Franklin; Masursky, Danielle; Szeluga, Debra; Hindman, Bradley J

2016-05-01

In our department, faculty anesthesiologists routinely evaluate the resident physicians with whom they worked in an operative setting the day before, providing numerical scores to questions. The faculty can also enter a written comment if so desired. Because residents' work habits are important to anesthesiology program directors, and work habits can improve with feedback, we hypothesized that faculty comments would include the theme of the anesthesia resident's work habits. We analyzed all 6692 faculty comments from January 1, 2011, to June 30, 2015. We quantified use of the theme of Dannefer et al.'s work habit scale, specifically the words and phrases in the scale, and synonyms to the words. Approximately half (50.7% [lower 99.99% confidence limit, 48.4%]) of faculty comments contained the theme of work habits. Multiple sensitivity analyses were performed excluding individual faculty, residents, and words. The lower confidence limits for comments containing the theme were each >42.7%. Although faculty anesthesiologists completed (numerical) questions based on the American College of Graduate Medical Education competencies to evaluate residents, an important percentage of written comments included the theme of work habits. The implication is that the theme has validity as one component of the routine evaluation of anesthesia residents.

The medical educator, the discourse analyst, and the phonetician: a collaborative feedback methodology for clinical communication.

PubMed

Woodward-Kron, Robyn; Stevens, Mary; Flynn, Eleanor

2011-05-01

Frameworks for clinical communication assist educators in making explicit the principles of good communication and providing feedback to medical trainees. However, existing frameworks rarely take into account the roles of culture and language in communication, which can be important for international medical graduates (IMGs) whose first language is not English. This article describes the collaboration by a medical educator, a discourse analyst, and a phonetician to develop a communication and language feedback methodology to assist IMG trainees at a Victorian hospital in Australia with developing their doctor-patient communication skills. The Communication and Language Feedback (CaLF) methodology incorporates a written tool and video recording of role-plays of doctor-patient interactions in a classroom setting or in an objective structured clinical examination (OSCE) practice session with a simulated patient. IMG trainees receive verbal feedback from their hospital-based medical clinical educator, the simulated patient, and linguists. The CaLF tool was informed by a model of language in context, observation of IMG communication training, and process evaluation by IMG participants during January to August 2009. The authors provided participants with a feedback package containing their practice video (which included verbal feedback) and the completed CaLF tool.The CaLF methodology provides a tool for medical educators and language practitioners to work collaboratively with IMGs to enhance communication and language skills. The ongoing interdisciplinary collaboration also provides much-needed applied research opportunities in intercultural health communication, an area the authors believe cannot be adequately addressed from the perspective of one discipline alone. Copyright © by the Association of American medical Colleges.

Evaluation of an interactive case simulation system in dermatology and venereology for medical students

PubMed Central

Wahlgren, Carl-Fredrik; Edelbring, Samuel; Fors, Uno; Hindbeck, Hans; Ståhle, Mona

2006-01-01

Background Most of the many computer resources used in clinical teaching of dermatology and venereology for medical undergraduates are information-oriented and focus mostly on finding a "correct" multiple-choice alternative or free-text answer. We wanted to create an interactive computer program, which facilitates not only factual recall but also clinical reasoning. Methods Through continuous interaction with students, a new computerised interactive case simulation system, NUDOV, was developed. It is based on authentic cases and contains images of real patients, actors and healthcare providers. The student selects a patient and proposes questions for medical history, examines the skin, and suggests investigations, diagnosis, differential diagnoses and further management. Feedback is given by comparing the user's own suggestions with those of a specialist. In addition, a log file of the student's actions is recorded. The program includes a large number of images, video clips and Internet links. It was evaluated with a student questionnaire and by randomising medical students to conventional teaching (n = 85) or conventional teaching plus NUDOV (n = 31) and comparing the results of the two groups in a final written examination. Results The questionnaire showed that 90% of the NUDOV students stated that the program facilitated their learning to a large/very large extent, and 71% reported that extensive working with authentic computerised cases made it easier to understand and learn about diseases and their management. The layout, user-friendliness and feedback concept were judged as good/very good by 87%, 97%, and 100%, respectively. Log files revealed that the students, in general, worked with each case for 60–90 min. However, the intervention group did not score significantly better than the control group in the written examination. Conclusion We created a computerised case simulation program allowing students to manage patients in a non-linear format supporting the clinical reasoning process. The student gets feedback through comparison with a specialist, eliminating the need for external scoring or correction. The model also permits discussion of case processing, since all transactions are stored in a log file. The program was highly appreciated by the students, but did not significantly improve their performance in the written final examination. PMID:16907972

Model-Based Feedback Control of Cavity Resonance: An Experimental and Computational Approach

DTIC Science & Technology

2006-07-24

Here, we start with the isentropic Navier-Stokes equations [31], written in two spatial dimensions as aa = -v Va - -- IaV - vOt 2av 2 (26)-- = -v. Vv...l,*)dy (60) e2 - J (--iý ,4 2 + -•- 2 , 2 )ay (61) References [1] R. J. Adrian, B. G. Jones, M. K. Chung, Y. Hassan , C. K. Nothianandan, and A...OMB control number, PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. 1. REPORT DATE (DD-MM- YYYY) 2 . REPORT TYPE 3. DATES COVERED (From - To

Deterministic and storable single-photon source based on a quantum memory.

PubMed

Chen, Shuai; Chen, Yu-Ao; Strassel, Thorsten; Yuan, Zhen-Sheng; Zhao, Bo; Schmiedmayer, Jörg; Pan, Jian-Wei

2006-10-27

A single-photon source is realized with a cold atomic ensemble (87Rb atoms). A single excitation, written in an atomic quantum memory by Raman scattering of a laser pulse, is retrieved deterministically as a single photon at a predetermined time. It is shown that the production rate of single photons can be enhanced considerably by a feedback circuit while the single-photon quality is conserved. Such a single-photon source is well suited for future large-scale realization of quantum communication and linear optical quantum computation.

IVHS Architecture Development, Regional Forum Results

DOT National Transportation Integrated Search

1994-06-01

THIS DOCUMENT SUMMARIZES STAKEHOLDER FEEDBACK FROM TEN REGIONAL ARCHITECTURE FORUMS CONDUCTED FROM APRIL 21 THROUGH MAY 11, 1994. A WRITTEN FORM WAS THE PRIMARY MEANS FOR OBTAINING INPUT. EACH ARCHITECTURE FORUM ALSO PROVIDED THE OPPORTUNITY FOR PART...

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.

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.

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…

How Residents Learn From Patient Feedback: A Multi-Institutional Qualitative Study of Pediatrics Residents' Perspectives.

PubMed

Bogetz, Alyssa L; Orlov, Nicola; Blankenburg, Rebecca; Bhavaraju, Vasudha; McQueen, Alisa; Rassbach, Caroline

2018-04-01

Residents may view feedback from patients and their families with greater skepticism than feedback from supervisors and peers. While discussing patient and family feedback with faculty may improve residents' acceptance of feedback and learning, specific strategies have not been identified. We explored pediatrics residents' perspectives of patient feedback and identified strategies that promote residents' reflection on and learning from feedback. In this multi-institutional, qualitative study conducted in June and July 2016, we conducted focus groups with a purposive sample of pediatrics residents after their participation in a randomized controlled trial in which they received written patient feedback and either discussed it with faculty or reviewed it independently. Focus group transcripts were audiorecorded, transcribed, and analyzed for themes using the constant comparative approach associated with grounded theory. Thirty-six of 92 (39%) residents participated in 7 focus groups. Four themes emerged: (1) residents valued patient feedback but felt it may lack the specificity they desire; (2) discussing feedback with a trusted faculty member was helpful for self-reflection; (3) residents identified 5 strategies faculty used to facilitate their openness to and acceptance of patient feedback (eg, help resident overcome emotional responses to feedback and situate feedback in the context of lifelong learning); and (4) residents' perceptions of feedback credibility improved when faculty observed patient encounters and solicited feedback on the resident's behalf prior to discussions. Discussing patient feedback with faculty provided important scaffolding to enhance residents' openness to and reflection on patient feedback.

Enhancing Feedback On Case Reports To Third Year Medical Students On Clinical Attachment

PubMed Central

McKeown, Pascal

2017-01-01

Preparation of case reports during student attachments has the attraction of reflecting real life clinical practice, but lacks standardisation when used in summative assessment. This study examined the occurrence and nature of feedback after the introduction of a new system of formative case reports in Third Year clinical attachments. Quantitative and qualitative methods were used to compare the new system to previous practice. Comparison of questionnaire responses demonstrated more and earlier feedback in the New Third Year, which was likely to be delivered at a meeting rather than as written comment. In the New Third Year, the quality of feedback was better and several markers of high quality feedback were rated more highly. There was no difference, however, in students’ confidence in their ability to assess patients. The qualitative data from the New Third Year documented much excellent feedback but also examples of poor practice as well as inconsistency of advice. In conclusion, a relatively simple intervention effected radical changes to feedback practice and attitudes, although it is not known if the clinical skills of students improved. PMID:28298712

General, database-driven fast-feedback system for the Stanford Linear Collider

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

Rouse, F.; Allison, S.; Castillo, S.

A new feedback system has been developed for stabilizing the SLC beams at many locations. The feedback loops are designed to sample and correct at the 60 Hz repetition rate of the accelerator. Each loop can be distributed across several of the standard 80386 microprocessors which control the SLC hardware. A new communications system, KISNet, has been implemented to pass signals between the microprocessors at this rate. The software is written in a general fashion using the state space formalism of digital control theory. This allows a new loop to be implemented by just setting up the online database andmore » perhaps installing a communications link. 3 refs., 4 figs.« less

What counts as effective communication in nursing? Evidence from nurse educators' and clinicians' feedback on nurse interactions with simulated patients.

PubMed

O'Hagan, Sally; Manias, Elizabeth; Elder, Catherine; Pill, John; Woodward-Kron, Robyn; McNamara, Tim; Webb, Gillian; McColl, Geoff

2014-06-01

To examine the feedback given by nurse educators and clinicians on the quality of communication skills of nurses in interactions with simulated patients. The quality of communication in interactions between nurses and patients has a major influence on patient outcomes. To support the development of effective nursing communication in clinical practice, a good understanding of what constitutes effective communication is helpful. An exploratory design was used involving individual interviews, focus groups and written notes from participants and field notes from researchers to investigate perspectives on nurse-patient communication. Focus groups and individual interviews were held between August 2010-September 2011 with a purposive sample of 15 nurse educators and clinicians who observed videos of interactions between nurses and simulated patients. These participants were asked to give oral feedback on the quality and content of these interactions. Verbatim transcriptions were undertaken of all data collected. All written notes and field notes were also transcribed. Thematic analysis of the data was undertaken. Four major themes related to nurse-patient communication were derived from the educators' and clinicians' feedback: approach to patients and patient care, manner towards patients, techniques used for interacting with patients and generic aspects of communication. This study has added to previous research by contributing grounded evidence from a group of nurse educators and clinicians on the aspects of communication that are relevant for effective nurse-patient interactions in clinical practice. © 2013 John Wiley & Sons Ltd.

Flatness-based embedded adaptive fuzzy control of turbocharged diesel engines

NASA Astrophysics Data System (ADS)

Rigatos, Gerasimos; Siano, Pierluigi; Arsie, Ivan

2014-10-01

In this paper nonlinear embedded control for turbocharged Diesel engines is developed with the use of Differential flatness theory and adaptive fuzzy control. It is shown that the dynamic model of the turbocharged Diesel engine is differentially flat and admits dynamic feedback linearization. It is also shown that the dynamic model can be written in the linear Brunovsky canonical form for which a state feedback controller can be easily designed. To compensate for modeling errors and external disturbances an adaptive fuzzy control scheme is implemanted making use of the transformed dynamical system of the diesel engine that is obtained through the application of differential flatness theory. Since only the system's output is measurable the complete state vector has to be reconstructed with the use of a state observer. It is shown that a suitable learning law can be defined for neuro-fuzzy approximators, which are part of the controller, so as to preserve the closed-loop system stability. With the use of Lyapunov stability analysis it is proven that the proposed observer-based adaptive fuzzy control scheme results in H∞ tracking performance.

A nonlinear Kalman filtering approach to embedded control of turbocharged diesel engines

NASA Astrophysics Data System (ADS)

Rigatos, Gerasimos; Siano, Pierluigi; Arsie, Ivan

2014-10-01

The development of efficient embedded control for turbocharged Diesel engines, requires the programming of elaborated nonlinear control and filtering methods. To this end, in this paper nonlinear control for turbocharged Diesel engines is developed with the use of Differential flatness theory and the Derivative-free nonlinear Kalman Filter. It is shown that the dynamic model of the turbocharged Diesel engine is differentially flat and admits dynamic feedback linearization. It is also shown that the dynamic model can be written in the linear Brunovsky canonical form for which a state feedback controller can be easily designed. To compensate for modeling errors and external disturbances the Derivative-free nonlinear Kalman Filter is used and redesigned as a disturbance observer. The filter consists of the Kalman Filter recursion on the linearized equivalent of the Diesel engine model and of an inverse transformation based on differential flatness theory which enables to obtain estimates for the state variables of the initial nonlinear model. Once the disturbances variables are identified it is possible to compensate them by including an additional control term in the feedback loop. The efficiency of the proposed control method is tested through simulation experiments.

Characterizing Mystery Cell Lines: Student-driven Research Projects in an Undergraduate Neuroscience Laboratory Course.

PubMed

Lemons, Michele L

2012-01-01

Inquiry-based projects promote discovery and retention of key concepts, increase student engagement, and stimulate interest in research. Described here are a series of lab exercises within an undergraduate upper level neuroscience course that train students to design, execute and analyze their own hypothesis-driven research project. Prior to developing their own projects, students learn several research techniques including aseptic cell culture, cell line maintenance, immunocytochemistry and fluorescent microscopy. Working in groups, students choose how to use these techniques to characterize and identify a "mystery" cell line. Each lab group is given a unique cell line with either a neural, astrocyte, or Schwann cell origin. Working together, students plan and execute experiments to determine the cellular origin and other unique characteristics of their mystery cell line. Students generate testable hypotheses, design interpretable experiments, generate and analyze data, and report their findings in both oral and written formats. Students receive instructor and peer feedback throughout the entire project. In summary, these labs train students the process of scientific research. This series of lab exercises received very strong positive feedback from the students. Reflections on student feedback and plans for future improvements are discussed.

Characterizing Mystery Cell Lines: Student-driven Research Projects in an Undergraduate Neuroscience Laboratory Course

PubMed Central

Lemons, Michele L.

2012-01-01

Inquiry-based projects promote discovery and retention of key concepts, increase student engagement, and stimulate interest in research. Described here are a series of lab exercises within an undergraduate upper level neuroscience course that train students to design, execute and analyze their own hypothesis-driven research project. Prior to developing their own projects, students learn several research techniques including aseptic cell culture, cell line maintenance, immunocytochemistry and fluorescent microscopy. Working in groups, students choose how to use these techniques to characterize and identify a “mystery” cell line. Each lab group is given a unique cell line with either a neural, astrocyte, or Schwann cell origin. Working together, students plan and execute experiments to determine the cellular origin and other unique characteristics of their mystery cell line. Students generate testable hypotheses, design interpretable experiments, generate and analyze data, and report their findings in both oral and written formats. Students receive instructor and peer feedback throughout the entire project. In summary, these labs train students the process of scientific research. This series of lab exercises received very strong positive feedback from the students. Reflections on student feedback and plans for future improvements are discussed. PMID:23504583

Effects of audience awareness on procedural text writing.

PubMed

Sato, Koichi; Matsushima, Kazutoshi

2006-08-01

Effects of audience awareness were examined. Some participants acted as writers and the others acted as readers. Writers wrote a text describing a geometrical figure. Readers read the text and tried to draw the figure according to the description. In Exp. 1, audience awareness was manipulated among undergraduate students, 11 men and 34 women. Writers in the high audience-awareness condition spent more time planning and writing texts than writers in the low audience-awareness condition. Texts in the high audience-awareness condition consisted of more letters and sentences with descriptions elaborating the texts. In Exp. 2, prototype texts were constructed based on the results of Exp. 1. Undergraduate students, 11 men and 47 women, who read the prototype text in the high audience-awareness condition could draw the figure more accurately. In Exp. 3, effects of feedback from readers were examined. Ninth-grade students, 22 boys and 34 girls, participated as writers and 7th-grade students, 22 boys and 34 girls, participated as readers. Merely being told to attend to an audience did not improve the quality of texts written by 9th-grade students. However, feedback from the readers who were 7th-grade students was effective. Writers could revise the texts appropriately according to feedback and improve the quality of texts. In addition, the experience of revising the text according to feedback transferred to later writing. Educational implications of the results are discussed.

Legacy model integration for enhancing hydrologic interdisciplinary research

NASA Astrophysics Data System (ADS)

Dozier, A.; Arabi, M.; David, O.

2013-12-01

Many challenges are introduced to interdisciplinary research in and around the hydrologic science community due to advances in computing technology and modeling capabilities in different programming languages, across different platforms and frameworks by researchers in a variety of fields with a variety of experience in computer programming. Many new hydrologic models as well as optimization, parameter estimation, and uncertainty characterization techniques are developed in scripting languages such as Matlab, R, Python, or in newer languages such as Java and the .Net languages, whereas many legacy models have been written in FORTRAN and C, which complicates inter-model communication for two-way feedbacks. However, most hydrologic researchers and industry personnel have little knowledge of the computing technologies that are available to address the model integration process. Therefore, the goal of this study is to address these new challenges by utilizing a novel approach based on a publish-subscribe-type system to enhance modeling capabilities of legacy socio-economic, hydrologic, and ecologic software. Enhancements include massive parallelization of executions and access to legacy model variables at any point during the simulation process by another program without having to compile all the models together into an inseparable 'super-model'. Thus, this study provides two-way feedback mechanisms between multiple different process models that can be written in various programming languages and can run on different machines and operating systems. Additionally, a level of abstraction is given to the model integration process that allows researchers and other technical personnel to perform more detailed and interactive modeling, visualization, optimization, calibration, and uncertainty analysis without requiring deep understanding of inter-process communication. To be compatible, a program must be written in a programming language with bindings to a common implementation of the message passing interface (MPI), which includes FORTRAN, C, Java, the .NET languages, Python, R, Matlab, and many others. The system is tested on a longstanding legacy hydrologic model, the Soil and Water Assessment Tool (SWAT), to observe and enhance speed-up capabilities for various optimization, parameter estimation, and model uncertainty characterization techniques, which is particularly important for computationally intensive hydrologic simulations. Initial results indicate that the legacy extension system significantly decreases developer time, computation time, and the cost of purchasing commercial parallel processing licenses, while enhancing interdisciplinary research by providing detailed two-way feedback mechanisms between various process models with minimal changes to legacy code.

The Use of Bookmarks in Teaching Counseling Ethics

ERIC Educational Resources Information Center

Warren, Jane; Zavaschi, Guilherme; Covello, Christin; Zakaria, Noor Syamilah

2012-01-01

This article includes a description of the bookmark as a creative arts experiential strategy useful in teaching counseling ethics education. Three bookmark examples illustrate how counselors-in-training utilized bookmarks to conceptualize their counseling ethics understanding. Illustrations and written feedback from the counselors-in-training…

A mixed-method investigation of patient monitoring and enhanced feedback in routine practice: Barriers and facilitators

PubMed Central

Lucock, Mike; Halstead, Jeremy; Leach, Chris; Barkham, Michael; Tucker, Samantha; Randal, Chloe; Middleton, Joanne; Khan, Wajid; Catlow, Hannah; Waters, Emma; Saxon, David

2015-01-01

Abstract Objective: To investigate the barriers and facilitators of an effective implementation of an outcome monitoring and feedback system in a UK National Health Service psychological therapy service. Method: An outcome monitoring system was introduced in two services. Enhanced feedback was given to therapists after session 4. Qualitative and quantitative methods were used, including questionnaires for therapists and patients. Thematic analysis was carried out on written and verbal feedback from therapists. Analysis of patient outcomes for 202 episodes of therapy was compared with benchmark data of 136 episodes of therapy for which feedback was not given to therapists. Results: Themes influencing the feasibility and acceptability of the feedback system were the extent to which therapists integrated the measures and feedback into the therapy, availability of administrative support, information technology, and complexity of the service. There were low levels of therapist actions resulting from the feedback, including discussing the feedback in supervision and with patients. Conclusions: The findings support the feasibility and acceptability of setting up a routine system in a complex service, but a number of challenges and barriers have to be overcome and therapist differences are apparent. More research on implementation and effectiveness is needed in diverse clinical settings. PMID:26436605

Comprehensive feedback on trainee surgeons’ non-technical skills

PubMed Central

Dieckmann, Peter; Beier-Holgersen, Randi; Rosenberg, Jacob; Oestergaard, Doris

2015-01-01

Objectives This study aimed to explore the content of conversations, feedback style, and perceived usefulness of feedback to trainee surgeons when conversations were stimulated by a tool for assessing surgeons’ non-technical skills. Methods Trainee surgeons and their supervisors used the Non-Technical Skills for Surgeons in Denmark tool to stimulate feedback conversations. Audio recordings of post-operation feedback conversations were collected. Trainees and supervisors provided questionnaire responses on the usefulness and comprehensiveness of the feedback. The feedback conversations were qualitatively analyzed for content and feedback style. Usefulness was investigated using a scale from 1 to 5 and written comments were qualitatively analyzed. Results Six trainees and six supervisors participated in eight feedback conversations. Eighty questionnaires (response rate 83 percent) were collected from 13 trainees and 12 supervisors. Conversations lasted median eight (2-15) minutes. Supervisors used the elements and categories in the tool to structure the content of the conversations. Supervisors tended to talk about the trainees’ actions and their own frames rather than attempting to understand the trainees’ perceptions. Supervisors and trainees welcomed the feedback opportunity and agreed that the conversations were useful and comprehensive. Conclusions The content of the feedback conversations reflected the contents of the tool and the feedback was considered useful and comprehensive. However, supervisors talked primarily about their own frames, so in order for the feedback to reach its full potential, supervisors may benefit from training techniques to stimulate a deeper reflection among trainees. PMID:25602262

Influencing care in acute myocardial infarction: a randomized trial comparing 2 types of intervention.

PubMed

Sauaia, A; Ralston, D; Schluter, W W; Marciniak, T A; Havranek, E P; Dunn, T R

2000-01-01

The purpose of this study was to evaluate performance feedback delivered by on-site presentations compared to mailed feedback on improving acute myocardial infarction (AMI) care. We used a randomized trial including 18 hospitals nested within the Cooperative Cardiovascular Project. Patients comprised AMI Medicare patients admitted before (n = 929, 1994 and 1995) and after intervention (n = 438, 1996). Control hospitals received written feedback by mail. The experimental intervention group received a presentation led by a cardiologist and a quality improvement specialist. We assessed the proportion of patients receiving appropriate AMI care before and after the intervention. Both univariate and multivariate analyses demonstrated no effect of the intervention in increasing the proportion of patients who received reperfusion, aspirin, beta-blockers, or angiotensin-converting enzyme inhibitors. On-site feedback presentations were not associated with a larger improvement in AMI care compared to the mailed feedback. Other interventions, such as opinion leaders and patient-directed interventions, may be necessary in order to improve the care of AMI patients.

The Knowledge Stealing Initiative?

NASA Technical Reports Server (NTRS)

Goshorn, Larry

2005-01-01

I have the honor of being on the Academy of Program and Project Leadership (APPL) Knowledge Sharing Feedback and Assessment Team (FAA), and as such, I am privileged to receive the feedback written by many of you as attendees of the Project Management (PM) Master s Forums. It is the intent of the FAA Team and APPL leadership to use this feedback as a tool for continuous program improvement. As a retired (sort of) PM in the payload contracting industry, I'm a big supporter of NASA s Knowledge Sharing Initiative (KSI), especially the Master's Forums. I really enjoy participating in them. Unfortunately I had to miss the 8th forum in Pasadena this past Spring, but I did get the feedback package for the Assessment Team work. So here I was, reviewing twelve pages of comments, reflections, learning notes and critiques from attendees of the 8th forum.

The basis for cosmic ray feedback: Written on the wind

PubMed Central

Zweibel, Ellen G.

2017-01-01

Star formation and supermassive black hole growth in galaxies appear to be self-limiting. The mechanisms for self-regulation are known as feedback. Cosmic rays, the relativistic particle component of interstellar and intergalactic plasma, are among the agents of feedback. Because cosmic rays are virtually collisionless in the plasma environments of interest, their interaction with the ambient medium is primarily mediated by large scale magnetic fields and kinetic scale plasma waves. Because kinetic scales are much smaller than global scales, this interaction is most conveniently described by fluid models. In this paper, I discuss the kinetic theory and the classical theory of cosmic ray hydrodynamics (CCRH) which follows from assuming cosmic rays interact only with self-excited waves. I generalize CCRH to generalized cosmic ray hydrodynamics, which accommodates interactions with extrinsic turbulence, present examples of cosmic ray feedback, and assess where progress is needed. PMID:28579734

The basis for cosmic ray feedback: Written on the wind

NASA Astrophysics Data System (ADS)

Zweibel, Ellen G.

2017-05-01

Star formation and supermassive black hole growth in galaxies appear to be self-limiting. The mechanisms for self-regulation are known as feedback. Cosmic rays, the relativistic particle component of interstellar and intergalactic plasma, are among the agents of feedback. Because cosmic rays are virtually collisionless in the plasma environments of interest, their interaction with the ambient medium is primarily mediated by large scale magnetic fields and kinetic scale plasma waves. Because kinetic scales are much smaller than global scales, this interaction is most conveniently described by fluid models. In this paper, I discuss the kinetic theory and the classical theory of cosmic ray hydrodynamics (CCRH) which follows from assuming cosmic rays interact only with self-excited waves. I generalize CCRH to generalized cosmic ray hydrodynamics, which accommodates interactions with extrinsic turbulence, present examples of cosmic ray feedback, and assess where progress is needed.

The basis for cosmic ray feedback: Written on the wind.

PubMed

Zweibel, Ellen G

2017-05-01

Star formation and supermassive black hole growth in galaxies appear to be self-limiting. The mechanisms for self-regulation are known as feedback . Cosmic rays, the relativistic particle component of interstellar and intergalactic plasma, are among the agents of feedback. Because cosmic rays are virtually collisionless in the plasma environments of interest, their interaction with the ambient medium is primarily mediated by large scale magnetic fields and kinetic scale plasma waves. Because kinetic scales are much smaller than global scales, this interaction is most conveniently described by fluid models. In this paper, I discuss the kinetic theory and the classical theory of cosmic ray hydrodynamics (CCRH) which follows from assuming cosmic rays interact only with self-excited waves. I generalize CCRH to generalized cosmic ray hydrodynamics, which accommodates interactions with extrinsic turbulence, present examples of cosmic ray feedback, and assess where progress is needed.

The Computerized "Assistant Prof."

ERIC Educational Resources Information Center

Shough, J. Stuart

The computerized "Assistant Prof" program at the University of South Carolina at Spartanburg is written in Lotus 1-2-3 to aid college professors in all their various administrative duties. The program performs four distinctive functions: (1) record keeping; (2) form producing; (3) grade calculating; and (4) feedback of student class…

An educational and audit tool to reduce prescribing error in intensive care.

PubMed

Thomas, A N; Boxall, E M; Laha, S K; Day, A J; Grundy, D

2008-10-01

To reduce prescribing errors in an intensive care unit by providing prescriber education in tutorials, ward-based teaching and feedback in 3-monthly cycles with each new group of trainee medical staff. Prescribing audits were conducted three times in each 3-month cycle, once pretraining, once post-training and a final audit after 6 weeks. The audit information was fed back to prescribers with their correct prescribing rates, rates for individual error types and total error rates together with anonymised information about other prescribers' error rates. The percentage of prescriptions with errors decreased over each 3-month cycle (pretraining 25%, 19%, (one missing data point), post-training 23%, 6%, 11%, final audit 7%, 3%, 5% (p<0.0005)). The total number of prescriptions and error rates varied widely between trainees (data collection one; cycle two: range of prescriptions written: 1-61, median 18; error rate: 0-100%; median: 15%). Prescriber education and feedback reduce manual prescribing errors in intensive care.

Clinical reasoning and knowledge management in final year medical students: the role of Student-led Grand Rounds.

PubMed

Kandiah, David Arumaisingam

2017-01-01

The development of clinical reasoning and decision-making skills is often limited in medical school curricula. In reality, medical graduates acquire these skills during their first few years of residency. For many, this can be stressful as they may be working under limited supervision as a part of their rotations. Student-led Grand Rounds was developed to transfer both explicit and tacit knowledge to final year medical students. This pilot project was to apply the principles of knowledge management to allow students to be exposed to the reasoning and decision making of common clinical presentations. Student feedback through questionnaires was collated at the end of the program. Based on feedback and focus groups, modifications were made to produce a stable program in subsequent clinical rotations. Formal feedback was collated from all the 76 students who participated in the first year. This represented 100% of the cohort for this clinical school for that year. There was a 100% response rate as the feedback forms were given and collected at the end of the last session per block. The student responses were both in ratings defined in a feedback forms and in written comments. A total of 74 of the 76 students rated the program highly. They enjoyed the nonthreatening interactions. The remaining two students preferred more didactic teaching. This initiative allows an efficient transfer and utilization of knowledge. This could maximize the acquisition of practical knowledge by medical students as they finish their course in the transition to graduate medical practice.

Program Helps Generate And Manage Graphics

NASA Technical Reports Server (NTRS)

Truong, L. V.

1994-01-01

Living Color Frame Maker (LCFM) computer program generates computer-graphics frames. Graphical frames saved as text files, in readable and disclosed format, easily retrieved and manipulated by user programs for wide range of real-time visual information applications. LCFM implemented in frame-based expert system for visual aids in management of systems. Monitoring, diagnosis, and/or control, diagrams of circuits or systems brought to "life" by use of designated video colors and intensities to symbolize status of hardware components (via real-time feedback from sensors). Status of systems can be displayed. Written in C++ using Borland C++ 2.0 compiler for IBM PC-series computers and compatible computers running MS-DOS.

Implementing goals for non-cognitive outcomes within a basic science course.

PubMed

Derstine, Pamela L

2002-09-01

An essential principle of competency-based education (CBE) is use of observable outcomes with assessments as judgments of competence based on defined criteria. Faculty are accustomed to using learning objectives as the defining criteria for knowledge, assessing students using written exams. Faculty are less familiar with how the principles of CBE are applied to other competencies. We recently adopted school-wide goals and objectives, modeled after the ACGME Outcomes Project. The present objective was to give faculty first-hand experience in CBE within a basic science course, including both cognitive and non-cognitive outcomes. The format for the learner-centered, first-year Cell and Molecular Biology course was previously described.(1) Course goals were that students: (1) gain an understanding of the principles and concepts of cell and molecular biology, (2) develop an appreciation for how these principles and concepts are important to medicine, (3) demonstrate an ability to think critically using these principles and concepts. Goal 1 was measured by written exams. We assumed goals 2 and 3 were met through small-group problem-solving sessions, and outcomes were not assessed. The revised 2001 course goals were to prepare students for medical knowledge and lifelong learning and communication and professionalism. The goals for medical knowledge and lifelong learning were to: (1) demonstrate ability to use principles and concepts of cell biology, molecular biology, and genetics to analyze medically relevant data, solve problems, make predictions, and determine a course of action; (2) effectively use information technology to search, evaluate, and critically review scientific evidence related to principles and concepts covered in the course; (3) use appropriate techniques to teach peers in a conference setting. The goals for communication and professionalism were to: (1) use appropriate skills and attitudes to collaborate effectively with peers and faculty to accomplish learning goals; (2) maintain a personal learning portfolio to develop habits of reflective learning, broaden understanding of content beyond recall, and enhance communication with faculty; (3) demonstrate personal integrity in meeting course requirements and in interactions with peers and faculty throughout the course. Goals for medical knowledge and lifelong learning were assessed by written exams and by separate tools utilizing four-point Likert scales (novice, advanced beginner, proficient, distinguished) with specific observable criteria for a written research paper and a group PowerPoint presentation. Faculty and student assessments generated a number that was combined with exam grades for a lettered competency grade. A 19-item, five-point Likert scale was used by students to self- and peer-assess goals for communication and professionalism. Small-group faculty facilitators used the tool to give formative feedback midcourse, summative feedback at course conclusion, and competency grades. The tools may be viewed at: . Faculty achieved enhanced understanding of students, assisted by descriptive criteria, while suggesting improvements in forms. Better agreement on criteria definitions and consistency in form use is needed. Students developed understanding and improved communication/professionalism skills, based on repeated exposures to criteria and feedback. It remains to be seen whether the skills are used/developed in other courses. A majority of students did not use the learning portfolio as envisioned. Better design and implementation of school-wide rather than course-specific reflective portfolios may increase use and integrate learning in all courses with all six competencies.

Using Minute Papers to Determine Student Cognitive Development Levels

ERIC Educational Resources Information Center

Vella, Lia

2015-01-01

Can anonymous written feedback collected during classroom assessment activities be used to assess students' cognitive development levels? After library instruction in a first-year engineering design class, students submitted minute papers that included answers to "what they are left wondering." Responses were coded into low, medium and…

Integrating Multimedia into the Curriculum: A Case Study Evaluation.

ERIC Educational Resources Information Center

Felix, Uschi

1997-01-01

Evaluates software developed for advanced learners of a second language. The software uses the target language (German) exclusively, brings together language and literature teaching, and includes a large variety of written exercises with scored feedback. Findings reveal that students are enthusiastic about using this multimedia program and…

Knock-on Effects of Mode Change on Academic Discourse

ERIC Educational Resources Information Center

Gardner, Sheena

2004-01-01

Factors such as increases in student numbers and technological developments are threatening the luxury of one-on-one tutorials and bringing changes in modes of academic discourse. This small scale exploratory study identifies characteristics of taped oral, compared to written, feedback that are attributable to its spoken nature (longer, less…

Classroom Management Idea Book. ICE No. M0088

ERIC Educational Resources Information Center

Peace Corps, 2008

2008-01-01

This book was written in response to feedback from volunteer teachers who feel that the time spent dealing with classroom management issues detracts from the time they spend actually teaching the content. Volunteers and staff members provided practical strategies for dealing with the most commonly reported challenges. Chapters include teaching in…

Conversation Analysis--A Discourse Approach to Teaching Oral English Skills

ERIC Educational Resources Information Center

Wu, Yan

2013-01-01

This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the…

The Role of Negative and Positive Feedback in the Second Language Acquisition of the "Passe Compose" and the "Imparfait."

ERIC Educational Resources Information Center

Ayoun, Dalila

2001-01-01

Tests the effectiveness of written recasts versus models in the acquisition of the aspectual distinction between two past tenses in French, the "passe compose" and the "imparfait" with a pretest, repeated exposure, and posttest design. (Author/VWL)

How Mind Works To Revise Compositions.

ERIC Educational Resources Information Center

Lin, Deh-nan

This study investigated cognitive processes involved in English-as-a-Second-Language (ESL) students' correcting and revising drafts after receiving oral feedback from their teachers, noting factors that led to better written products and factors that did not improve student writing. The study examined what kinds of revision strategies students…

An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters.

PubMed

Farrell, Laura; Bourgeois-Law, Gisele; Ajjawi, Rola; Regehr, Glenn

2017-03-01

Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.

Programmable ubiquitous telerobotic devices

NASA Astrophysics Data System (ADS)

Doherty, Michael; Greene, Matthew; Keaton, David; Och, Christian; Seidl, Matthew L.; Waite, William; Zorn, Benjamin G.

1997-12-01

We are investigating a field of research that we call ubiquitous telepresence, which involves the design and implementation of low-cost robotic devices that can be programmed and operated from anywhere on the Internet. These devices, which we call ubots, can be used for academic purposes (e.g., a biologist could remote conduct a population survey), commercial purposes (e.g., a house could be shown remotely by a real-estate agent), and for recreation and education (e.g., someone could tour a museum remotely). We anticipate that such devices will become increasingly common due to recent changes in hardware and software technology. In particular, current hardware technology enables such devices to be constructed very cheaply (less than $500), and current software and network technology allows highly portable code to be written and downloaded across the Internet. In this paper, we present our prototype system architecture, and the ubot implementation we have constructed based on it. The hardware technology we use is the handy board, a 6811-based controller board with digital and analog inputs and outputs. Our software includes a network layer based on TCP/IP and software layers written in Java. Our software enables users across the Internet to program the behavior of the vehicle and to receive image feedback from a camera mounted on it.

Starting SOLO: A multi-pronged scaffolding approach for developing critical climate literacies

NASA Astrophysics Data System (ADS)

Hartman, K.; Goodkin, N.

2016-12-01

As part of Nanyang Technological University's general education requirement, all science and math students must complete a multidisciplinary environmental sustainability course during the spring term. In addition to foundational earth sciences material, the course of 600 students heavily emphasizes the development of multidisciplinary problem solving and communication strategies. Assessments conducted with previous iterations of the course found students had greater facility recalling facts and summarizing the course materials than they did evaluating climate change arguments, critically reasoning through sustainability issues, or thinking scientifically. To address this shortfall, we introduced the use of a rubric for peer review as one would treat acquiring expertise with any scientific tool—provide learners multiple opportunities for use in different contexts while providing interpretable and actionable feedback. In the most recent version of the course, we introduced a common rubric based on Biggs' (2014) SOLO taxonomy. We used the taxonomy to place the components of student learning along continuums signifying increasing levels of complexity. Our particular rubric highlighted five areas of importance when evaluating any written argument: clarity, argument structure, contextualization, use of evidence, and evidence sourcing. More important than the rubric itself was the iterative cycle of rubric use and expert feedback students received. For eight weeks, students used the rubric to evaluate articles on sustainability and were given feedback about how well their evaluations agreed with an "expert panel." As the semester progressed, the level of agreement between the students and the panel improved. Students used the rubric as a base for evaluating their peers' work at the end of the semester. We coded how constructive the comments students gave each other were and analyzed the weekly reading evaluations. Students whose evaluations aligned with the panel during the second half of the semester also provided more constructive feedback to their peers. The relationship did not hold for the first half of the semester—implying learning occurred. Overall, students from the most recent iteration of the course provided more constructive feedback than the previous semester.

The storybook method: research feedback with young participants.

PubMed

Anderson, Kate; Balandin, Susan

2011-12-01

Children are valuable informants for social research; however, their participation presents additional ethical and practical challenges. Of these challenges, feedback to verify the researchers' interpretations drawn from children's data, and the dissemination of project findings to young participants, have proven difficult to overcome. In this paper, we outline the Storybook method, an approach to feedback in research with young children. In the example study, illustrations, interactive pop-ups, and third-person disclosure were used to aid children aged 7-9 years to overcome the power imbalance in interviews with adults. The Storybook method facilitated active participation in the validation process. Potential modifications of the method for use with older populations, including adults with intellectual disabilities, complex communication needs, and those requiring alternate access to written texts, are also explored.

Narrative medicine in surgical education.

PubMed

Pearson, A Scott; McTigue, Michael P; Tarpley, John L

2008-01-01

Narrative medicine is a patient-centered approach to the practice of medicine that rescues the patients' stories and integrates what is important to them into decisions regarding their health care. Our hypothesis is that narrative understanding enhances the patient-provider relationship and contributes to optimizing patient care. We propose to use written narrative reflection to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills, and professionalism. DEVELOPMENT/METHODS: The development of this narrative-based project is based on a pilot study that we conducted at our institution with third-year surgical clerkship students. In the pilot, students produced in-depth narrative write-ups on a patient they had had the opportunity to "know." We plan a similar approach for surgical resident education. After a brief discussion of narrative medicine during our scheduled didactic conference, the residents are asked to initiate a written narrative reflection on a patient of their choosing. The narratives will be collected 1 week later. Our plan is to repeat this assessment quarterly so that 4 narratives will be generated annually from internship through the chief resident year. The narratives will be analyzed for content and recurring themes that capture the resident's communication skills, professionalism, as well as self-critique (practice-based learning) and value attributed to health-care teams (systems-based practice). After completion of the narratives, a 5-point Likert response survey will be given to the residents to assess their experience and the perceived value of written reflection. The written narratives will become part of the resident's ongoing portfolio. IMPLEMENTATION/EXPERIENCE TO DATE: Feedback from the medical student pilot study was favorable. When asked in a follow-up questionnaire, most students reported the experience to be valuable and recommended the use of narrative reflection in medical education. To assess the feasibility of this approach in surgical residency, we introduced the concept of narrative reflection to our residents during surgery grand rounds. Thirty-three narratives were collected 1 week later. CONCLUSION/NEXT STEPS: This preliminary experience suggests that acquisition of resident-authored narrative reflection is feasible during surgical residency. Use of this narrative-based approach in surgical resident education has the potential to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills, and professionalism.

Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation

PubMed Central

Shaw, Neil; Momsen, Jennifer; Reinagel, Adam; Le, Paul; Taqieddin, Ranya; Long, Tammy

2014-01-01

Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critically evaluate peers’ models. At semester's end, a substantial proportion of students significantly improved their representation of how variation arises (though one-third still did not include mutation in their models). Students’ written explanations of the origin of variation were mostly consistent with their models, although less effective than models in conveying mechanistic reasoning. This study contributes evidence that articulating the genetic origin of variation is particularly challenging for learners and may require multiple cycles of instruction, assessment, and feedback. To support meaningful learning of the origin of variation, we advocate instruction that explicitly integrates multiple scales of biological organization, assessment that promotes and reveals mechanistic and causal reasoning, and practice with explanatory models with formative feedback. PMID:25185235

Meta-analysis: audit and feedback features impact effectiveness on care quality.

PubMed

Hysong, Sylvia J

2009-03-01

Audit and feedback (A&F) has long been used to improve quality of care, albeit with variable results. This meta-analytic study tested whether Feedback Intervention Theory, a framework from industrial/organizational psychology, explains the observed variability in health care A&F research. studies cited by Jamtvedt's 2006 Cochrane systematic review of A&F, followed by database searches using the Cochrane review's search strategy to identify more recent studies. Cochrane review criteria, plus: presence of a treatment group receiving only A & F; a control group receiving no intervention; a quantitatively measurable outcome; minimum n of 10 per arm; sufficient statistics for effect size calculations. Moderators: presence of discouragement and praise; correct solution, attainment level, velocity, frequency, and normative information; feedback format (verbal, textual, graphic, public, computerized, group vs. individual); goal setting activity. meta-analytic procedures using the Hedges-Olkin method. Of 519 studies initially identified, 19 met all inclusion criteria. Studies were most often excluded due to the lack of a feedback-only arm. A&F has a modest, though significant positive effect on quality outcomes (d = 0.40, 95% confidence interval = +/-0.20); providing specific suggestions for improvement, written, and more frequent feedback strengthened this effect, whereas graphical and verbal feedback attenuated this effect. A&F effectiveness is improved when feedback is delivered with specific suggestions for improvement, in writing, and frequently. Other feedback characteristics could also potentially improve effectiveness; however, research with stricter experimental controls is needed to identify the specific feedback characteristics that maximize its effectiveness.

Determinants of feedback retention in soccer players.

PubMed

Januário, Nuno; Rosado, António; Mesquita, Isabel; Gallego, José; Aguilar-Parra, José M

2016-06-01

This study analyzed soccer players' retention of coaches' feedback during training sessions. We intended to determine if the retention of information was influenced by the athletes' personal characteristic (age, gender and the sports level), the quantity of information included in coach's feedback (the number of ideas and redundancy), athletes' perception of the relevance of the feedback information and athletes' motivation as well as the attention level. The study that was conducted over the course of 18 sessions of soccer practice, involved 12 coaches (8 males, 4 females) and 342 athletes (246 males, 96 females), aged between 10 and 18 years old. All coach and athlete interventions were transposed to a written protocol and submitted to content analysis. Descriptive statistics and multiple linear regression were calculated. The results showed that a substantial part of the information was not retained by the athletes; in 65.5% of cases, athletes experienced difficulty in completely reproducing the ideas of the coaches and, on average, the value of feedback retention was 57.0%. Six variables with a statistically significant value were found: gender, the athletes' sports level, redundancy, the number of transmitted ideas, athletes' perception of the relevance of the feedback information and the athletes' motivation level.

Competence feedback improves CBT competence in trainee therapists: A randomized controlled pilot study.

PubMed

Weck, Florian; Kaufmann, Yvonne M; Höfling, Volkmar

2017-07-01

The development and improvement of therapeutic competencies are central aims in psychotherapy training; however, little is known about which training interventions are suitable for the improvement of competencies. In the current pilot study, the efficacy of feedback regarding therapeutic competencies was investigated in cognitive behavioural therapy (CBT). Totally 19 trainee therapists and 19 patients were allocated randomly to a competence feedback group (CFG) or control group (CG). Two experienced clinicians and feedback providers who were blind to the treatment conditions independently evaluated therapeutic competencies on the Cognitive Therapy Scale at five treatment times (i.e., at Sessions 1, 5, 9, 13, and 17). Whereas CFG and CG included regular supervision, only therapists in the CFG additionally received written qualitative and quantitative feedback regarding their demonstrated competencies in conducting CBT during treatment. We found a significant Time × Group interaction effect (η² = .09), which indicates a larger competence increase in the CFG in comparison to the CG. Competence feedback was demonstrated to be suitable for the improvement of therapeutic competencies in CBT. These findings may have important implications for psychotherapy training, clinical practice, and psychotherapy research. However, further research is necessary to ensure the replicability and generalizability of the findings.

Teaching Positioning and Handling Techniques to Public School Personnel through Inservice Training. Brief Report.

ERIC Educational Resources Information Center

Inge, Katherine J.; Snell, Martha E.

1985-01-01

Two teachers were taught positioning and handling techniques using written task analyses, demonstrations by an occupational therapist, verbal and modeling prompts, corrective feedback, and praise. Training took place in the natural school environment, during school hours, and with students that the teachers taught. A functional relationship…

Grief Counseling Groups in a Medium-Security Prison

ERIC Educational Resources Information Center

Olson, Margaret J.; McEwen, Margaret A.

2004-01-01

The authors discuss their facilitation of four grief counseling groups with male inmates in a state prison over a two-year period. Worden's Tasks of Mourning were used as a guide for the group process. Disenfranchised grief and gender and cultural issues in grieving are explored. Catalytic exercises are described, and written feedback from inmates…

Effects of a Driver Enforcement Program on Yielding to Pedestrians

ERIC Educational Resources Information Center

Van Houten, Ron; Malenfant, J. E. Louis

2004-01-01

A driver-yielding enforcement program that included decoy pedestrians, feedback flyers, written and verbal warnings, and saturation enforcement for a 2-week period was evaluated in the city of Miami Beach using a multiple baseline design. During baseline, data were collected at crosswalks along two major corridors. Treatment was introduced first…

The Role of Somatosensory Information in Speech Perception: Imitation Improves Recognition of Disordered Speech

ERIC Educational Resources Information Center

Borrie, Stephanie A.; Schäfer, Martina C. M.

2015-01-01

Purpose: Perceptual learning paradigms involving written feedback appear to be a viable clinical tool to reduce the intelligibility burden of dysarthria. The underlying theoretical assumption is that pairing the degraded acoustics with the intended lexical targets facilitates a remapping of existing mental representations in the lexicon. This…

Short storybooks to build conceptual understanding

NASA Astrophysics Data System (ADS)

Variano, Evan

2014-11-01

To help students build intuitive or conceptual understanding of key fluids concepts, I present short stories written in the style of childrens' books. The goal is to provide analogies with a strong visual component, in a format that allows students to return for a quick review. The content, philosophy, and initial student feedback will be discussed.

Implementing a Flipped Classroom Approach in Postgraduate Education: An Unexpected Journey into Pedagogical Redesign

ERIC Educational Resources Information Center

Howitt, Christine; Pegrum, Mark

2015-01-01

This paper describes the implementation of a flipped approach by two lecturers teaching different postgraduate education courses at an Australian university. Case studies, written as chronological stories, were developed with data collected from email correspondence between the two lecturers as critical friends, as well as from student feedback in…

How to Handle the Paper Load. Classroom Practices in Teaching English, 1979-1980.

ERIC Educational Resources Information Center

Stanford, Gene; And Others

This collection of 27 articles written by educators suggests to classroom teachers creative ways of teaching writing well even when confronted with unreasonably large classes. The articles are presented under six main headings: ungraded writing, teacher involvement--not evaluation, student self-editing, practice with parts, focused feedback, and…

In-Home Parent Training of Functional Analysis Skills

ERIC Educational Resources Information Center

Stokes, John V.; Luiselli, James K.

2008-01-01

We taught two sets of parents to conduct a functional analysis (FA) under simulated conditions in their homes. Relative to a baseline (pre-training) phase, the accuracy of FA implementation by parents improved when they were given verbal, written, and video performance feedback. When training concluded, parents were able to implement FA accurately…

An Introduction to Dynamic Systems and Feedback.

ERIC Educational Resources Information Center

Rabins, Michael J.

This introduction to dynamic systems is intended for freshman and sophomore students in engineering, physical science, or social science. Material has been class tested and has led to increased student interest in further work in systems analysis and operations research. Notes are written for the student and are self-contained. Material can be…

Decision Making in the Schools.

ERIC Educational Resources Information Center

Larkin, Ralph W.

This report was written to assist in grounding and directing the use of the Elementary School Evaluation KIT within the context of real life educational decisionmaking. The KIT is an attempt to provide a cybernetic feedback system for schools to interact with aspects of their environments. The report notes that users must have some goals in mind…

Insider Threat Models

DTIC Science & Technology

2014-10-01

INCLUDING, BUT NOT LIMITED TO, WARRANTY OF FITNESS FOR PURPOSE OR MERCHANTABILITY, EXCLUSIVITY, OR RESULTS OBTAINED FROM USE OF THE MATERIAL...freely distributed in written or electronic form without requesting formal permission. Permission is required for any other use . Requests for permission...variables represent system elements that are important to understand and represent essential behavior Feedback structure represented using influence

76 FR 5181 - Proposed Collection; Comment Request; NIH Office of Intramural Training & Education Application

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-28

..., sensitive data, future networking contact, travel information, as well as feedback questions about interviews and application submission experiences. Sensitive data collected on the applicants, race, gender... Questions 53,095 1 0.25 13,273.8 Totals 120,730 46,147.5 Request for Comments: Written comments and/or...

Storytelling as a communication tool for health consumers: development of an intervention for parents of children with croup. Stories to communicate health information

PubMed Central

2010-01-01

Background Stories may be an effective tool to communicate with and influence patients because of their ability to engage the reader. The objective of this paper is to describe the development of a story-based intervention for delivery of health evidence to parents of children with croup for use in a randomized controlled trial. Methods A creative writer interviewed parents of children with croup presenting to the pediatric emergency department (ED) and drafted stories. We revised the stories based on written participant feedback and edited the stories to incorporate research evidence and health information. An illustrator and graphic designer developed story booklets which were evaluated through focus groups. Results Ten participants provided feedback on the five stories drafted by the creative writer. Participants liked the concept but found the writing overly sophisticated and wanted more character development and more medical/health information. Participants highlighted specific story content that they liked and disliked. The revised stories were evaluated through focus groups involving eight individuals. Feedback was generally positive; one participant questioned the associated costs. Participants liked the graphics and layout; felt that they could identify with the stories; and felt that it was easier to get information compared to a standard medical information sheet. Participants provided feedback on the story content, errors and inconsistencies, and preferences of writing style and booklet format. Feedback on how to package the stories was provided by attendees at a national meeting of pediatric emergency researchers. Conclusions Several challenges arose during the development of the stories including: staying true to the story versus being evidence based; addressing the use of the internet by consumers as a source of health information; balancing the need to be comprehensive and widely applicable while being succinct; considerations such as story length, reading level, narrative mode, representation of different demographics and illness experiences, graphics and layout. The process was greatly informed by feedback from the end-user group. This allowed us to shape our products to ensure accuracy, credibility, and relevance. Our experience is valuable for further work in the area of stories and narratives, as well as more broadly for identifying and developing communication strategies for healthcare consumers. PMID:20813044

Writing academic papers: lost in translation?

PubMed

Grant, Maria J

2011-12-01

The process of writing for publication is a challenging one. It moves us from the spoken and written word into a realm that requires us to provide supporting evidence to develop an argument in a logical and progressive way. In English language journals, as elsewhere, the quality of the written word is a determining factor in the likelihood of a paper being accepted for publication. By reading past issues of a targeted journal, drawing on the expertise of colleagues and responding positively to feedback, it is possible to significantly enhance your prospects of publication. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

System Dynamics

NASA Astrophysics Data System (ADS)

Morecroft, John

System dynamics is an approach for thinking about and simulating situations and organisations of all kinds and sizes by visualising how the elements fit together, interact and change over time. This chapter, written by John Morecroft, describes modern system dynamics which retains the fundamentals developed in the 1950s by Jay W. Forrester of the MIT Sloan School of Management. It looks at feedback loops and time delays that affect system behaviour in a non-linear way, and illustrates how dynamic behaviour depends upon feedback loop structures. It also recognises improvements as part of the ongoing process of managing a situation in order to achieve goals. Significantly it recognises the importance of context, and practitioner skills. Feedback systems thinking views problems and solutions as being intertwined. The main concepts and tools: feedback structure and behaviour, causal loop diagrams, dynamics, are practically illustrated in a wide variety of contexts from a hot water shower through to a symphony orchestra and the practical application of the approach is described through several real examples of its use for strategic planning and evaluation.

The breast cancer patient navigation kit: development and user feedback.

PubMed

Skrutkowski, Myriam; Saucier, Andréanne; Meterissian, Sarkis

2011-12-01

Our interdisciplinary team developed a written cancer patient education tool, the Breast Cancer Navigation Kit, to respond to the information needs of patients and family members and that meet patient literacy levels. A literature review and a focus group provided content development for four modules: "About Breast Cancer," "Body-Mind-Spirit," "After Treatment Ends," and "Practical Information." An evaluation by 31 women showed the kit to be easy to understand, very useful, and informative. However, all agreed that it could not replace the dialogue with health care professionals. An interdisciplinary approach involving patient feedback is key to develop appropriate patient education tools.

Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

ERIC Educational Resources Information Center

Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context

ERIC Educational Resources Information Center

Ellis, Rod; Sheen, Younghee; Murakami, Mihoko; Takashima, Hide

2008-01-01

Truscott [Truscott, J., 1996. "The case against grammar correction in L2 writing classes.' "Language Learning" 46, 327-369; Truscott, J., 1999. "The case for "the case for grammar correction in L2 writing classes": a response to Ferris." "Journal of Second Language Writing" 8, 111-122] laid down the…

The Influence of Video Reflection on Preservice Music Teachers' Concerns in Peer- and Field-Teaching Settings

ERIC Educational Resources Information Center

Powell, Sean R.

2016-01-01

The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown…

From Numbers to Letters: Feedback Regularization in Visual Word Recognition

ERIC Educational Resources Information Center

Molinaro, Nicola; Dunabeitia, Jon Andoni; Marin-Gutierrez, Alejandro; Carreiras, Manuel

2010-01-01

Word reading in alphabetic languages involves letter identification, independently of the format in which these letters are written. This process of letter "regularization" is sensitive to word context, leading to the recognition of a word even when numbers that resemble letters are inserted among other real letters (e.g., M4TERI4L). The present…

Elaborative Feedback to Enhance Online Second Language Reading Comprehension

ERIC Educational Resources Information Center

Bown, Andy

2017-01-01

Many higher education students across the world are studying in situations where a high proportion of the academic materials they encounter are online reading texts written in their second language. While the online medium presents a number of challenges to L2 readers, it also enables the provision of a range of support mechanisms, such as instant…

An Institutional Staff Training and Self-Management Program for Developing Multiple Self-Care Skills in Severely/Profoundly Retarded Individuals.

ERIC Educational Resources Information Center

Kissel, Robert C.; And Others

1983-01-01

Staff were taught use of training and self-management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Results indicated that staff learned to use the training skills appropriately and consistently, applied the skills in the generalization situations, and maintained skills with…

The development and evaluation of a community attachment scheme for first-year medical students.

PubMed

Hannay, David; Mitchell, Caroline; Chung, Man Cheung

2003-03-01

This paper describes the development over 14 years of a Community Attachment Scheme for First Year Medical Students in Sheffield, together with feedback from tutors and students. The scheme involves pairs of students visiting families expecting a baby or experiencing an illness. The families are identified by general practitioners who act as tutors together with a behavioural scientist for groups of eight to 10 students. The scheme provides first-year students with practical experience of sociology and psychology in terms of family dynamics and illness behaviour. Assessment is part of the degree examination, and involves a written assignment on the family, together with tutors' assessments. The development of the attachment scheme took place in three phases, which are described together with feedback from tutors and students, as well as changes in methods of assessment. The basis of the Community Attachment Scheme has been self-directed problem-based learning in small groups with continuous assessment, and these principles have now extended to the rest of the medical curriculum in Sheffield, of which the Community Attachment Scheme is an integral part.

Software for Training in Pre-College Mathematics

NASA Technical Reports Server (NTRS)

Shelton, Robert O.; Moebes, Travis A.; VanAlstine, Scot

2003-01-01

The Intelligent Math Tutor (IMT) is a computer program for training students in pre-college and college-level mathematics courses, including fundamentals, intermediate algebra, college algebra, and trigonometry. The IMT can be executed on a server computer for access by students via the Internet; alternatively, it can be executed on students computers equipped with compact- disk/read-only-memory (CD-ROM) drives. The IMT provides interactive exercises, assessment, tracking, and an on-line graphing calculator with algebraic-manipulation capabilities. The IMT provides an innovative combination of content, delivery mechanism, and artificial intelligence. Careful organization and presentation of the content make it possible to provide intelligent feedback to the student based on performance on exercises and tests. The tracking and feedback mechanisms are implemented within the capabilities of a commercial off-the-shelf development software tool and are written in the Unified Modeling Language to maximize reuse and minimize development cost. The graphical calculator is a standard feature of most college and pre-college algebra and trigonometry courses. Placing this functionality in a Java applet decreases the cost, provides greater capabilities, and provides an opportunity to integrate the calculator with the lessons.

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

PubMed

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings.

PubMed

Renting, Nienke; Dornan, Tim; Gans, Rijk O B; Borleffs, Jan C C; Cohen-Schotanus, Janke; Jaarsma, A Debbie C

2016-05-01

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors' contexts, experiences and beliefs are also influential. Our aim was to find how CanMEDS roles are constructed in feedback in a postgraduate curriculum-in-action. We applied a set of discourse analytic tools to written feedback from 591 feedback forms from 7 hospitals, including 3150 feedback comments in which 126 supervisors provided feedback to 120 residents after observing their performance in authentic settings. The role of Collaborator was constructed in two different ways: a cooperative discourse of equality with other workers and patients; and a discourse, which gave residents positions of power-delegating, asserting and 'taking a firm stance'. Efficiency-being fast and to the point emerged as an important attribute of physicians. Patients were seldom part of the discourses and, when they were, they were constructed as objects of communication and collaboration rather than partners. Although some of the discourses are in line with what might be expected, others were in striking contrast to the spirit of CanMEDS. This study's findings suggest that it takes more than a competency framework, evaluation instruments, and supervisor training to change the culture of workplaces. The impact on residents of training in such demanding, efficiency-focused clinical environments is an important topic for future research.

Developing a mentoring program in clinical nutrition.

PubMed

Martindale, Robert G; McClave, Stephen; Heyland, Daren; August, David

2010-01-01

Mentoring programs in nutrition are essential to the survival of clinical nutrition as we know it today. The best method known to maintain an influx of talent to a discipline is by developing an active mentoring program. This paper describes 1 concept for development of a viable mentor program. Mentoring should be flexible and based on mentees' training background. Realistic goals should be set, with written and verbal feedback, to sustain a successful program. Programs should incorporate the Socratic Method whenever possible. Factors that leave doubt about the survival of nutrition as a viable area of focus for physicians include the inability to generate adequate funds to support oneself and limited numbers of mentors available with dedicated time to be a mentor. A healthy, sustainable mentoring program in clinical nutrition will ensure survival of physician-based nutrition programs.

Development and face validation of strategies for improving consultation skills.

PubMed

Lefroy, Janet; Thomas, Adam; Harrison, Chris; Williams, Stephen; O'Mahony, Fidelma; Gay, Simon; Kinston, Ruth; McKinley, R K

2014-12-01

While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of written feedback. To systematically develop, validate and maximise the utility of a comprehensive list of strategies for improvement of consultation skills through a process involving both medical students and their clinical primary and secondary care tutors. Modified Delphi study with tutors, modified nominal group study with students with moderation of outputs by consensus round table discussion by the authors. 35 hospital and 21 GP tutors participated in the Delphi study and contributed 153 new or modified strategies. After review of these and the 205 original strategies, 265 strategies entered the nominal group study to which 46 year four and five students contributed, resulting in the final list of 249 validated strategies. We have developed a valid and comprehensive set of strategies which are considered useful by medical students. This list can be immediately applied by any school which uses the Calgary Cambridge Framework to inform the content of formative feedback on consultation skills. We consider that the list could also be mapped to alternative skills frameworks and so be utilised by schools which do not use the Calgary Cambridge Framework.

Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers.

Investigating and improving introductory physics students’ understanding of symmetry and Gauss’s law

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2018-01-01

We discuss an investigation of student difficulties with symmetry and Gauss’s law and how the research on students’ difficulties was used as a guide to develop a tutorial related to these topics to help students in the calculus-based introductory physics courses learn these concepts. During the development of the tutorial, we interviewed students individually at various stages of development and administered written tests in the free-response and multiple-choice formats on these concepts to learn about common student difficulties. We also obtained feedback from physics instructors who teach introductory physics courses regularly in which these concepts were covered. The students in several ‘equivalent’ sections worked on the tutorial after traditional lecture-based instruction. We discuss the performance of students on the written pre-test (administered after lecture-based instruction in relevant concepts) and post-test given after students worked on the tutorial. We find that on the pre-test, all sections of the course performed comparably regardless of the instructor. Also, on average, student performance on the post-test after working on the tutorial is significantly better than on the pre-test after lecture-based instruction. We also compare the post-test performance of introductory students in sections of the course in which the tutorial was used versus not used and find that sections in which students engaged with the tutorial outperformed those in which students did not engage with it.

The Experience of One Diocese: Elementary Religion Curriculum Written in the Sprit of the General Directory for Catechesis.

ERIC Educational Resources Information Center

Lawlor, Antoine Therese

2002-01-01

Describes one educator's experiences with developing core K-8 curriculum standards that reflect the four pillars of the Catechism of the Catholic Church and the dimensions of the General Directory for Catechesis. Standards were applied in author's diocese. Also describes pilot year for program and offers some qualitative feedback. (NB)

Debriefing in Moodle: Written Feedback on Trust and Knowledge Sharing in a Social Dilemma Game

ERIC Educational Resources Information Center

Oertig, Margaret

2010-01-01

This article describes a new approach to debriefing that uses the discussion forum feature of the Moodle open source course management system to debrief a simulation game with undergraduate business students. The simulation game allowed the students to experience the fragility of trust when sharing knowledge in a global virtual project team. I…

Conversing in Marginal Spaces: Developmental Writers' Responses to Teacher Comments

ERIC Educational Resources Information Center

Calhoon-Dillahunt, Carolyn; Forrest, Dodie

2013-01-01

As writing instructors, the authors spend hours "talking back" to their students through written comments on their drafts. But how do student writers receive their comments, and what do they "do" with this feedback? Teachers invest so much time and energy in their responses to papers. How do they know what gets through, what makes sense to their…

Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing

ERIC Educational Resources Information Center

Van Beuningen, Catherine G.; De Jong, Nivja H.; Kuiken, Folkert

2012-01-01

This study investigated the effect of direct and indirect comprehensive corrective feedback (CF) on second language (L2) learners' written accuracy (N = 268). The study set out to explore the value of CF as a revising tool as well as its capacity to support long-term accuracy development. In addition, we tested Truscott's (e.g., 2001, 2007) claims…

Providing Written Feedback on Students' Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Bleiler, Sarah K.; Thompson, Denisse R.; Krajcevski, Milé

2014-01-01

Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student…

Function of ZFAND3 in the DNA Damage Response

DTIC Science & Technology

2012-06-01

Training My training in molecular cancer biology has continued in the past year. Primary training activities include attendance at the following seminar...series: Vanderbilt-Ingram Cancer Center, bi- monthly seminars, Center in Molecular Toxicology weekly seminars, Department of Biochemistry weekly... thesis committee. I presented both written and oral progress reports at these meetings and received feedback on research directions. Reportable

The Use and Benefits of Computer Aided Learning in the Assessment of the Laboratory Exercise "Enzyme Induction in Escherichia coli".

ERIC Educational Resources Information Center

Pamula, F.; And Others

1995-01-01

Describes an interactive computer program written to provide accurate and immediate feedback to students while they are processing experimental data. Discusses the problems inherent in laboratory courses that led to the development of this program. Advantages of the software include allowing students to work at their own pace in a nonthreatening…

Written Assessment and Feedback Practices in Postgraduate Taught Courses in the UK: Staff and International Students' Perspectives

ERIC Educational Resources Information Center

Guillen Solano, Victor

2016-01-01

In recent years UK universities have attracted an increasing number of international students. Their socialisation into different academic practices greatly depends on their ability to write in English since writing is the main way in which students demonstrate their learning at university. This paper looks into the widely-shared view that tutor…

"Coded and Uncoded Error Feedback: Effects on Error Frequencies in Adult Colombian EFL Learners' Writing"

ERIC Educational Resources Information Center

Sampson, Andrew

2012-01-01

This paper reports on a small-scale study into the effects of uncoded correction (writing the correct forms above each error) and coded annotations (writing symbols that encourage learners to self-correct) on Colombian university-level EFL learners' written work. The study finds that while both coded annotations and uncoded correction appear to…

Parental Perceptions of the Efficacy of Cogmed Working Memory Training.

PubMed

Graham, Alan R; Benninger, William B

2016-01-01

Many articles have been written about the effectiveness of Cogmed Working Memory Training (CWMT). As Cogmed licensees, we have provided CWMT to more than 350 trainees and have collected pre- and post-training assessment data and parental feedback from about 280 child and adolescent trainees and their parents. On all nine measures of working memory and other selected executive functions, we have found statistically significant improvement. We also offer many of the comments and feedback that we have received from families about the changes they have experienced. There are limitations to the one group pre-test post-test design used in this study that need to be considered as the results are reviewed.

Carbon Climate Feedbacks and Climate Sensitivity (Invited)

NASA Astrophysics Data System (ADS)

Fung, I.

2009-12-01

The Charney report (22 pages including bibliography and appendices) was written when atmospheric CO2 was 334 ppmv (1979). It estimates a climate sensitivity of 3 +/- 1.5C for a doubling of CO2, and points out the warming delay due to the slow penetration of heat into intermediate depths in the oceans and the decreasing capacity of the oceans to serve a CO2 sink. “We may not be given a warning until the CO2 loading is such that an appreciable climate change is inevitable. The equilibrium warming will eventually occur; it will merely have been postponed.” CO2 exceeded 385 ppmv in 2008, and the warning signs are now abundantly evident. One of the “slow” feedbacks not included in the Charney Report involves the interaction between the land carbon cycle and climate change. The carbon cycle on land is coupled to the water and energy cycles. This paper reviews positive and negative carbon-climate feedbacks associated with changes in the function and distribution of land ecosystems. These feedbacks, once in gear, will magnify climate sensitivity and accelerate global warming.

Healthcare system intervention for prevention of birth injuries - process evaluation of self-assessment, peer review, feedback and agreement for change.

PubMed

Nyström, Monica E; Westerlund, Anna; Höög, Elisabet; Millde-Luthander, Charlotte; Högberg, Ulf; Grunewald, Charlotta

2012-08-24

Patient safety is fundamental in high quality healthcare systems but despite an excellent record of perinatal care in Sweden some children still suffer from substandard care and unnecessary birth injuries. Sustainable patient safety improvements assume changes in key actors' mental models, norms and culture as well as in the tools, design and organisation of work. Interventions positively affecting team mental models on safety issues are a first step to enhancing change. Our purpose was to study a national intervention programme for the prevention of birth injuries with the aim to elucidate how the main interventions of self-assessment, peer review, feedback and written agreement for change affected the teams and their mental model of patient safety, and thereby their readiness for change. Knowledge of relevant considerations before implementing this type of patient safety intervention series could thereby be increased. Eighty participants in twenty-seven maternity units were interviewed after the first intervention sequence of the programme. A content analysis using a priori coding was performed in order to relate results to the anticipated outcomes of three basic interventions: self-assessment, peer review and written feedback, and agreement for change. The self-assessment procedure was valuable and served as a useful tool for elucidating strengths and weaknesses and identifying areas for improvement for a safer delivery in maternity units. The peer-review intervention was appreciated, despite it being of less value when considering the contribution to explicit outcome effects (i.e. new input to team mental models and new suggestions for actions). The feedback report and the mutual agreement on measures for improvements reached when signing the contract seemed exert positive pressures for change. Our findings are in line with several studies stressing the importance of self-evaluation by encouraging a thorough review of objectives, practices and outcomes for the continuous improvement of an organisation. Even though effects of the peer review were limited, feedback from peers, or other change agents involved, and the support that a clear and well-structured action plan can provide are considered to be two important complements to future self-assessment procedures related to patient safety improvement.

Tailored and Integrated Web-Based Tools for Improving Psychosocial Outcomes of Cancer Patients: The DoTTI Development Framework

PubMed Central

Bryant, Jamie; Sanson-Fisher, Rob; Tzelepis, Flora; Henskens, Frans; Paul, Christine; Stevenson, William

2014-01-01

Background Effective communication with cancer patients and their families about their disease, treatment options, and possible outcomes may improve psychosocial outcomes. However, traditional approaches to providing information to patients, including verbal information and written booklets, have a number of shortcomings centered on their limited ability to meet patient preferences and literacy levels. New-generation Web-based technologies offer an innovative and pragmatic solution for overcoming these limitations by providing a platform for interactive information seeking, information sharing, and user-centered tailoring. Objective The primary goal of this paper is to discuss the advantages of comprehensive and iterative Web-based technologies for health information provision and propose a four-phase framework for the development of Web-based information tools. Methods The proposed framework draws on our experience of constructing a Web-based information tool for hematological cancer patients and their families. The framework is based on principles for the development and evaluation of complex interventions and draws on the Agile methodology of software programming that emphasizes collaboration and iteration throughout the development process. Results The DoTTI framework provides a model for a comprehensive and iterative approach to the development of Web-based informational tools for patients. The process involves 4 phases of development: (1) Design and development, (2) Testing early iterations, (3) Testing for effectiveness, and (4) Integration and implementation. At each step, stakeholders (including researchers, clinicians, consumers, and programmers) are engaged in consultations to review progress, provide feedback on versions of the Web-based tool, and based on feedback, determine the appropriate next steps in development. Conclusions This 4-phase framework is evidence-informed and consumer-centered and could be applied widely to develop Web-based programs for a diverse range of diseases. PMID:24641991

Tailored and integrated Web-based tools for improving psychosocial outcomes of cancer patients: the DoTTI development framework.

PubMed

Smits, Rochelle; Bryant, Jamie; Sanson-Fisher, Rob; Tzelepis, Flora; Henskens, Frans; Paul, Christine; Stevenson, William

2014-03-14

Effective communication with cancer patients and their families about their disease, treatment options, and possible outcomes may improve psychosocial outcomes. However, traditional approaches to providing information to patients, including verbal information and written booklets, have a number of shortcomings centered on their limited ability to meet patient preferences and literacy levels. New-generation Web-based technologies offer an innovative and pragmatic solution for overcoming these limitations by providing a platform for interactive information seeking, information sharing, and user-centered tailoring. The primary goal of this paper is to discuss the advantages of comprehensive and iterative Web-based technologies for health information provision and propose a four-phase framework for the development of Web-based information tools. The proposed framework draws on our experience of constructing a Web-based information tool for hematological cancer patients and their families. The framework is based on principles for the development and evaluation of complex interventions and draws on the Agile methodology of software programming that emphasizes collaboration and iteration throughout the development process. The DoTTI framework provides a model for a comprehensive and iterative approach to the development of Web-based informational tools for patients. The process involves 4 phases of development: (1) Design and development, (2) Testing early iterations, (3) Testing for effectiveness, and (4) Integration and implementation. At each step, stakeholders (including researchers, clinicians, consumers, and programmers) are engaged in consultations to review progress, provide feedback on versions of the Web-based tool, and based on feedback, determine the appropriate next steps in development. This 4-phase framework is evidence-informed and consumer-centered and could be applied widely to develop Web-based programs for a diverse range of diseases.

Formative assessment of GP trainees' clinical skills.

PubMed

Wiener-Ogilvie, Sharon; Begg, Drummond

2012-03-01

Clinical skill assessment (CSA) has been an integral part of the Royal College of General Practitioners' membership examination (MRCGP) since 2008. It is an expensive, high-stakes examination with first time pass rates ranging from 76.4 to 81.3. In this paper we describe the South East Scotland Deanery, NHS Education Scotland, pilot of a formative clinical skills assessment (fCSA) using the principles of formative assessment and OSCE. The purpose of the study was to assess the acceptability of the fCSA and to examine whether trainees, identified during the fCSA as 'at risk of failing the MRCGP CSA exam', are more likely to fail the MRCGP CSA exam later on in the year. Trainees were assessed in four clinical skills stations under exam conditions. After each station they were given verbal feedback and subsequently both trainee and their trainer received written feedback. We assessed the value of the exercise through written feedback from trainees and trainers. Each trainee's performance in fCSA was triangulated with trainer assessment to identify 'flagged trainees'. We compared flagged and non-flagged trainees' performance in MRCGP CSA. Both trainees and trainers highly rated the fCSA. Overall 97% of non-flagged trainees have passed the RCGP CSA exam by May of that year in comparison to 80% of flagged trainees who have passed the RCGP CSA (P = 0.005). Trainers and trainees rated the fCSA as excellent and useful. We were able to demonstrate that the fCSA can be used to identify those trainees likely to fail the RCGP CSA. Contrary to reservations about the potential to demoralise trainees, the fCSA was viewed as a useful and a positive experience by both trainees and trainers. In addition, we suggest that feedback from fCSA was useful in triggering appropriate educational interventions. Early intervention with trainees who are predicted to fail the CSA has the potential to reduce deaneries overall fail rate. Preventing one trainee failure could save over £30 000.

Health workers' perspectives, knowledge and skills regarding community case management of childhood diarrhoea and pneumonia: a qualitative inquiry for an implementation research project "Nigraan" in District Badin, Sindh, Pakistan.

PubMed

Rabbani, Fauziah; Perveen, Shagufta; Aftab, Wafa; Zahidie, Aysha; Sangrasi, Kashif; Qazi, Shamim Ahmad

2016-09-01

Pakistan's Lady Health Worker Programme aims to provide care to children sick with pneumonia and diarrhoea, which continues to cause 27 % under-five mortality in Pakistan. The quality of supervision received by Lady Health Workers (LHWs) in the programme influence their knowledge and skills, in turn impacting their ability to provide care. This study is part of an implementation research project titled "Nigraan" (an Urdu word meaning supervisor), and explores LHW and Lady Health Supervisor (LHS) perspectives regarding the role of supervision in improving LHWs performance and motivation in district Badin, Sindh, Pakistan. Their knowledge and skills regarding integrated community case management (iCCM) of diarrhoea and pneumonia were also assessed. Fourteen focus group discussions and 20 in-depth interviews were conducted as part of this qualitative inquiry. Analysis was done using QSR NVivo version 10. Most LHWs and LHSs identified pneumonia and diarrhoea as two major causes of death among children under-five. Poverty, illiteracy, poor hygiene and lack of clean drinking water were mentioned as underlying causes of high mortality due to diarrhoea and pneumonia. LHWs and LHSs gaps in knowledge included classification of dehydration, correctly preparing ORS and prescribing correct antibiotics in pneumonia. Lack of training, delayed salaries and insufficient medicines and other supplies were identified as major factors impeding appropriate knowledge and skill development for iCCM of childhood diarrhoea and pneumonia. LHWs considered adequate supervision and the presence of LHSs during household visits as a factor facilitating their performance. LHWs did not have a preference for written or verbal feedback, but LHSs considered written individual feedback to LHWs to be more useful than group and verbal feedback. LHWs have knowledge and skill gaps that prevent them from providing effective care for diarrhoea and pneumonia. Enhanced supportive feedback from LHSs could improve LHWs skills and performance.

Application of the Welfare Quality® assessment system on European beef bull farms.

PubMed

Kirchner, M K; Schulze Westerath, H; Knierim, U; Tessitore, E; Cozzi, G; Pfeiffer, C; Winckler, C

2014-05-01

Welfare concerns for intensive beef production have often been raised, but on-farm welfare assessment studies are rare. The aim of this study was to apply the Welfare Quality® (WQ) welfare assessment system for fattening cattle on beef bull farms to evaluate the state of welfare at the level of WQ measures and of aggregated scores, as well as overall classification. In addition, the purpose was to evaluate two ways of providing feedback information to the farmers with regard to possible welfare improvements on the farms. The study was conducted in Austria, Germany and Italy on a total of 63 beef bull farms with deep litter or cubicle-housing systems. Assessments were carried out 3 times (1 month and 7 months apart from the initial visit). In every country, farmers were assigned to two treatment groups (feedback from initial visit as written report, F, written feedback plus oral advice, FA) and a control group (C), which did not receive any feedback. At the criterion level, the highest average welfare scores were obtained from 'Absence of prolonged hunger' (94/100 points) followed by 'Absence of pain induced by management procedures' (88/100) and 'Comfort around resting' (77/100). Most welfare concerns related to the criteria 'Absence of disease' (40/100), 'Expression of social behaviour' (44/100) and 'Positive emotional state' (48/100), thus indicating room for improvements. Two-thirds of the farms achieved the 'Enhanced' level, about one-third was judged 'Acceptable' and only one farm 'Excellent'. After 6 months of monitoring period, there was no significant welfare improvement in both the treatment groups as compared with the control group. Reasons for the lack of effect may mainly be seen in the short monitoring period and a lack of external incentives. In conclusion, the WQ assessment system revealed areas for improvement, but longer term studies and investigations on alternative ways of transferring outcomes from on-farm welfare assessments to farmers should be carried out in future.

The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students

ERIC Educational Resources Information Center

Grünke, Matthias; Sperling, Marko; Burke, Mack D.

2017-01-01

The purpose of this study was to analyze the effects of a multicomponent intervention on the length and quality of stories written by fifth graders who were academically and behaviorally struggling with particular problems during writing demands. Difficulties in text production are often prevalent at the beginning of middle/secondary education as…

Interactive Stories and Exercises with Dynamic Feedback for Improving Reading Comprehension Skills in Deaf Children

ERIC Educational Resources Information Center

Mich, Ornella; Pianta, Emanuele; Mana, Nadia

2013-01-01

Deaf children have significant difficulties in comprehending written text. This is mainly due to the hearing loss that prevents them from being exposed to oral language when they were an infant. However, it is also due to the type of educational intervention they are faced with, which accustoms them to decoding single words and isolated sentences,…

Reifying the Ontology of Individualism at the Expense of Democracy: An Examination of University Supervisors' Written Feedback to Student Teachers

ERIC Educational Resources Information Center

Ritter, Jason K.; Powell, Dave; Hawley, Todd S.; Blasik, Jessica

2011-01-01

Despite persistent questions about the nature and purpose of social studies education in the United States, there exists general agreement that social studies should be about democratic citizenship. But much depends on how individuals view democracy, and the extent to which they think it has been, or could be, realized through education. This…

Replacing the Lab Manual with a Learning Management System in Physics Investigations for K-4 Pre-Service Teachers

ERIC Educational Resources Information Center

Sobolewski, Stanley; Numan, Muhammad Z.

2018-01-01

The traditional laboratory investigation uses a procedure written on paper; students then record their responses on a supplied data page or laboratory notebook. In an attempt to make this process more efficient, the use of a Learning Management System (in this case D2L) was used to present the material and collect student feedback. Each student…

"Quit School and Become a Taxi Driver": Reframing First-Year Students' Expectations of Assessment in a University Environment

ERIC Educational Resources Information Center

Niven, Penelope

2009-01-01

The context of this research is an academic writing course for first-year Social Science students on a four-year extended curriculum at the University of KwaZulu-Natal. This course traditionally uses written formative feedback on drafts of students' assignments and the lecturers were frustrated by the students' negative, minimal responses to the…

Through the eyes of the Informationist: Identifying information needs of the Breast Imaging Service at a tertiary medical center specializing in cancer.

PubMed

DeRosa, Antonio P; Gibson, Donna S; Morris, Elizabeth A

2017-09-01

The information services offered by Embedded Librarians over the years have led to the more modern-and domain knowledge-specific-role of the Informationist. A 10-point questionnaire was developed and used to interview 12 attending physicians and three fellows chosen at random. The participants are either on the research track (n = 3) or the clinical track (n = 9). A two-part schematic was also created to capture more detailed feedback about the information needs and information-seeking behavior of clinicians regarding patient care (clinical) and research activities. Bibliographic management tool use and time-related factors were also captured in the interviews and written schematics. The role of the Informationist is an emerging, yet valuable one to assigned clinical groups. Clinician's knowledge-base, current awareness, productivity, and evidence-based care can be improved by use of Informationist services.

Practical Guidelines for Qualitative Research Using Online Forums

PubMed Central

Im, Eun-Ok; Chee, Wonshik

2012-01-01

With an increasing number of Internet research in general, the number of qualitative Internet studies has recently increased. Online forums are one of the most frequently used qualitative Internet research methods. Despite an increasing number of online forum studies, very few articles have been written to provide practical guidelines to conduct an online forum as a qualitative research method. In this paper, practical guidelines in using an online forum as a qualitative research method are proposed based on three previous online forum studies. First, the three studies are concisely described. Practical guidelines are proposed based on nine idea categories related to issues in the three studies: (a) a fit with research purpose and questions; (b) logistics; (c) electronic versus conventional informed consent process; (d) structure and functionality of online forums; (e) interdisciplinary team; (f) screening methods; (g) languages; (h) data analysis methods; and (i) getting participants’ feedback. PMID:22918135

Practical guidelines for qualitative research using online forums.

PubMed

Im, Eun-Ok; Chee, Wonshik

2012-11-01

With an increasing number of Internet research in general, the number of qualitative Internet studies has recently increased. Online forums are one of the most frequently used qualitative Internet research methods. Despite an increasing number of online forum studies, very few articles have been written to provide practical guidelines to conduct an online forum as a qualitative research method. In this article, practical guidelines in using an online forum as a qualitative research method are proposed based on three previous online forum studies. First, the three studies are concisely described. Practical guidelines are proposed based on nine idea categories related to issues in the three studies: (a) a fit with research purpose and questions, (b) logistics, (c) electronic versus conventional informed consent process, (d) structure and functionality of online forums, (e) interdisciplinary team, (f) screening methods, (g) languages, (h) data analysis methods, and (i) getting participants' feedback.

Refining Prescription Warning Labels Using Patient Feedback: A Qualitative Study

PubMed Central

Mansukhani, Sonal Ghura; Huang, Yen-Ming

2016-01-01

The complexity of written medication information hinders patients’ understanding and leads to patient misuse of prescribed medications. Incorporating patient feedback in designing prescription warning labels (PWLs) is crucial in enhancing patient comprehension of medication warning instructions. This qualitative study explored patient feedback on five newly designed PWLs. In-depth semi-structured face-to-face interviews were conducted with 21 patients, who were 18 years and older, spoke English, and took a prescription medication. These patients were shown different variations of the five most commonly used PWLs-Take with Food, Do not Drink Alcohol, Take with a Full glass of Water, Do not Chew or Break, and Protect from Sunlight. The 60-minute interviews explored feedback on patient comprehension of the PWL instructions and their suggestions for improving the clarity of the PWLs. At the end of the interview, patient self-reported socio-demographic information was collected with a 3-minute survey and a brief health literacy assessment was completed using the Newest Vital Sign. Twenty-one patients completed the interviews. Most patients were female (n = 15, 71.4%) with ages ranging from 23 to 66 years old (mean: 47.6 ± 13.3). The mean health literacy score was 2.4 on a scale of 0–6. Qualitative content analysis based on the text, pictures, and placement of the PWLs on the pill bottle showed preferences for including ‘WARNING’ on the PWL to create alertness, inclusion of a picture together with the text, yellow color highlighting behind the text, and placement of the PWL on the front of the pill bottle. Although patients had positive opinions of the redesigned PWLs, patients wanted further improvements to the content and design of the PWLs for enhanced clarity and understandability. PMID:27258026

Reported use of technology in stroke rehabilitation by physical and occupational therapists.

PubMed

Langan, Jeanne; Subryan, Heamchand; Nwogu, Ifeoma; Cavuoto, Lora

2017-08-16

With the patient care experience being a healthcare priority, it is concerning that patients with stroke reported boredom and a desire for greater fostering of autonomy, when evaluating their rehabilitation experience. Technology has the potential to reduce these shortcomings by engaging patients through entertainment and objective feedback. Providing objective feedback has resulted in improved outcomes and may assist the patient in learning how to self-manage rehabilitation. Our goal was to examine the extent to which physical and occupational therapists use technology in clinical stroke rehabilitation home exercise programs. Surveys were sent via mail, email and online postings to over 500 therapists, 107 responded. Conventional equipment such as stopwatches are more frequently used compared to newer technology like Wii and Kinect games. Still, less than 25% of therapists' report using a stopwatch five or more times per week. Notably, feedback to patients is based upon objective data less than 50% of the time by most therapists. At the end of clinical rehabilitation, patients typically receive a written home exercise program and non-technological equipment, like theraband and/or theraputty to continue rehabilitation efforts independently. The use of technology is not pervasive in the continuum of stroke rehabilitation. Implications for Rehabilitation The patient care experience is a priority in healthcare, so when patients report feeling bored and desiring greater fostering of autonomy in stroke rehabilitation, it is troubling. Research examining the use of technology has shown positive results for improving motor performance and engaging patients through entertainment and use of objective feedback. Physical and occupational therapists do not widely use technology in stroke rehabilitation. Therapists should consider using technology in stroke rehabilitation to better meet the needs of the patient.

Developing an understanding of research-based nursing pedagogy among clinical instructors: a qualitative study.

PubMed

Zakari, Nazik M A; Hamadi, Hanadi Y; Salem, Olfat

2014-11-01

Effective instruction is imperative to the learning process of clinical nursing instructors. Faculty members are required to provide high-quality teaching and training by using new ways of teaching pedagogical methods to clinical instructors, which have transformed pedagogies from an exclusive clinical model to a holistic model. The purpose of this study was to explore clinical instructors' use of planning, implementation, feedback loops, and reflection frameworks to apply research-based teaching and to examine the pedagogy used during field experience. Data for the qualitative study were obtained from twenty purposefully sampled clinical teachers (n=20) via lists of questioned instructional practices and discussions, semi-structured interviews, observational notes, field notes, and written reflections. Data were analyzed by using a triangulation method to ensure trustworthiness, credibility, and reliability. Three main themes emerged regarding the use of research-based teaching strategies: the need for learning about research-based pedagogy, support mechanisms to implement innovative teaching strategies, and transitioning from nursing student to nursing clinical instructors. It has been well documented that the nursing profession faces a serious shortage of nursing faculty, impacting the quality of clinical teaching. Developing clinical instructor programs to give students opportunities to select instructor pathways, focusing on knowledge promoting critical thinking and life-long professional development, is essential. Nursing colleges must collaborate by using a partnership model to achieve competency in planning, implementation, feedback loops, and reflection. Applying research-based clinical teaching requires the development of programs that integrate low-fidelity simulation and assisted instruction through the use of computers in Nursing Colleges. Copyright © 2014 Elsevier Ltd. All rights reserved.

Entrepreneurship skills development through project-based activity in Bachelor of Pharmacy program.

PubMed

Shahiwala, Aliasgar

2017-07-01

To provide pharmacy students with an opportunity to develop entrepreneurial thinking and skills. A business proposal building project-based activity was integrated into a two-credit hour pharmacy management course during the eighth semester of the bachelor of pharmacy degree program. The student groups submitted their proposals, mimicking the process of submitting business proposals and obtaining approval in the real world. Essential management tasks including operation procedures, location and layout design, inventory management, personnel management, marketing management, and finance management were taught step-by-step so that students could work on a similar scenario with their proposal building. Students' career preferences were also measured at the beginning and end of the course. Course was assessed by written exffigam and rubric based project evaluation. Student feedbacks of the project were collected using a five-point Likert scale. The project-based activity was well integrated in the course. The project helped the students (n=72) to understand management concepts more clearly, which was reflected by their significantly higher (p<0.01) grades compared to previous year. Students' feedback was overwhelmingly positive (mean score of 4.53 on the scale of 5). Students developed both interest and confidence to start a pharmacy as a result of this activity. The project was successfully designed and executed in a pharmacy management course within a bachelor of pharmacy curriculum. Based on the response received in this project, efforts will be made to provide guidance and support to the students by calling field experts such as pharmacy owners and financiers. Copyright © 2017 Elsevier Inc. All rights reserved.

Mindfulness-Based Cognitive Therapy for Cancer Patients Delivered via Internet: Qualitative Study of Patient and Therapist Barriers and Facilitators

PubMed Central

Bisseling, Else M; Schellekens, Melanie PJ; Jansen, Ellen TM; van der Lee, Marije L; Speckens, Anne EM

2017-01-01

Background The number of patients living with cancer is growing, and a substantial number of patients suffer from psychological distress. Mindfulness-based interventions (MBIs) seem effective in alleviating psychological distress. Unfortunately, several cancer patients find it difficult, if not impossible, to attend a group-based course. Internet-based MBIs (eMBIs) such as Internet-based mindfulness-based cognitive therapy (eMBCT) may offer solutions. However, it is yet to be studied what facilitators and barriers cancer patients experience during eMBCT. Objective This study aimed to explore facilitators and barriers of individual asynchronous therapist-assisted eMBCT as experienced by both patients and therapists. Methods Patients with heterogeneous cancer diagnoses suffering from psychological distress were offered eMBCT. This 9-week intervention mirrored the group-based MBCT protocol and included weekly asynchronous written therapist feedback. Patients were granted access to a website that contained the eMBCT protocol and a secured inbox, and they were asked to practice and fill out diaries on which the therapist provided feedback. In total, 31 patients participated in an individual posttreatment interview on experienced facilitators and barriers during eMBCT. Moreover, eight therapists were interviewed. The data were analyzed with qualitative content analysis to identify barriers and facilitators in eMBCT. Results Both patients and therapists mentioned four overarching themes as facilitators and barriers: treatment setting (the individual and Internet-based nature of the treatment), treatment format (how the treatment and its guidance were organized and delivered), role of the therapist, and individual patient characteristics. Conclusions The eMBCT provided flexibility in when, where, and how patients and therapists engage in MBCT. Future studies should assess how different eMBCT designs could further improve barriers that were found. PMID:29254912

An experimental analysis of electricity conservation procedures1

PubMed Central

Palmer, Michael H.; Lloyd, Margaret E.; Lloyd, Kenneth E.

1977-01-01

Daily electricity consumption of four families was recorded for 106 days. A reversal design, consisting of various experimental conditions interspersed between repeated baseline conditions, was used. During experimental conditions, daily prompts (written conservation slogans attached to front doors) and/or daily feedback (daily kilowatts consumed and daily cost information) were in effect. Maximum consumption occurred during the initial baseline; minimum consumption occurred during different experimental conditions for different families. The mean decrease from the maximum to the minimum for all families was 35%. Reversals in consumption were demonstrated in three families, although successive baselines tended to decrease. No clear differences in effectiveness between prompting and feedback conditions were apparent. The procedures used resulted in considerable dollar savings for the families. PMID:16795572

Periodic-disturbance accommodating control of the space station for asymptotic momentum management

NASA Technical Reports Server (NTRS)

Warren, Wayne; Wie, Bong

1989-01-01

Periodic maneuvering control is developed for asymptotic momentum management of control gyros used as primary actuating devices for the Space Station. The proposed controller utilizes the concepts of quaternion feedback control and periodic-disturbance accommodation to achieve oscillations about the constant torque equilibrium attitude, while minimizing the control effort required. Three-axis coupled equations of motion, written in terms of quaternions, are derived for roll/yaw controller design and stability analysis. It is shown that the quaternion feedback controller is very robust for a wide range of pitch angles. It is also shown that the proposed controller tunes the open-loop unstable vehicle to a stable oscillatory motion which minimizes the control effort needed for steady-state operations.

The Role of Training in Improving Peer Assessment Skills amongst Year Six Pupils in Primary School Writing: An Action Research Enquiry

ERIC Educational Resources Information Center

Boon, Stuart Ian

2015-01-01

Peer assessment is where students assess the quality of a peer's work. Studies have demonstrated its positive impact on learning yet most of these are in higher education. This study used training to improve the quality of written feedback in a year six primary school classroom. Action Research was selected as a research strategy given the need to…

"A Is for Assessment"... Strategies for A-Level Marking to Motivate and Enable Students of All Abilities to Progress

ERIC Educational Resources Information Center

Facey, Jane

2011-01-01

Jane Facey was unsatisfied with the way in which her A-Level students responded to typical assessment practice. This would normally involve their teacher marking their work and then providing them with written feedback. In looking to move beyond this, Facey drew upon a wide range of research and practice which has sought to develop the way in…

What information do parents need when facing end-of-life decisions for their child? A meta-synthesis of parental feedback.

PubMed

Xafis, Vicki; Wilkinson, Dominic; Sullivan, Jane

2015-04-30

The information needs of parents facing end-of-life decisions for their child are complex due to the wide-ranging dimensions within which such significant events unfold. While parents acknowledge that healthcare professionals are their main source of information, they also turn to a variety of additional sources of written information in an attempt to source facts, discover solutions, and find hope. Much has been written about the needs of parents faced with end-of-life decisions for their child but little is known about the written information needs such parents have. Research in the adult intensive care context has shown that written resources impact positively on the understanding of medical facts, including diagnoses and prognoses, communication between families and healthcare professionals, and the emotional wellbeing of families after their relative's death. A meta-synthesis of predominantly empirical research pertaining to features which assist or impede parental end-of-life decisions was undertaken to provide insight and guidance in our development of written resources (short print and online comprehensive version) for parents. The most prominently cited needs in the literature related to numerous aspects of information provision; the quantity, quality, delivery, and timing of information and its provision impacted not only on parents' ability to make end-of-life decisions but also on their emotional wellbeing. The meta-synthesis supports the value of written materials, as these provide guidance for both parents and healthcare professionals in pertinent content areas. Further research is required to determine the impact that written resources have on parental end-of-life decision-making and on parents' wellbeing during and after their experience and time in the hospital environment.

Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2017-11-01

One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that facilitates student reflections and personalized instructor responses. In the present work, we report on the experiences and practices of two instructors who used the GRF in an introductory physics lab course. Our analysis draws on two sources of data: (i) post-semester interviews with both instructors and (ii) the instructors' written responses to 134 student reflections. Interviews focused on the instructors' perceptions about the goals and framing of the GRF activity, and characteristics of good or bad feedback. Their GRF responses were analyzed for the presence of up to six types of statement: encouraging statements, normalizing statements, empathizing statements, strategy suggestions, resource suggestions, and feedback to the student on the structure of students' reflections. We find that both instructors used all six response types, in alignment with their perceptions of what counts as good feedback. In addition, although each instructor had their own unique feedback style, both instructors' feedback practices were compatible with two principles for effective feedback: praise should focus on effort, express confidence in students' abilities, and be sincere; and process-level feedback should be specific and strategy-oriented. This exploratory qualitative investigation demonstrates that the GRF can serve as a mechanism for instructors to pay personal attention to their students. In addition, it opens the door to future work about the impact of the GRF on student-teacher interactions.

Investigating Science Discourse in a High School Science Classroom

NASA Astrophysics Data System (ADS)

Swanson, Lauren Honeycutt

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The present work focused on addressing the following questions: 1) In what ways is science discourse taken up and used by students and their teacher? 2) Are there differences in how science discourse is used by students depending on their English language proficiency? Data collection consisted of interviewing the science teacher and the students, filming whole class and small group discussions during two lesson sequences, and collecting lesson plans, curricular materials, and student work. These data were analyzed qualitatively. Findings indicated that the teacher characterized science discourse along three dimensions: 1) the use of evidence-based explanations; 2) the practice of sharing one's science understandings publically; and 3) the importance of using precise language, including both specialized (i.e., science specific) and non-specialized academic words. Analysis of student participation during in-class activities highlighted how students progressed in each of these science discourse skills. However, this analysis also revealed that English learners were less likely to participate in whole class discussions: Though these students participated in small group discussions, they rarely volunteered to share individual or collective ideas with the class. Overall, students were more adept at utilizing science discourse during class discussions than in written assignments. Analysis of students' written work highlighted difficulties that were not visible during classroom interactions. One potential explanation is the increased amount of scaffolding the teacher provided during class discussions as compared to written assignments. In the implications section, I provide science teachers with recommendations regarding how to promote science discourse in their classrooms. Specifically, teachers should provide students structured opportunities to practice science discourse, require students to use both written and oral modalities in assignments, and offer timely feedback to students regarding their progress in developing their science discourse skills. How this study contributes to the research base on the teaching of science and English learners will also be described.

Student perceptions of the use of presentations as a method of learning endocrine and gastrointestinal pathophysiology.

PubMed

Higgins-Opitz, Susan B; Tufts, Mark

2010-06-01

Second-year medical students at the Nelson R. Mandela School of Medicine (Durban, South Africa) were given a brief to prepare oral presentations on topics related to disorders of the gastrointestinal tract and endocrine system in the form of "patient-doctor" role play and to submit written documents about their topics. This initiative was introduced to assist medical students in their application and understanding of physiology to clinical situations. The aims of the student presentations were to improve the understanding of the physiological basis of diseases; promote independent research, active, and group-based learning; encourage social interactions; and develop presentation and peer review skills. Students rose to the challenge, producing a variety of presentations reflecting a wealth of creativity, humour, sensitivity to local cultural issues, and analytic thinking skills. The quality of the supporting posters and computer-generated slides was outstanding. Numerous "fun" prizes for specific individual and group performances were given based on peer and staff evaluations. This exercise ran over a 5-yr period before the introduction of a problem-based learning medical curriculum. Student feedback obtained over these years is reported here. Students were asked to complete semistructured questionnaires, which elicited feedback on various aspects of the learning exercise, including whether it should be continued and how it could be improved upon, especially if they were in groups that did not function well. The feedback obtained revealed that most students perceived the presentations to be fun, informative, creative/innovative, and, most importantly, beneficial to their learning. The majority of students felt that this exercise improved their understanding of pathophysiology, taught them to research independently, and encouraged better class interactions and group learning. The inclusion of such initiatives is beneficial not only to students' understanding and their experience in studying physiology but also for the development of skills useful in their future careers.

How Do Surgery Students Use Written Language to Say What They See? A Framework to Understand Medical Students' Written Evaluations of Their Teachers.

PubMed

Lim, David W; White, Jonathan S

2015-11-01

There remains debate regarding the value of the written comments that medical students are traditionally asked to provide to evaluate the teaching they receive. The purpose of this study was to examine written teaching evaluations to understand how medical students conceptualize teachers' behaviors and performance. All written comments collected from medical students about teachers in the two surgery clerkships at the University of Alberta in 2009-2010 and 2010-2011 were collated and anonymized. A grounded theory approach was used for analysis, with iterative reading and open coding to identify recurring themes. A framework capturing variations observed in the data was generated until data saturation was achieved. Domains and subdomains were named using an in situ coding approach. The conceptual framework contained three main domains: "Physician as Teacher," "Physician as Person," and "Physician as Physician." Under "Physician as Teacher," students commented on specific acts of teaching and subjective perceptions of an educator's teaching values. Under the "Physician as Physician" domain, students commented on elements of their educator's physicianship, including communication and collaborative skills, medical expertise, professionalism, and role modeling. Under "Physician as Person," students commented on how both positive and negative personality traits impacted their learning. This framework describes how medical students perceive their teachers and how they use written language to attach meaning to the behaviors they observe. Such a framework can be used to help students provide more constructive feedback to teachers and to assist in faculty development efforts aimed at improving teaching performance.

Healthcare system intervention for prevention of birth injuries – process evaluation of self-assessment, peer review, feedback and agreement for change

PubMed Central

2012-01-01

Background Patient safety is fundamental in high quality healthcare systems but despite an excellent record of perinatal care in Sweden some children still suffer from substandard care and unnecessary birth injuries. Sustainable patient safety improvements assume changes in key actors’ mental models, norms and culture as well as in the tools, design and organisation of work. Interventions positively affecting team mental models on safety issues are a first step to enhancing change. Our purpose was to study a national intervention programme for the prevention of birth injuries with the aim to elucidate how the main interventions of self-assessment, peer review, feedback and written agreement for change affected the teams and their mental model of patient safety, and thereby their readiness for change. Knowledge of relevant considerations before implementing this type of patient safety intervention series could thereby be increased. Methods Eighty participants in twenty-seven maternity units were interviewed after the first intervention sequence of the programme. A content analysis using a priori coding was performed in order to relate results to the anticipated outcomes of three basic interventions: self-assessment, peer review and written feedback, and agreement for change. Results The self-assessment procedure was valuable and served as a useful tool for elucidating strengths and weaknesses and identifying areas for improvement for a safer delivery in maternity units. The peer-review intervention was appreciated, despite it being of less value when considering the contribution to explicit outcome effects (i.e. new input to team mental models and new suggestions for actions). The feedback report and the mutual agreement on measures for improvements reached when signing the contract seemed exert positive pressures for change. Conclusions Our findings are in line with several studies stressing the importance of self-evaluation by encouraging a thorough review of objectives, practices and outcomes for the continuous improvement of an organisation. Even though effects of the peer review were limited, feedback from peers, or other change agents involved, and the support that a clear and well-structured action plan can provide are considered to be two important complements to future self-assessment procedures related to patient safety improvement. PMID:22920327

LEEDS Decision Tools for E-Craft

DTIC Science & Technology

2011-02-15

currently valid 0MB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. 1. REPORT DATE (DD-MM-YYYY) 15-Feb-2011 2. REPORT TYPE Final... RIT has received no feedback regarding which system monitoring would be most beneficial to MSB. TASKS 1. Decision support research Data/analysis...project, a Project Initiation Document (PID) was written by RIT and submitted to MSB for its approval. This document is attached in Appendix A. It

Periodic-disturbance accommodating control of the space station for asymptotic momentum management

NASA Technical Reports Server (NTRS)

Warren, Wayne; Wie, Bong; Geller, David

1989-01-01

Periodic-disturbance accommodating control is investigated for asymptotic momentum management of control moment gyros used as primary actuating devices for the Space Station. The proposed controller utilizes the concepts of quaternion feedback control and periodic-disturbance accommodation to achieve oscillations about the constant torque equilibrium attitude, while minimizing the control effort required. Three-axis coupled equations of motion, written in terms of quaternions, are derived for roll/yaw controller design and stability analysis. The quaternion feedback controller designed using the linear-quadratic regulator synthesis technique is shown to be robust for a wide range of pitch angles. It is also shown that the proposed controller tunes the open-loop unstable vehicle to a stable oscillatory motion which minimizes the control effort needed for steady-state operations.

Educating for ethical leadership through web-based coaching.

PubMed

Eide, Tom; Dulmen, Sandra van; Eide, Hilde

2016-12-01

Ethical leadership is important for developing ethical healthcare practice. However, there is little research-based knowledge on how to stimulate and educate for ethical leadership. The aim was to develop and investigate the feasibility of a 6-week web-based, ethical leadership educational programme and learn from participants' experience. Training programme and research design: A training programme was developed consisting of (1) a practice part, where the participating middle managers developed and ran an ethics project in their own departments aiming at enhancing the ethical mindfulness of the organizational culture, and (2) a web-based reflection part, including online reflections and coaching while executing the ethics project. Focus group interviews were used to explore the participants' experiences with and the feasibility of the training. Participants and research context: Nine middle managers were recruited from a part-time master's programme in leadership in Oslo, Norway. The research context was the participating leaders' work situation during the 6 weeks of training. Ethical considerations: Participation was voluntary, data anonymized and the confidentiality of the participating leaders/students and their institutions maintained. No patient or medical information was involved. Eight of the nine recruited leaders completed the programme. They evaluated the training programme as efficient and supportive, with the written, situational feedback/coaching as the most important element, enhancing reflection and motivation, counteracting a feeling of loneliness and promoting the execution of change. The findings seem consistent with the basic assumptions behind the educational design, based partly on e-health research, feedback studies and organizational ethics methodology, partly on theories on workplace learning, reflection, recognition and motivation. The training programme seems feasible. It should be adjusted according to participants' proposals and tested further in a large-scale study.

Analysing student written solutions to investigate if problem-solving processes are evident throughout

NASA Astrophysics Data System (ADS)

Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.

2016-07-01

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students' problem-solving process rather than solely assessing the correctness of problem solutions.

CPR feedback/prompt device improves the quality of hands-only CPR performed in manikin by laypersons following the 2015 AHA guidelines.

PubMed

Liu, Yuanshan; Huang, Zitong; Li, Heng; Zheng, Guanghui; Ling, Qin; Tang, Wanchun; Yang, Zhengfei

2018-03-06

We investigated the effects of a cardiopulmonary resuscitation (CPR) feedback/prompt device on the quality of chest compression (CC) during hands-only CPR following the 2015 AHA guidelines. A total of 124 laypersons were randomly assigned into three groups. The first (n=42) followed the 2010 guidelines, the second (n=42) followed the 2015 guidelines with no feedback/prompt device, the third (n=40) followed the 2015 guidelines with a feedback/prompt device (2015F). Participants underwent manual CPR training and took a written basic life support examination, then required to perform 2min of hands-only CPR monitored by a CPR feedback/prompt device. The quality of CPR was quantified as the percentage of correct CCs (mean CC depth and rate, complete recoil and chest compression fraction (CCF)) per 20s, as recorded by the CPR feedback/prompt device. Significantly higher correct ratios of CC, CC depth, and rate were achieved in the 2010 group in each minute vs the 2015 group. The greater mean CC depth and rate were observed in the 2015F group vs the 2015 group. The correct ratio of CC was significantly higher in the 2015F group vs the 2015 group. CCF was also significantly higher in the 2015F group vs the 2015 group in the last 20s of CPR. It is difficult for a large percentage of laypersons to achieve the targets of CC depth and rate following the 2015 AHA guidelines. CPR feedback/prompt devices significantly improve the quality of hands-only CPR performance by laypersons following the standards of the 2015 AHA guidelines. Copyright © 2017. Published by Elsevier Inc.

Facilitating Grant Proposal Writing in Health Behaviors for University Faculty: A Descriptive Study

PubMed Central

Stein, L. A. R.; Clair, M.; Lebeau, R.; Prochaska, J. O.; Rossi, J. S.; Swift, J.

2015-01-01

Grant proposal writing in the behavioral sciences is important for fiscal reasons and scientific reasons at many universities. This report describes a grant proposal–writing seminar series provided to University faculty (N = 20) and explores factors facilitating and impeding writing. Summary statistics are provided for quantitative data. Free responses were sorted by independent raters into meaningful categories. As a consequence of the training, 45% planned to submit within 18 months; 80% of grant proposals targeted NIH. At 1-year follow-up, 40% actually submitted grants. Factors impeding grant proposal writing included competing professional demands; factors facilitating writing included regularly scheduled feedback on written proposal sections and access to expert collaborators. Obtaining grants generates financial resources, facilitates training experiences, and vastly contributes to the growth and dissemination of the knowledge base in an area. PMID:21444921

Using Communication Technology to Enhance Interprofessional Education Simulations.

PubMed

Shrader, Sarah; Kostoff, Matthew; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-02-25

To determine the impact of simulations using an alternative method of communication on students' satisfaction, attitudes, confidence, and performance related to interprofessional communication. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum.

Development of a Web-Based Quality Dashboard Including a Toolbox to Improve Pain Management in Dutch Intensive Care.

PubMed

Roos-Blom, Marie-José; Gude, Wouter T; de Jonge, Evert; Spijkstra, Jan Jaap; van der Veer, Sabine N; Dongelmans, Dave A; de Keizer, Nicolette F

2017-01-01

Audit and feedback (A&F) is a common strategy to improve quality of care. Meta-analyses have indicated that A&F may be more effective in realizing desired change when baseline performance is low, it is delivered by a supervisor or colleague, it is provided frequently and in a timely manner, it is delivered in both verbal and written formats, and it includes specific targets and an action plan. However, there is little information to guide operationalization of these factors. Researchers have consequently called for A&F interventions featuring well-described and carefully justified components, with their theoretical rationale made explicit. This paper describes the rationale and development of a quality dashboard including an improvement toolbox for four previous developed pain indicators, guided by Control Theory.

Contingency Contracting Officer Proficiency Assessment Test Development for Construction, Architect-Engineer, and Contingency Contracting

DTIC Science & Technology

2013-03-01

of written questions and answers to the USACE upon completion of test production . E. POTENTIAL BENEFITS The use of a proficiency test by the USACE...the USACE, the sponsoring agency, to determine an end- product deliverable that would assist the agency with its mission needs. Because this project...as well as the production of and feedback from 11 the pilot PAT. In Chapter V, the researchers summarize the project and present the conclusion

Acceleration Strain Transducer

DTIC Science & Technology

2007-11-05

accelerometer 10 includes a fiber laser 12. Fiber laser 12 can be either a Fabry - Perot type cavity fiber laser or a distributed feedback fiber laser. In a... Fabry - Perot type fiber laser, the laser cavity is a length of erbium- doped optical fiber with a Bragg grating written in the fiber core at either end of...the phase shifted signal. Receiver 26 is capable of demodulating and detecting the signal from the fiber laser by various methods well known in the

Dispatches from the front: emergency medicine teachers' perceptions of competency-based education.

PubMed

Bandiera, Glen; Lendrum, David

2011-05-01

Controversy exists regarding the applicability of competency-based education during clinical rotations in emergency medicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competency-based education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among front-line teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents. Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups. In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback. EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

Student development and ownership of ethical and professional standards.

PubMed

Hall, Kevin D

2004-04-01

Ethics and professional conduct are vital to civil engineering undergraduate curricula. Many programs struggle to ensure that students are given an adequate exposure to and appreciation of ethical and professional conduct issues. This paper describes a two-part ethics/professionalism project used in a senior-level course taught at the University of Arkansas. Initially, students scrutinize ethical canons and standards of professional conduct published by the American Society of Civil Engineers (ASCE) and the National Society of Professional Engineers (NSPE), and prepare an essay concerning the applicability of these standards. The second part of the project builds on the first: based on the opinion(s) generated in Part 1, students are asked to develop a set of canons or standards targeted specifically to the undergraduate student, and suggest processes for implementing those standards within the department. Project objectives include: (1) exposure to nationally-recognized ethical canons and standards of professional conduct; (2) personal formulation of ethical and professional standards; (3) skill enhancement for non-technical written communications. Feedback by students prior to and after the project indicates success in meeting all objectives. The feedback also indicates that for some students, definitions and applications of ethics and professionalism are being broadened to include more than academic honesty issues.

Differential flatness properties and multivariable adaptive control of ovarian system dynamics

NASA Astrophysics Data System (ADS)

Rigatos, Gerasimos

2016-12-01

The ovarian system exhibits nonlinear dynamics which is modeled by a set of coupled nonlinear differential equations. The paper proposes adaptive fuzzy control based on differential flatness theory for the complex dynamics of the ovarian system. It is proven that the dynamic model of the ovarian system, having as state variables the LH and the FSH hormones and their derivatives, is a differentially flat one. This means that all its state variables and its control inputs can be described as differential functions of the flat output. By exploiting differential flatness properties the system's dynamic model is written in the multivariable linear canonical (Brunovsky) form, for which the design of a state feedback controller becomes possible. After this transformation, the new control inputs of the system contain unknown nonlinear parts, which are identified with the use of neurofuzzy approximators. The learning procedure for these estimators is determined by the requirement the first derivative of the closed-loop's Lyapunov function to be a negative one. Moreover, Lyapunov stability analysis shows that H-infinity tracking performance is succeeded for the feedback control loop and this assures improved robustness to the aforementioned model uncertainty as well as to external perturbations. The efficiency of the proposed adaptive fuzzy control scheme is confirmed through simulation experiments.

Implementation and design of a teleoperation system based on a VMEBUS/68020 pipelined architecture

NASA Technical Reports Server (NTRS)

Lee, Thomas S.

1989-01-01

A pipelined control design and architecture for a force-feedback teleoperation system that is being implemented at the Jet Propulsion Laboratory and which will be integrated with the autonomous portion of the testbed to achieve share control is described. At the local site, the operator sees real-time force/torque displays and moves two 6-degree of freedom (dof) force-reflecting hand-controllers as his hands feel the contact force/torques generated at the remote site where the robots interact with the environment. He also uses a graphical user menu to monitor robot states and specify system options. The teleoperation software is written in the C language and runs on MC68020-based processor boards in the VME chassis, which utilizes a real-time operating system; the hardware is configured to realize a four-stage pipeline configuration. The environment is very flexible, such that the system can easily be configured as a stand-alone facility for performing independent research in human factors, force control, and time-delayed systems.

Workplace-based assessment of communication skills: A pilot project addressing feasibility, acceptance and reliability

PubMed Central

Weyers, Simone; Jemi, Iman; Karger, André; Raski, Bianca; Rotthoff, Thomas; Pentzek, Michael; Mortsiefer, Achim

2016-01-01

Background: Imparting communication skills has been given great importance in medical curricula. In addition to standardized assessments, students should communicate with real patients in actual clinical situations during workplace-based assessments and receive structured feedback on their performance. The aim of this project was to pilot a formative testing method for workplace-based assessment. Our investigation centered in particular on whether or not physicians view the method as feasible and how high acceptance is among students. In addition, we assessed the reliability of the method. Method: As part of the project, 16 students held two consultations each with chronically ill patients at the medical practice where they were completing GP training. These consultations were video-recorded. The trained mentoring physician rated the student’s performance and provided feedback immediately following the consultations using the Berlin Global Rating scale (BGR). Two impartial, trained raters also evaluated the videos using BGR. For qualitative and quantitative analysis, information on how physicians and students viewed feasibility and their levels of acceptance was collected in written form in a partially standardized manner. To test for reliability, the test-retest reliability was calculated for both of the overall evaluations given by each rater. The inter-rater reliability was determined for the three evaluations of each individual consultation. Results: The formative assessment method was rated positively by both physicians and students. It is relatively easy to integrate into daily routines. Its significant value lies in the personal, structured and recurring feedback. The two overall scores for each patient consultation given by the two impartial raters correlate moderately. The degree of uniformity among the three raters in respect to the individual consultations is low. Discussion: Within the scope of this pilot project, only a small sample of physicians and students could be surveyed to a limited extent. There are indications that the assessment can be improved by integrating more information on medical context and student self-assessments. Despite the current limitations regarding test criteria, it is clear that workplace-based assessment of communication skills in the clinical setting is a valuable addition to the communication curricula of medical schools. PMID:27990466

Workplace-based assessment of communication skills: A pilot project addressing feasibility, acceptance and reliability.

PubMed

Weyers, Simone; Jemi, Iman; Karger, André; Raski, Bianca; Rotthoff, Thomas; Pentzek, Michael; Mortsiefer, Achim

2016-01-01

Background: Imparting communication skills has been given great importance in medical curricula. In addition to standardized assessments, students should communicate with real patients in actual clinical situations during workplace-based assessments and receive structured feedback on their performance. The aim of this project was to pilot a formative testing method for workplace-based assessment. Our investigation centered in particular on whether or not physicians view the method as feasible and how high acceptance is among students. In addition, we assessed the reliability of the method. Method: As part of the project, 16 students held two consultations each with chronically ill patients at the medical practice where they were completing GP training. These consultations were video-recorded. The trained mentoring physician rated the student's performance and provided feedback immediately following the consultations using the Berlin Global Rating scale (BGR). Two impartial, trained raters also evaluated the videos using BGR. For qualitative and quantitative analysis, information on how physicians and students viewed feasibility and their levels of acceptance was collected in written form in a partially standardized manner. To test for reliability, the test-retest reliability was calculated for both of the overall evaluations given by each rater. The inter-rater reliability was determined for the three evaluations of each individual consultation. Results: The formative assessment method was rated positively by both physicians and students. It is relatively easy to integrate into daily routines. Its significant value lies in the personal, structured and recurring feedback. The two overall scores for each patient consultation given by the two impartial raters correlate moderately. The degree of uniformity among the three raters in respect to the individual consultations is low. Discussion: Within the scope of this pilot project, only a small sample of physicians and students could be surveyed to a limited extent. There are indications that the assessment can be improved by integrating more information on medical context and student self-assessments. Despite the current limitations regarding test criteria, it is clear that workplace-based assessment of communication skills in the clinical setting is a valuable addition to the communication curricula of medical schools.

Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course

NASA Astrophysics Data System (ADS)

Price, Edward; Goldberg, Fred; Robinson, Steve; McKean, Michael

2016-12-01

Constructing and evaluating explanations are important science practices, but in large classes it can be difficult to effectively engage students in these practices and provide feedback. Peer review and grading are scalable instructional approaches that address these concerns, but which raise questions about the validity of the peer grading process. Calibrated Peer Review (CPR) is a web-based system that scaffolds peer evaluation through a "calibration" process where students evaluate sample responses and receive feedback on their evaluations before evaluating their peers. Guided by an activity theory framework, we developed, implemented, and evaluated CPR-based tasks in guided-inquiry, conceptual physics courses for future teachers and general education students. The tasks were developed through iterative testing and revision. Effective tasks had specific and directed prompts and evaluation instructions. Using these tasks, over 350 students at three universities constructed explanations or analyzed physical phenomena, and evaluated their peers' work. By independently assessing students' responses, we evaluated the CPR calibration process and compared students' peer reviews with expert evaluations. On the tasks analyzed, peer scores were equivalent to our independent evaluations. On a written explanation item included on the final exam, students in the courses using CPR outperformed students in similar courses using traditional writing assignments without a peer evaluation element. Our research demonstrates that CPR can be an effective way to explicitly include the science practices of constructing and evaluating explanations into large classes without placing a significant burden on the instructor.

Improving the Acquisition of Basic Technical Surgical Skills with VR-Based Simulation Coupled with Computer-Based Video Instruction.

PubMed

Rojas, David; Kapralos, Bill; Dubrowski, Adam

2016-01-01

Next to practice, feedback is the most important variable in skill acquisition. Feedback can vary in content and the way that it is used for delivery. Health professions education research has extensively examined the different effects provided by the different feedback methodologies. In this paper we compared two different types of knowledge of performance (KP) feedback. The first type was video-based KP feedback while the second type consisted of computer generated KP feedback. Results of this study showed that computer generated performance feedback is more effective than video based performance feedback. The combination of the two feedback methodologies provides trainees with a better understanding.

UTM Data Working Group Demonstration 1: Final Report

NASA Technical Reports Server (NTRS)

Rios, Joseph L.; Mulfinger, Daniel G.; Smith, Irene S.; Venkatesan, Priya; Smith, David R.; Baskaran, Vijayakumar; Wang, Leo

2017-01-01

This document summarizes activities defining and executing the first demonstration of the NASA-FAA Research Transition Team (RTT) Data Exchange and Information Architecture (DEIA) working group (DWG). The demonstration focused on testing the interactions between two key components in the future UAS Traffic Management (UTM) System through a collaborative and distributed simulation of key scenarios. The summary incorporates written feedback from each of the participants in the demonstration. In addition to reporting the activities, this report also provides some insight into future steps of this working group.

Proceedings of the Edgewood Chemical Biological Center In-House Laboratory Independent Research and Surface Science Initiative Programs FY12

DTIC Science & Technology

2012-01-01

mind." ECBC views the ILIR as a critical part of its efforts at ensuring a high level of basic science, to foster innovation in the areas of...program solicits innovative proposals from the center’s principal investigators that correspond to ECBC’s critical core capability areas: Inhalation...are compiled and used, with the numerical score, as a critical assessment of the proposal. This written feedback is essential for ECBC’s mentoring

Hospital discharge summary scorecard: a quality improvement tool used in a tertiary hospital general medicine service.

PubMed

Singh, G; Harvey, R; Dyne, A; Said, A; Scott, I

2015-12-01

We assessed the impact of completion and feedback of discharge summary scorecards on the quality of discharge summaries written by interns in a general medicine service of a tertiary hospital. The scorecards significantly improved summary quality in the first three rotations of the intern year and could be readily adopted by other units as a quality improvement intervention for optimizing clinical handover to primary care providers. © 2015 Royal Australasian College of Physicians.

IMAGES: A digital computer program for interactive modal analysis and gain estimation for eigensystem synthesis

NASA Technical Reports Server (NTRS)

Jones, R. L.

1984-01-01

An interactive digital computer program for modal analysis and gain estimation for eigensystem synthesis was written. Both mathematical and operation considerations are described; however, the mathematical presentation is limited to those concepts essential to the operational capability of the program. The program is capable of both modal and spectral synthesis of multi-input control systems. It is user friendly, has scratchpad capability and dynamic memory, and can be used to design either state or output feedback systems.

Teaching and assessing technical proficiency in surgical subspecialty fellowships.

PubMed

Gearhart, Susan L; Wang, Ming-Hsien; Gilson, Marta M; Chen, Belinda; Kern, David E

2012-01-01

To determine how programs are teaching and assessing procedural skills, and their perceived success. Cross-sectional survey. Accreditation Council for Graduate Medical Education (ACGME) approved training programs in pediatric urology and colorectal surgery. Program directors and recent graduates (2007-2009). Thirty-nine program directors (60%), and 57 graduates (64%) responded; 89.5% of graduates and 94.9% of program directors felt training occurred successfully for the procedures that trainees were performing in their present practice. Nearly 90% of trainees and all program directors reported that there was no formal assessment of procedural competency at the beginning of training, although 66.7% of program directors reported that trainees were assessed "informally." Both program directors and trainees reported dialogue with faculty was the most frequent method used in preparing for operative procedures. Other methods (textbook/atlas, journals, web-based programs, videos) were used less frequently. Program directors with shorter tenure were more likely to use web-based and video methods; younger trainees were less likely to use textbooks/atlases. Faculty feedback on clinical decision-making and postprocedural review were perceived by both program directors and trainees as the most effective assessment methods for improving performance; however, trainees were more likely than program directors to report that postprocedure reviews were not included in their training (15.8% vs 9%, p = 0.045). Patient outcomes, written feedback from peers, and self-assessment were included in most programs, but valued less. Simulation was used in only about half the programs and was valued more highly by trainees than program directors (p = 0.011). Training in procedural proficiency was viewed as successful by both program directors and graduates. Dialogue with, assessment by, and feedback from faculty were frequently used and most valued; stressing the importance of the facilitator role of faculty in the education of the trainee. These findings provide guidance for the development of newer methods of teaching and assessment. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

PubMed

Vanderlelie, Jessica J; Alexander, Heather G

2016-07-08

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p < 0.0001) and written performance (p < 0.0001) in the final examination were noted that coincided with increased lecture attendance and overall engagement in the course. This study reinforces the importance of an integrated approach to assessment that includes well developed formative tasks and a continuous summative assessment strategy. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Comparison of active-learning strategies for motivational interviewing skills, knowledge, and confidence in first-year pharmacy students.

PubMed

Lupu, Ana M; Stewart, Autumn L; O'Neil, Christine

2012-03-12

To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.

Using Communication Technology to Enhance Interprofessional Education Simulations

PubMed Central

Shrader, Sarah; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-01-01

Objective. To determine the impact of simulations using an alternative method of communication on students’ satisfaction, attitudes, confidence, and performance related to interprofessional communication. Design. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Assessment. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Conclusion. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum. PMID:26941439

Investigation of chaos and its control in a Duffing-type nano beam model

NASA Astrophysics Data System (ADS)

Jha, Abhishek Kumar; Dasgupta, Sovan Sundar

2018-04-01

The prediction of chaos of a nano beam with harmonic excitation is investigated. Using the Galerkin method the nonlinear lumped model of a clamped-clamped nano beam with nonlinear cubic stiffness is obtained. This is a Duffing system with hardening type of nonlinearity. Based on the energy function and the phase portrait of the system, the resonator dynamics is categorized into four situations in which Using Malnikov function, an analytical criterion for homoclinic intersection in the form of inequality is written in terms of the system parameters. A numerical study including largest lyapunov exponent, Poincare diagram and phase portrait confirm the analytical prediction of chaos and effect of forcing amplitude. Subsequently, a linear velocity feedback controller is introduced into the system to successfully control the chaotic motion of the system at a faster rate at larger value of gain parameter.

Computer-Based Feedback and Goal Intervention: Learning Effects

ERIC Educational Resources Information Center

Valdez, Alfred

2012-01-01

This study investigated how a goal intervention influences the learning effects gained from feedback when acquiring concepts and rules pertaining to the topic of descriptive statistics. Three feedback conditions; knowledge of correct response feedback (KCRF), principle-based feedback (PBF), and no-feedback (NF), were crossed with two goal…

Improving the implementation of NICE public health workplace guidance: an evaluation of the effectiveness of action-planning workshops in NHS trusts in England.

PubMed

Jones, Sarah; Sloan, David; Evans, Hannah E R; Williams, Sian

2015-08-01

There is evidence that health and well-being of the National Health Service (NHS) workforce affects organizational and patient outcomes. A Cochrane review of the effectiveness of clinical audit to improve quality of care has shown great variation between studies, depending on the design and intensity of support offered. This study evaluates the effectiveness of an organizational audit methodology with (1) action-planning workshops and follow-up and (2) audit feedback alone, to support the implementation of the National Institute for Health and Care Excellence (NICE) workplace guidance. Two rounds of audit using a self-administered online questionnaire were conducted. An overall implementation score was devised for each trust. Following round 1, interviews were conducted with a cohort of trusts with high scores. The interviews used a theory-based framework to identify predictors of and barriers to successful implementation. From this, the content for action-planning workshops was devised and workshops held with lower scoring trusts. The remaining trusts received only written feedback on their audit results. Changes in the implementation score between rounds 1 and 2 were compared within and between cohorts. The median improvement in scores between rounds 1 and 2 was statistically significant except where baseline score was high. The improvement for trusts who received workshops was very much better than those who did not (P < 0.001). This difference remained after adjustment using stratification by baseline score (P = 0.001). Audit, combined with action-planning workshops and follow-up, appears to be more effective in improving implementation of NICE workplace health and well-being guidance than audit with feedback alone. © 2015 John Wiley & Sons, Ltd.

Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format

PubMed Central

Angus, Steven; Moriarty, John; Nardino, Robert J.; Chmielewski, Amy; Rosenblum, Michael J.

2015-01-01

Background In contrast to historical feedback, which was vague or provided residents' numerical scores without clear meaning, milestone-based feedback is focused on specific knowledge, skills, and behaviors that define developmental trajectory. It was anticipated that residents would welcome the more specific and actionable feedback provided by the milestone framework, but this has not been studied. Objective We assessed internal medicine (IM) residents' perceptions of receiving feedback in the milestone framework, particularly assessing perception of the utility of milestone-based feedback compared to non–milestone-based feedback. Methods We surveyed a total of 510 IM residents from 7 institutions. Survey questions assessed resident perception of milestone feedback in identifying strengths, weaknesses, and trajectory of professional development. Postgraduate years 2 and 3 (PGY-2 and PGY-3) residents were asked to compare milestones with prior methods of feedback. Results Of 510 residents, 356 (69.8%) responded. Slightly less than half of the residents found milestone-based feedback “extremely useful” or “very useful” in identifying strengths (44%), weaknesses (43%), specific areas for improvement (45%), and appropriate education progress (48%). Few residents found such feedback “not very useful” or “not at all useful” in these domains. A total of 51% of PGY-2 and PGY-3 residents agreed that receiving milestone-based feedback was more helpful than previous forms of feedback. Conclusions IM residents are aware of the concepts of milestones, and half of the residents surveyed found milestone feedback more helpful than previous forms of feedback. More work needs to be done to understand how milestone-based feedback could be delivered more effectively to enhance resident development. PMID:26221438

Integrative review of implementation strategies for translation of research-based evidence by nurses.

PubMed

Wuchner, Staci S

2014-01-01

The purpose of this review was to synthesize and critique experimental and/or quasi-experimental research that has evaluated implementation strategies for translation of research-based evidence into nursing practice. Successfully implementing evidence-based research can improve patient outcomes. Identifying successful implementation strategies is imperative to move research-based evidence into practice. As implementation science gains popularity, it is imperative to understand the strategies that most effectively translate research-based evidence into practice. The review used the CINAHL and MEDLINE (Ovid) databases. Articles were included if they were experimental and/or quasi-experimental research designs, were written in English, and measured nursing compliance to translation of research-based evidence. An independent review was performed to select and critique the included articles. A wide array of interventions were completed, including visual cues, audit and feedback, educational meetings and materials, reminders, outreach, and leadership involvement. Because of the complex multimodal nature of the interventions and the variety of research topics, comparison across interventions was difficult. Many difficulties exist in determining what implementation strategies are most effective for translation of research-based evidence into practice by nurses. With these limited findings, further research is warranted to determine which implementation strategies most successfully translate research-based evidence into practice.

Qualitative Analysis of Written Reflections during a Teaching Certificate Program

PubMed Central

Castleberry, Ashley N.; Payakachat, Nalin; Ashby, Sarah; Nolen, Amanda; Carle, Martha; Neill, Kathryn K.

2016-01-01

Objective. To evaluate the success of a teaching certificate program by qualitatively evaluating the content and extent of participants’ reflections. Methods. Two investigators independently identified themes within midpoint and final reflection essays across six program years. Each essay was evaluated to determine the extent of reflection in prompted teaching-related topic areas (strengths, weaknesses, assessment, feedback). Results. Twenty-eight themes were identified within 132 essays. Common themes encompassed content delivery, student assessment, personal successes, and challenges encountered. Deep reflection was exhibited, with 48% of essays achieving the highest level of critical reflection. Extent of reflection trended higher from midpoint to final essays, with significant increases in the strengths and feedback areas. Conclusion. The teaching certificate program fostered critical reflection and self-reported positive behavior change in teaching, thus providing a high-quality professional development opportunity. Such programs should strongly consider emphasizing critical reflection through required reflective exercises at multiple points within program curricula. PMID:26941436

Transient queue-size distribution in a finite-capacity queueing system with server breakdowns and Bernoulli feedback

NASA Astrophysics Data System (ADS)

Kempa, Wojciech M.

2017-12-01

A finite-capacity queueing system with server breakdowns is investigated, in which successive exponentially distributed failure-free times are followed by repair periods. After the processing a customer may either rejoin the queue (feedback) with probability q, or definitely leave the system with probability 1 - q. The system of integral equations for transient queue-size distribution, conditioned by the initial level of buffer saturation, is build. The solution of the corresponding system written for Laplace transforms is found using the linear algebraic approach. The considered queueing system can be successfully used in modelling production lines with machine failures, in which the parameter q may be considered as a typical fraction of items demanding corrections. Morever, this queueing model can be applied in the analysis of real TCP/IP performance, where q stands for the fraction of packets requiring retransmission.

Motivational Beliefs, Student Effort, and Feedback Behaviour in Computer-Based Formative Assessment

ERIC Educational Resources Information Center

Timmers, Caroline F.; Braber-van den Broek, Jannie; van den Berg, Stephanie M.

2013-01-01

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the…

'Simulation-based learning in psychiatry for undergraduates at the University of Zimbabwe medical school'.

PubMed

Piette, Angharad; Muchirahondo, Florence; Mangezi, Walter; Iversen, Amy; Cowan, Frances; Dube, Michelle; Peterkin, Hugh Grant-; Araya, Ricardo; Abas, Melanie

2015-02-21

The use of simulated patients to teach in psychiatry has not been reported from low-income countries. This is the first study using simulation teaching in psychiatry in Africa. The aim of this study was to introduce a novel method of psychiatric teaching to medical students at the University of Zimbabwe and assess its feasibility and preliminary effectiveness. We selected depression to simulate because students in Zimbabwe are most likely to see cases of psychoses during their ward-based clinical exposure. Zimbabwean psychiatrists adapted scenarios on depression and suicide based on ones used in London. Zimbabwean post-graduate trainee psychiatrists were invited to carry out the teaching and psychiatric nursing staff were recruited and trained in one hour to play the simulated patients (SPs). All students undertaking their psychiatry placement (n = 30) were allocated into groups for a short didactic lecture on assessing for clinical depression and then rotated around 3 scenarios in groups of 4-5 and asked to interview a simulated patient with signs of depression. Students received feedback from peers, SPs and facilitators. Students completed the Confidence in Assessing and Managing Depression (CAM-D) questionnaire before and after the simulation session and provided written free-text feedback. Post-graduate trainers, together with one consultant, facilitated the simulated teaching after three hours training. Student confidence scores increased from mean 15.90 to 20.05 (95% CI = 2.58- 5.71) t (20) = 5.52, (p > 0.0001) following the simulation teaching session. Free-text feedback was positive overall with students commenting that it was "helpful", "enjoyable" and "boosted confidence". In Zimbabwe, simulation teaching was acceptable and could be adapted with minimal effort by local psychiatrists and implemented by post-graduate trainees and one consultant, Students found it helpful and enjoyable and their confidence increased after the teaching. It offers students a broader exposure to psychiatric conditions than they receive during clinical attachment to the inpatient wards. Involving psychiatry trainees and nursing staff may be a sustainable approach in a setting with small number of consultants and limited funds to pay for professional actors.

Inhaler education for hospital-based pharmacists: how much is required?

PubMed

Jackevicius, C A; Chapman, K R

1999-01-01

To compare the effectiveness of a more intensive educational intervention with a less intensive intervention on the ability of hospital pharmacists to be prepared to educate patients regarding inhaled device technique. Randomized controlled trial. Inhaler technique and knowledge were assessed pre-education, immediately after and three months after education by a research assistant blinded to the educational allocation. Tertiary hospital pharmacy department. Hospital-based pharmacists. A 1 h 'hands-on' session with feedback (more intense education, MIE) or written materials describing inhaler use (less intense education, LIE). The change in overall score from pre-education to early posteducation for MIE was greater than for LIE (mean [95% CI]) (2.64 [1.27 to 4.01] versus 1.26 [0.05 to 2.47], P<0.001). Assessment scores improved for all device demonstrations and general knowledge. The change in score from the pre-education to the late posteducation period was only slightly higher in the MIE group than the LIE group, a difference that was not statistically significant (1.78 [0.82 to 2.74] versus 1. 22 [0.06 to 2.39], P=0.09). Scores in both groups were lower in the late posteducation period compared with the early posteducation period. Greater increases in total score in the immediate posteducation period were associated with a low baseline score and the MIE intervention. Individual coaching in inhaler technique produces greater improvement in inhaler knowledge among hospital pharmacists than provision of written materials. However, the advantage of the more intensive intervention was short-lived, with little advantage evident in three months.

Caring Decisions: The Development of a Written Resource for Parents Facing End-of-Life Decisions

PubMed Central

Gillam, Lynn; Hynson, Jenny; Sullivan, Jane; Cossich, Mary; Wilkinson, Dominic

2015-01-01

Abstract Background: Written resources in adult intensive care have been shown to benefit families facing end of life (EoL) decisions. There are few resources for parents making EoL decisions for their child and no existing resources addressing ethical issues. The Caring Decisions handbook and website were developed to fill these gaps. Aim: We discuss the development of the resources, modification after reviewer feedback and findings from initial pilot implementation. Design: A targeted literature review-to identify resources and factors that impact on parental EoL decision-making; development phase-guided by the literature and the researchers' expertise; consultation process-comprised a multi-disciplinary panel of experts and parents; pilot evaluation study-hard-copy handbook was distributed as part of routine care at an Australian Children's Hospital. Setting/Participants: Twelve experts and parents formed the consultation panel. Eight parents of children with life-limiting conditions and clinicians were interviewed in the pilot study. Results: Numerous factors supporting/impeding EoL decisions were identified. Caring Decisions addressed issues identified in the literature and by the multidisciplinary research team. The consultation panel provided overwhelmingly positive feedback. Pilot study parents found the resources helpful and comforting. Most clinicians viewed the resources as very beneficial to parents and identified them as ideal for training purposes. Conclusions: The development of the resources addressed many of the gaps in existing resources. The consultation process and the pilot study suggest these resources could be of significant benefit to parents and clinicians. PMID:26418215

Dissociating error-based and reinforcement-based loss functions during sensorimotor learning

PubMed Central

McGregor, Heather R.; Mohatarem, Ayman

2017-01-01

It has been proposed that the sensorimotor system uses a loss (cost) function to evaluate potential movements in the presence of random noise. Here we test this idea in the context of both error-based and reinforcement-based learning. In a reaching task, we laterally shifted a cursor relative to true hand position using a skewed probability distribution. This skewed probability distribution had its mean and mode separated, allowing us to dissociate the optimal predictions of an error-based loss function (corresponding to the mean of the lateral shifts) and a reinforcement-based loss function (corresponding to the mode). We then examined how the sensorimotor system uses error feedback and reinforcement feedback, in isolation and combination, when deciding where to aim the hand during a reach. We found that participants compensated differently to the same skewed lateral shift distribution depending on the form of feedback they received. When provided with error feedback, participants compensated based on the mean of the skewed noise. When provided with reinforcement feedback, participants compensated based on the mode. Participants receiving both error and reinforcement feedback continued to compensate based on the mean while repeatedly missing the target, despite receiving auditory, visual and monetary reinforcement feedback that rewarded hitting the target. Our work shows that reinforcement-based and error-based learning are separable and can occur independently. Further, when error and reinforcement feedback are in conflict, the sensorimotor system heavily weights error feedback over reinforcement feedback. PMID:28753634

Dissociating error-based and reinforcement-based loss functions during sensorimotor learning.

PubMed

Cashaback, Joshua G A; McGregor, Heather R; Mohatarem, Ayman; Gribble, Paul L

2017-07-01

It has been proposed that the sensorimotor system uses a loss (cost) function to evaluate potential movements in the presence of random noise. Here we test this idea in the context of both error-based and reinforcement-based learning. In a reaching task, we laterally shifted a cursor relative to true hand position using a skewed probability distribution. This skewed probability distribution had its mean and mode separated, allowing us to dissociate the optimal predictions of an error-based loss function (corresponding to the mean of the lateral shifts) and a reinforcement-based loss function (corresponding to the mode). We then examined how the sensorimotor system uses error feedback and reinforcement feedback, in isolation and combination, when deciding where to aim the hand during a reach. We found that participants compensated differently to the same skewed lateral shift distribution depending on the form of feedback they received. When provided with error feedback, participants compensated based on the mean of the skewed noise. When provided with reinforcement feedback, participants compensated based on the mode. Participants receiving both error and reinforcement feedback continued to compensate based on the mean while repeatedly missing the target, despite receiving auditory, visual and monetary reinforcement feedback that rewarded hitting the target. Our work shows that reinforcement-based and error-based learning are separable and can occur independently. Further, when error and reinforcement feedback are in conflict, the sensorimotor system heavily weights error feedback over reinforcement feedback.

Peer teaching experience of the first year medical students from Turkey.

PubMed

Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

Lectures based on cardinal symptoms in undergraduate medicine - effects of evaluation-based interventions on teaching large groups

PubMed Central

Kuhnigk, Olaf; Weidtmann, Katja; Anders, Sven; Hüneke, Bernd; Santer, René; Harendza, Sigrid

2011-01-01

Despite critical voices lectures are still an important teaching format in current medical curricula. With the curricular reform at Hamburg Medical Faculty in the year 2004, all subject specific lectures were replaced by cardinal symptom oriented lectures (LSV) in the new clinical curriculum. LSVs are taught throughout all six thematic blocks in years three to five. Since regular student evaluations after each thematic block seemed to demand improvement of the LSVs, this study was carried out using evaluations of individual LSVs by the participating students and by trained auditors (final year students and academic staff). Based on these evaluations feedback containing the individual evaluation data was given in written form to the lecturers combined with information material on planning an LSV using modern didactic techniques. In a second evaluation period, the effects of this intervention were studied. Only small improvements in the LSVs’ quality were noted regarding the level of marks achieved. When individual items were evaluated, especially the didactic quality, significant improvements were noticeable. Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period. This effect was no longer seen after the second evaluation period. The inter rater reliability among the auditors was very good. This study shows that regular quality assurance is needed on the structural levels and for staff to accompany the process of embedding teaching formats into curricular concepts. Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures. PMID:21818230

Counterintuitive Effects of Online Feedback in Middle School Math: Results from a Randomized Controlled Trial in ASSISTments

ERIC Educational Resources Information Center

McGuire, Patrick; Tu, Shihfen; Logue, Mary Ellin; Mason, Craig A.; Ostrow, Korinn

2017-01-01

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of…

Qualitative and quantitative feedback in the context of competency-based education.

PubMed

Tekian, Ara; Watling, Christopher J; Roberts, Trudie E; Steinert, Yvonne; Norcini, John

2017-12-01

Research indicates the importance and usefulness of feedback, yet with the shift of medical curricula toward competencies, feedback is not well understood in this context. This paper attempts to identify how feedback fits within a competency-based curriculum. After careful consideration of the literature, the following conclusions are drawn: (1) Because feedback is predicated on assessment, the assessment should be designed to optimize and prevent inaccuracies in feedback; (2) Giving qualitative feedback in the form of a conversation would lend credibility to the feedback, address emotional obstacles and create a context in which feedback is comfortable; (3) Quantitative feedback in the form of individualized data could fulfill the demand for more feedback, help students devise strategies on how to improve, allow students to compare themselves to their peers, recognizing that big data have limitations; and (4) Faculty development needs to incorporate and promote cultural and systems changes with regard to feedback. A better understanding of the role of feedback in competency-based education could result in more efficient learning for students.

Exploring Patients' Views Toward Giving Web-Based Feedback and Ratings to General Practitioners in England: A Qualitative Descriptive Study.

PubMed

Patel, Salma; Cain, Rebecca; Neailey, Kevin; Hooberman, Lucy

2016-08-05

Patient feedback websites or doctor rating websites are increasingly being used by patients to give feedback about their health care experiences. There is little known about why patients in England may give Web-based feedback and what may motivate or dissuade them from giving Web-based feedback. The aim of this study was to explore patients' views toward giving Web-based feedback and ratings to general practitioners (GPs), within the context of other feedback methods available in primary care in England, and in particular, paper-based feedback cards. A descriptive exploratory qualitative approach using face-to-face semistructured interviews was used in this study. Purposive sampling was used to recruit 18 participants from different age groups in London and Coventry. Interviews were transcribed verbatim and analyzed using applied thematic analysis. Half of the participants in this study were not aware of the opportunity to leave feedback for GPs, and there was limited awareness about the methods available to leave feedback for a GP. The majority of participants were not convinced that formal patient feedback was needed by GPs or would be used by GPs for improvement, regardless of whether they gave it via a website or on paper. Some participants said or suggested that they may leave feedback on a website rather than on a paper-based feedback card for several reasons: because of the ability and ease of giving it remotely; because it would be shared with the public; and because it would be taken more seriously by GPs. Others, however, suggested that they would not use a website to leave feedback for the opposite reasons: because of accessibility issues; privacy and security concerns; and because they felt feedback left on a website may be ignored. Patient feedback and rating websites as they currently are will not replace other mechanisms for patients in England to leave feedback for a GP. Rather, they may motivate a small number of patients who have more altruistic motives or wish to place collective pressure on a GP to give Web-based feedback. If the National Health Service or GP practices want more patients to leave Web-based feedback, we suggest they first make patients aware that they can leave anonymous feedback securely on a website for a GP. They can then convince them that their feedback is needed and wanted by GPs for improvement, and that the reviews they leave on the website will be of benefit to other patients to decide which GP to see or which GP practice to join.

Internet-based peer support for Ménière's disease: a summary of web-based data collection, impact evaluation, and user evaluation.

PubMed

Pyykkő, Ilmari; Manchaiah, Vinaya; Levo, Hilla; Kentala, Erna; Juhola, Martti

2017-07-01

This paper presents a summary of web-based data collection, impact evaluation, and user evaluations of an Internet-based peer support program for Ménière's disease (MD). The program is written in html-form. The data are stored in a MySQL database and uses machine learning in the diagnosis of MD. The program works interactively with the user and assesses the participant's disorder profile in various dimensions (i.e., symptoms, impact, personal traits, and positive attitude). The inference engine uses a database to compare the impact with 50 referents, and provides regular feedback to the user. Data were analysed using descriptive statistics and regression analysis. The impact evaluation was based on 740 cases and the user evaluation on a sample of 75 cases of MD respectively. The web-based system was useful in data collection and impact evaluation of people with MD. Among those with a recent onset of MD, 78% rated the program as useful or very useful, whereas those with chronic MD rated the program 55%. We suggest that a web-based data collection and impact evaluation for peer support can be helpful while formulating the rehabilitation goals of building the self-confidence needed for coping and increasing social participation.

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.

CAFÉ: a multicomponent audit and feedback intervention to improve implementation of healthy food policy in primary school canteens: protocol of a randomised controlled trial

PubMed Central

Williams, Christopher M; Nathan, Nicole; Delaney, Tessa; Yoong, Sze Lin; Wiggers, John; Preece, Sarah; Lubans, Nicole; Sutherland, Rachel; Pinfold, Jessica; Smith, Kay; Small, Tameka; Reilly, Kathryn L; Butler, Peter; Wyse, Rebecca J; Wolfenden, Luke

2015-01-01

Introduction A number of jurisdictions internationally have policies requiring schools to implement healthy canteens. However, many schools have not implemented such policies. One reason for this is that current support interventions cannot feasibly be delivered to large numbers of schools. A promising solution to support population-wide implementation of healthy canteen practices is audit and feedback. The effectiveness of this strategy has, however, not previously been assessed in school canteens. This study aims to assess the effectiveness and cost-effectiveness of an audit and feedback intervention, delivered by telephone and email, in increasing the number of school canteens that have menus complying with a government healthy-canteen policy. Methods and analysis Seventy-two schools, across the Hunter New England Local Health District in New South Wales Australia, will be randomised to receive the multicomponent audit and feedback implementation intervention or usual support. The intervention will consist of between two and four canteen menu audits over 12 months. Each menu audit will be followed by two modes of feedback: a written feedback report and a verbal feedback/support via telephone. Primary outcomes, assessed by dieticians blind to group status and as recommended by the Fresh Tastes @ School policy, are: (1) the proportion of schools with a canteen menu containing foods or beverages restricted for sale, and; (2) the proportion of schools that have a menu which contains more than 50% of foods classified as healthy canteen items. Secondary outcomes are: the proportion of menu items in each category (‘red’, ‘amber’ and ‘green’), canteen profitability and cost-effectiveness. Ethics and dissemination Ethical approval has been obtained by from the Hunter New England Human Research Ethics Committee and the University of Newcastle Human Research Ethics Committee. The findings will be disseminated in usual forums, including peer-reviewed publication and conference presentations. Trial registration number ACTRN12613000543785. PMID:26109111

Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback

PubMed Central

Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

2017-01-01

Purpose Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. Method This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients’ actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Results Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1–5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis (p=0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 (p=0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Conclusions Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills. PMID:28579871

Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback.

PubMed

Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

2017-01-01

Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients' actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1-5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis ( p =0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 ( p =0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills.

A Virtual Emergency Telemedicine Serious Game in Medical Training: A Quantitative, Professional Feedback-Informed Evaluation Study

PubMed Central

Constantinou, Riana; Marangos, Charis; Kyriacou, Efthyvoulos; Bamidis, Panagiotis; Dafli, Eleni; Pattichis, Constantinos S

2015-01-01

Background Serious games involving virtual patients in medical education can provide a controlled setting within which players can learn in an engaging way, while avoiding the risks associated with real patients. Moreover, serious games align with medical students’ preferred learning styles. The Virtual Emergency TeleMedicine (VETM) game is a simulation-based game that was developed in collaboration with the mEducator Best Practice network in response to calls to integrate serious games in medical education and training. The VETM game makes use of data from an electrocardiogram to train practicing doctors, nurses, or medical students for problem-solving in real-life clinical scenarios through a telemedicine system and virtual patients. The study responds to two gaps: the limited number of games in emergency cardiology and the lack of evaluations by professionals. Objective The objective of this study is a quantitative, professional feedback-informed evaluation of one scenario of VETM, involving cardiovascular complications. The study has the following research question: “What are professionals’ perceptions of the potential of the Virtual Emergency Telemedicine game for training people involved in the assessment and management of emergency cases?” Methods The evaluation of the VETM game was conducted with 90 professional ambulance crew nursing personnel specializing in the assessment and management of emergency cases. After collaboratively trying out one VETM scenario, participants individually completed an evaluation of the game (36 questions on a 5-point Likert scale) and provided written and verbal comments. The instrument assessed six dimensions of the game: (1) user interface, (2) difficulty level, (3) feedback, (4) educational value, (5) user engagement, and (6) terminology. Data sources of the study were 90 questionnaires, including written comments from 51 participants, 24 interviews with 55 participants, and 379 log files of their interaction with the game. Results Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87). Users’ perceived difficulty level received the lowest score (mean 3.20, SD 0.65), a finding which agrees with the analysis of log files that showed a rather low success rate (20.6%). Even though professionals saw the educational value and usefulness of the tool for pre-hospital emergency training (mean 3.83, SD 1.05), they identified confusing features and provided input for improving them. Conclusions Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training. Professionals’ input will serve to improve the game. Further research will aim to validate VETM, in a randomized pre-test, post-test control group study to examine possible learning gains in participants’ problem-solving skills in treating a patient’s symptoms in an emergency situation. PMID:26084866

A Virtual Emergency Telemedicine Serious Game in Medical Training: A Quantitative, Professional Feedback-Informed Evaluation Study.

PubMed

Nicolaidou, Iolie; Antoniades, Athos; Constantinou, Riana; Marangos, Charis; Kyriacou, Efthyvoulos; Bamidis, Panagiotis; Dafli, Eleni; Pattichis, Constantinos S

2015-06-17

Serious games involving virtual patients in medical education can provide a controlled setting within which players can learn in an engaging way, while avoiding the risks associated with real patients. Moreover, serious games align with medical students' preferred learning styles. The Virtual Emergency TeleMedicine (VETM) game is a simulation-based game that was developed in collaboration with the mEducator Best Practice network in response to calls to integrate serious games in medical education and training. The VETM game makes use of data from an electrocardiogram to train practicing doctors, nurses, or medical students for problem-solving in real-life clinical scenarios through a telemedicine system and virtual patients. The study responds to two gaps: the limited number of games in emergency cardiology and the lack of evaluations by professionals. The objective of this study is a quantitative, professional feedback-informed evaluation of one scenario of VETM, involving cardiovascular complications. The study has the following research question: "What are professionals' perceptions of the potential of the Virtual Emergency Telemedicine game for training people involved in the assessment and management of emergency cases?" The evaluation of the VETM game was conducted with 90 professional ambulance crew nursing personnel specializing in the assessment and management of emergency cases. After collaboratively trying out one VETM scenario, participants individually completed an evaluation of the game (36 questions on a 5-point Likert scale) and provided written and verbal comments. The instrument assessed six dimensions of the game: (1) user interface, (2) difficulty level, (3) feedback, (4) educational value, (5) user engagement, and (6) terminology. Data sources of the study were 90 questionnaires, including written comments from 51 participants, 24 interviews with 55 participants, and 379 log files of their interaction with the game. Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87). Users' perceived difficulty level received the lowest score (mean 3.20, SD 0.65), a finding which agrees with the analysis of log files that showed a rather low success rate (20.6%). Even though professionals saw the educational value and usefulness of the tool for pre-hospital emergency training (mean 3.83, SD 1.05), they identified confusing features and provided input for improving them. Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training. Professionals' input will serve to improve the game. Further research will aim to validate VETM, in a randomized pre-test, post-test control group study to examine possible learning gains in participants' problem-solving skills in treating a patient's symptoms in an emergency situation.

First impressions count: does FAIRness affect adaptation of clinical clerks in their first clinical placement?

PubMed

Edafe, Ovie; Mistry, Natasha; Chan, Philip

2013-09-01

FAIRness (Feedback, Activity, Individualisation, Relevance) teaching is a structured program, comprising series of classes in which student work is anonymised and reviewed by the whole class, as well as students receiving private feedback on their written work. The class work emphasises logic, structure and order in history and examination, with a diagnostic and management focus. The effect of FAIRness teaching methods on the adaptation of medical students entering their first clinical rotations was studied. 18 students in FAIRness placements and 72 students in conventional placements, all in medical/surgical units in the same University teaching hospital were studied. They completed questionnaires relating to effectiveness and quality of clinical teaching. Some students additionally attended focus groups, at the start of placement to discuss their expectations, and after 3 weeks, to discuss their adaptation to the clinical learning environment. All students entering clinical placements had low expectations of their future teaching. Students in standard placements still expressed negative attitudes after 3 weeks, while students on FAIRness placements felt positive. Students in FAIRness placements scored significantly higher on questions related to feedback and review of student work. FAIRness teaching practices help students to adapt to their first clinical placements.

A cost-effective simulation curriculum for preclinical endodontics.

PubMed

Pileggi, Roberta; Glickman, Gerald N

2004-02-01

A challenge in contemporary dental education is to achieve a smooth transition from preclinical teaching environments to patient-care clinics in a cost-effective manner. The preclinical endodontic courses at The University of Texas, Dental Branch at Houston provide a unique learning environment that enables the student to perform endodontic treatment on extracted teeth in a typodont, and be involved in diagnosis and treatment-planning discussions. The specially designed stone typodont used has built-in radiographic capability, and is mounted at each chair in the clinic. During each preclinical session, students are assigned clinical cubicles and proper aseptic protocol is followed. Students are required to wear gloves, masks and eyewear, and place a rubber dam during treatment. Written self-assessment evaluations based upon prescribed criteria are utilised; feedback is given by faculty composed of both full-time endodontists and graduate students who periodically rotate and are calibrated on a regular basis. In the lecture phase, clinical case scenarios are presented to reinforce concepts of diagnosis and emergency care and to help integrate endodontics with other disciplines; a Socratic-like teaching style is established by the faculty facilitator to create an environment for developing critical-thinking and problem-solving skills. The overall feedback from graduating students has been very positive. Advantages of this format are an easier transition to patient management, a more keen interest in specialsation and a perceived increase in levels of confidence.

Evaluation of the Iconic Pain Assessment Tool by a heterogeneous group of people in pain

PubMed Central

Lalloo, Chitra; Henry, James L

2011-01-01

The Iconic Pain Assessment Tool (IPAT) is a novel web-based instrument for the self-report of pain quality, intensity and location in the form of a permanent diary. Originally designed for people with central poststroke pain, the tool is being adapted for a larger, more diverse patient population. The present study aimed to collect evaluative feedback on the IPAT from a heterogeneous sample of individuals with chronic pain. The specific study aims were to evaluate participant comfort with the tool including enjoyment, ease of use and comfort with the electronic medium; to assess perceived value of the tool for communicating pain quality, intensity and location; to gauge participant intent to share their pain diaries with others and use the tool on a regular basis to track their pain over time; to assess the perceived descriptiveness of current IPAT icons and the numerical rating scale; and to identify strengths and weaknesses of the tool to refine the existing prototype. Written and verbal feedback from individuals with a variety of chronic pain conditions (n=23) were collected in the context of these objectives. Overall, the IPAT was positively endorsed by this heterogeneous sample of people in pain. The authors concluded that the IPAT is a user-friendly instrument that has the potential to help people express, document and share their personal experience with chronic pain. PMID:21369536

Comparing Explicit Exemplar-Based and Rule-Based Corrective Feedback: Introducing Analogy-Based Corrective Feedback

ERIC Educational Resources Information Center

Thomas, Kavita E.

2018-01-01

This study introduces an approach to providing corrective feedback to L2 learners termed analogy-based corrective feedback that is motivated by analogical learning theories and syntactic alignment in dialogue. Learners are presented with a structurally similar synonymous version of their output where the erroneous form is corrected, and they must…

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

PubMed Central

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

PubMed

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

Correlation of Simulation Examination to Written Test Scores for Advanced Cardiac Life Support Testing: Prospective Cohort Study.

PubMed

Strom, Suzanne L; Anderson, Craig L; Yang, Luanna; Canales, Cecilia; Amin, Alpesh; Lotfipour, Shahram; McCoy, C Eric; Osborn, Megan Boysen; Langdorf, Mark I

2015-11-01

Traditional Advanced Cardiac Life Support (ACLS) courses are evaluated using written multiple-choice tests. High-fidelity simulation is a widely used adjunct to didactic content, and has been used in many specialties as a training resource as well as an evaluative tool. There are no data to our knowledge that compare simulation examination scores with written test scores for ACLS courses. To compare and correlate a novel high-fidelity simulation-based evaluation with traditional written testing for senior medical students in an ACLS course. We performed a prospective cohort study to determine the correlation between simulation-based evaluation and traditional written testing in a medical school simulation center. Students were tested on a standard acute coronary syndrome/ventricular fibrillation cardiac arrest scenario. Our primary outcome measure was correlation of exam results for 19 volunteer fourth-year medical students after a 32-hour ACLS-based Resuscitation Boot Camp course. Our secondary outcome was comparison of simulation-based vs. written outcome scores. The composite average score on the written evaluation was substantially higher (93.6%) than the simulation performance score (81.3%, absolute difference 12.3%, 95% CI [10.6-14.0%], p<0.00005). We found a statistically significant moderate correlation between simulation scenario test performance and traditional written testing (Pearson r=0.48, p=0.04), validating the new evaluation method. Simulation-based ACLS evaluation methods correlate with traditional written testing and demonstrate resuscitation knowledge and skills. Simulation may be a more discriminating and challenging testing method, as students scored higher on written evaluation methods compared to simulation.

Teaching Earth Sciences as an interdisciplinary subject: Novel module design involving research literature

NASA Astrophysics Data System (ADS)

Tong, Vincent C. H.

2010-05-01

The study of Earth Sciences requires an interdisciplinary approach as it involves understanding scientific knowledge originating from a wide spectrum of research areas. Not only does it include subjects ranging from, for instance, hydrogeology to deep crustal seismology and from climate science to oceanography, but it also has many direct applications in closely related disciplines such as environmental engineering and natural resources management. While research crossing traditional disciplinary boundaries in geosciences is becoming increasingly common, there is only limited integration of interdisciplinary research in the teaching of the subject. Given that the transition from undergraduate education based on subject modules to postgraduate interdisciplinary research is never easy, such integration is a highly desirable pedagogical approach at both undergraduate and postgraduate levels. My presentation is based on a recent teaching project involving novel design of an undergraduate course. The course is implemented in order to address the synergy between research and teaching (Tong, 2009). This project has been shown to be effective and successful in teaching geosciences undergraduates at the University of London. The module consists of studying core geophysical principles and linking them directly to a selection of recently published research papers in a wide range of interdisciplinary applications. Research reviewing and reporting techniques are systematically developed, practised and fully integrated into teaching of the core scientific theories. A fully-aligned assignment with a feedback website invites the students to reflect on the scientific knowledge and the study skills related to research literature they have acquired in the course. This teaching project has been recognized by a teaching award (http://www.clpd.bbk.ac.uk/staff/BETA). In this presentation, I will discuss how undergraduate teaching with a focus on research literature in Earth Sciences can be addressed through careful module design with aligned assessments and feedback. By providing an overview of the teaching project, I will highlight the importance of introducing interdisciplinary research at undergraduate levels (Tong, Nature, 2010). Main project outcomes with student feedback will also be assessed and explored for better teaching practices. References: Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature, v. 463, p. 157, 2010. Tong, C. H., Approaching research literature: Module design with Electronic feedback package on written assignment (Project report), 2009. (http://www.clpd.bbk.ac.uk/staff/BETA/vtong)

[Assessment of surgical competence. A Mexican pilot study].

PubMed

Anaya-Prado, Roberto; Ortega-León, Luis Humberto; Ramirez-Solis, Mauro Eduardo; Vázquez-García, José Arturo; Medina-Portillo, Juan Bernardo; Ayala-López, Ernesto Alonso

2012-01-01

Assessment of technical dexterity is currently the weakest issue in surgical evaluation. It is imperative to develop an objective exam that allows us to correct training deficiencies and abilities and to objectively feedback education programs and hospitals. The purpose of this study was to perform a correlation between theoretical knowledge and surgical skills. We performed a national pilot study in in surgeons certifying by the Mexican Board of Surgery in 2010. This was a two-stage study: written exam (stage I) and oral exam (viva voce) to all surgeons approving the written exam (stage II). In stage II we utilized an objective structured assessment of technical skills (OSATS) whose results were correlated with those of the written and oral exams. The assessment involved seven skill stations and a global rating scale to indicate correctly performed or not and a fail/pass exam, respectively. Sixty-two surgeons approved the written exam in two places. We found no statistical difference among skills in open surgery (bowel anastomosis, liver and vascular suture), laparoscopic surgery (grape pilling, cutting a circle and intracorporeal knot tying) and instrument identification. There was a statistically significant difference (p <0.001) when median values were compared between laparoscopic surgery vs. open surgery and the identification of surgical instruments. There was a correlation between theoretical knowledge and surgical skills. When applying an OSATS, we found a positive correlation between theoretical knowledge and surgical skills. This assessment proves to to be valid and reliable for the evaluation of surgical dexterity.

Providing written language services in the schools: the time is now.

PubMed

Fallon, Karen A; Katz, Lauren A

2011-01-01

The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services. Public school-based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression. Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language. Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.

Non-Linear Dynamics and Chaotic Motions in Feedback Controlled Elastic System

DTIC Science & Technology

1988-01-01

b &IA m t K] t -NA00 202) 767- NM C DD Form 1473. JUN 86 Previous editions areobsolete S ~is PikkjE AFOSR 84-0051 Final Report P.Holmes. Research ...University, England 5/23/88 CNLS, Los Alamos National Lab, N4 8/23/88 R.Rand. Research Activities January 1. 1988 - September 31, 1988 1. Averaging...unstable if an unbounded solution exists. Although numerous papers have been written since the mid-1960’s on this problem, we have gone far further in

Exploring Patients’ Views Toward Giving Web-Based Feedback and Ratings to General Practitioners in England: A Qualitative Descriptive Study

PubMed Central

Cain, Rebecca; Neailey, Kevin; Hooberman, Lucy

2016-01-01

Background Patient feedback websites or doctor rating websites are increasingly being used by patients to give feedback about their health care experiences. There is little known about why patients in England may give Web-based feedback and what may motivate or dissuade them from giving Web-based feedback. Objective The aim of this study was to explore patients’ views toward giving Web-based feedback and ratings to general practitioners (GPs), within the context of other feedback methods available in primary care in England, and in particular, paper-based feedback cards. Methods A descriptive exploratory qualitative approach using face-to-face semistructured interviews was used in this study. Purposive sampling was used to recruit 18 participants from different age groups in London and Coventry. Interviews were transcribed verbatim and analyzed using applied thematic analysis. Results Half of the participants in this study were not aware of the opportunity to leave feedback for GPs, and there was limited awareness about the methods available to leave feedback for a GP. The majority of participants were not convinced that formal patient feedback was needed by GPs or would be used by GPs for improvement, regardless of whether they gave it via a website or on paper. Some participants said or suggested that they may leave feedback on a website rather than on a paper-based feedback card for several reasons: because of the ability and ease of giving it remotely; because it would be shared with the public; and because it would be taken more seriously by GPs. Others, however, suggested that they would not use a website to leave feedback for the opposite reasons: because of accessibility issues; privacy and security concerns; and because they felt feedback left on a website may be ignored. Conclusions Patient feedback and rating websites as they currently are will not replace other mechanisms for patients in England to leave feedback for a GP. Rather, they may motivate a small number of patients who have more altruistic motives or wish to place collective pressure on a GP to give Web-based feedback. If the National Health Service or GP practices want more patients to leave Web-based feedback, we suggest they first make patients aware that they can leave anonymous feedback securely on a website for a GP. They can then convince them that their feedback is needed and wanted by GPs for improvement, and that the reviews they leave on the website will be of benefit to other patients to decide which GP to see or which GP practice to join. PMID:27496366

Effects of computer-based immediate feedback on foreign language listening comprehension and test-associated anxiety.

PubMed

Lee, Shu-Ping; Su, Hui-Kai; Lee, Shin-Da

2012-06-01

This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.

Effects of Web-Based Feedback on Students' Learning

ERIC Educational Resources Information Center

van Kol, Simone; Rietz, Christian

2016-01-01

Feedback plays an important role in supporting students' learning process. Nonetheless, providing feedback is still rather unusual in higher education. Moreover, research on the design of ideal feedback as well as its effects is rare. In order to contribute to the development of this field, a web-based feedback system was implemented in a lecture…

When can I go home? A prospective case control study to improve communication with patients regarding their diagnosis, treatment plan and likely discharge date.

PubMed

Murphy, David; Crowley, Rebecca; Spencer, Anthony; Birch, Mark

2015-04-17

This study aimed to improve our ability to communicate with patients with regard to four key issues. Their diagnosis, treatment plan, clinical criteria for discharge and estimated discharge date. This was a prospective case control study. It involved 200 general medical patients admitted to Christchurch Public Hospital. Each day there were two general medical admitting teams. One team formed the control group and the other team the intervention group. The 100 patients in the control group had their consultant ward round as normal. The 100 patients in the intervention group had a consultant ward round and were provided with additional written information answering the following four points: (1) their diagnosis (2) management plan for the day (3) clinical criteria for discharge and (4) estimated date of discharge. This was a laminated sheet that remained attached to their bedside locker. At four or more hours after the ward round every new patient would undergo a questionnaire based interview addressing their ability to correctly answer the points listed above. A comparison was then made between the intervention and control groups. A subgroup (n=30) were selected to obtain feedback on the initiative. 90% of respondents from the intervention group knew their diagnosis versus 59% of the control group (p<0.01). 76% knew their treatment plan for the day versus 41% (p<0.01). 76% knew some of the clinical criteria for safe discharge versus 25% (p<0.01) and 83% of the intervention group knew their estimated discharge date versus 52% of the control group (p<0.01). The median age of the patients in the intervention group was 78 years of age and 74 for the control group (p>0.05). Of those that gave feedback 70% believed the intervention was helpful in helping them understand their diagnosis and 70% believed knowing their likely discharge date was useful. The use of a card with written information for the patient regarding their diagnosis, treatment plan, clinical criteria for safe discharge and estimated discharge date at the bedside helped improve the patients understanding of their care and aided effective communication.

Feedback in formative OSCEs: comparison between direct observation and video-based formats

PubMed Central

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Introduction Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. Methods In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Results Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p=0.002 and 3.71 vs. 2.04, p=0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p=0.007; active problem-solving: 3.92 vs. 3.42, p=0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Conclusion Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal. PMID:27834170

Feedback in formative OSCEs: comparison between direct observation and video-based formats.

PubMed

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p= 0.002 and 3.71 vs. 2.04, p= 0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p= 0.007; active problem-solving: 3.92 vs. 3.42, p= 0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal.

Counselling quality in community pharmacies: implementation of the pseudo customer methodology in Germany.

PubMed

Berger, K; Eickhoff, C; Schulz, M

2005-02-01

To investigate a new method for evaluating counselling performance of staff in community pharmacies and to assess the quality of patient counselling. Trained pseudo customers, instructed to play their role according to two different self-medication scenarios, visited voluntarily participating community pharmacies in Berlin. After documenting the counselling process, immediately after each visit, outside the pharmacy on an assessment form, the pseudo customer re-entered the pharmacy and gave detailed performance feedback to the counsellor and the pharmacist in charge in order to provide support for improving counselling skills and practice behaviour, when appropriate. This was followed with a written summary of the general performance of all participating pharmacies and additional individual feedback and suggestions for improvement. Educational needs were identified for subsequent performance-based educational strategies such as group-workshops, team-training and on-site team-coaching. Forty-nine community pharmacies in Berlin volunteered to participate in this pilot study. Ninety-eight per cent of the participating pharmacies offered advice. However, in 36% of the cases, advice was only given on request. The different types of scenarios--presentation of a symptom or request for a specific product--made a great difference to the spontaneity of questions and advice. At least one question to check on accuracy of self-diagnosis was asked in 95% of the cases of symptom presentation but in only 47% of the cases of specific product request. Information on appropriate self-medication was provided on at least one item in 74% of pseudo customer visits, but most of the time the information was not sufficient. Communication skills (nonverbal elements, comprehensibility etc.) were very good or good in 54% of the visits. Potential for improvement was mainly in relation to the use of open-ended questions to gain more information and on counselling about appropriate self-medication. Direct feedback was given in 96% of the pharmacies (one person refused to accept feedback and one feedback had to be postponed because of time shortage). All of the participants regarded counselling as an important subject in pharmacy practice. The pseudo customer method was successfully used in this study of German community pharmacies. It was shown that pseudo customer visits and performance feedback following the counselling process, were feasible in daily practice and well accepted by the participants. A training program, focussing on areas in most need of improvement, has been developed. The promising results have led to the Federal Chamber of Pharmacists in Germany adopting this method as part of a continuous quality improvement program in community pharmacies.

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.

Effect of vibrotactile feedback on an EMG-based proportional cursor control system.

PubMed

Li, Shunchong; Chen, Xingyu; Zhang, Dingguo; Sheng, Xinjun; Zhu, Xiangyang

2013-01-01

Surface electromyography (sEMG) has been introduced into the bio-mechatronics systems, however, most of them are lack of the sensory feedback. In this paper, the effect of vibrotactile feedback for a myoelectric cursor control system is investigated quantitatively. Simultaneous and proportional control signals are extracted from EMG using a muscle synergy model. Different types of feedback including vibrotactile feedback and visual feedback are added, assessed and compared with each other. The results show that vibrotactile feedback is capable of improving the performance of EMG-based human machine interface.

A compliance assessment of midpoint formative assessments completed by APPE preceptors.

PubMed

Lea Bonner, C; Staton, April G; Naro, Patricia B; McCullough, Elizabeth; Lynn Stevenson, T; Williamson, Margaret; Sheffield, Melody C; Miller, Mindi; Fetterman, James W; Fan, Shirley; Momary, Kathryn M

Experiential pharmacy preceptors should provide formative and summative feedback during a learning experience. Preceptors are required to provide colleges and schools of pharmacy with assessments or evaluations of students' performance. Students and experiential programs value on-time completion of midpoint evaluations by preceptors. The objective of this study was to determine the number of on-time electronically documented formative midpoint evaluations completed by preceptors during advanced pharmacy practice experiences (APPEs). Compliance rates of on-time electronically documented formative midpoint evaluations were reviewed by the Office of Experiential Education of a five-member consortium during the two-year study period prior to the adoption of Standards 2016. Pearson chi-square test and generalized linear models were used to determine if statistically significant differences were present. Average midpoint compliance rates for the two-year research period were 40.7% and 41% respectively. No statistical significance was noted comparing compliance rates for year one versus year two. However, statistical significance was present when comparing compliance rates between schools during year two. Feedback from students and preceptors pointed to the need for brief formal midpoint evaluations that require minimal time to complete, user friendly experiential management software, and methods for documenting verbal feedback through student self-reflection. Additional education and training to both affiliate and faculty preceptors on the importance of written formative feedback at midpoint is critical to remaining in compliance with Standards 2016. Copyright © 2017 Elsevier Inc. All rights reserved.

Effectiveness of a co-taught handwriting program for first grade students.

PubMed

Case-Smith, Jane; Holland, Terri; White, Susan

2014-02-01

Our study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students' achievement of lower case legibility and writing fluency.

Incorporating A Structured Writing Process into Existing CLS Curricula.

PubMed

Honeycutt, Karen; Latshaw, Sandra

2014-01-01

Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.

Development of a tailored strategy to improve postpartum hemorrhage guideline adherence.

PubMed

de Visser, Suzan M; Woiski, Mallory D; Grol, Richard P; Vandenbussche, Frank P H A; Hulscher, Marlies E J L; Scheepers, Hubertina C J; Hermens, Rosella P M G

2018-02-08

Despite the introduction of evidence based guidelines and practical courses, the incidence of postpartum hemorrhage shows an increasing trend in developed countries. Substandard care is often found, which implies an inadequate implementation in high resource countries. We aimed to reduce the gap between evidence-based guidelines and clinical application, by developing a strategy, tailored to current barriers for implementation. The development of the implementation strategy consisted of three phases, supervised by a multidisciplinary expert panel. In the first phase a framework of the strategy was created, based on barriers to optimal adherence identified among professionals and patients together with evidence on effectiveness of strategies found in literature. In the second phase, the tools within the framework were developed, leading to a first draft. In the third phase the strategy was evaluated among professionals and patients. The professionals were asked to give written feedback on tool contents, clinical usability and inconsistencies with current evidence care. Patients evaluated the tools on content and usability. Based on the feedback of both professionals and patients the tools were adjusted. We developed a tailored strategy to improve guideline adherence, covering the trajectory of the third trimester of pregnancy till the end of the delivery. The strategy, directed at professionals, comprehending three stop moments includes a risk assessment checklist, care bundle and time-out procedure. As patient empowerment tools, a patient passport and a website with patient information was developed. The evaluation among the expert panel showed all professionals to be satisfied with the content and usability and no discrepancies or inconsistencies with current evidence was found. Patients' evaluation revealed that the information they received through the tools was incomplete. The tools were adjusted accordingly to the missing information. A usable, tailored strategy to implement PPH guidelines and practical courses was developed. The next step is the evaluation of the strategy in a feasibility trial. Clinical trial registration: The Fluxim study, registration number: NCT00928863 .

User-centered development and testing of a monitoring system that provides feedback regarding physical functioning to elderly people

PubMed Central

Vermeulen, Joan; Neyens, Jacques CL; Spreeuwenberg, Marieke D; van Rossum, Erik; Sipers, Walther; Habets, Herbert; Hewson, David J; de Witte, Luc P

2013-01-01

Purpose To involve elderly people during the development of a mobile interface of a monitoring system that provides feedback to them regarding changes in physical functioning and to test the system in a pilot study. Methods and participants The iterative user-centered development process consisted of the following phases: (1) selection of user representatives; (2) analysis of users and their context; (3) identification of user requirements; (4) development of the interface; and (5) evaluation of the interface in the lab. Subsequently, the monitoring and feedback system was tested in a pilot study by five patients who were recruited via a geriatric outpatient clinic. Participants used a bathroom scale to monitor weight and balance, and a mobile phone to monitor physical activity on a daily basis for six weeks. Personalized feedback was provided via the interface of the mobile phone. Usability was evaluated on a scale from 1 to 7 using a modified version of the Post-Study System Usability Questionnaire (PSSUQ); higher scores indicated better usability. Interviews were conducted to gain insight into the experiences of the participants with the system. Results The developed interface uses colors, emoticons, and written and/or spoken text messages to provide daily feedback regarding (changes in) weight, balance, and physical activity. The participants rated the usability of the monitoring and feedback system with a mean score of 5.2 (standard deviation 0.90) on the modified PSSUQ. The interviews revealed that most participants liked using the system and appreciated that it signaled changes in their physical functioning. However, usability was negatively influenced by a few technical errors. Conclusion Involvement of elderly users during the development process resulted in an interface with good usability. However, the technical functioning of the monitoring system needs to be optimized before it can be used to support elderly people in their self-management. PMID:24039407

Introducing a partnership doctor-patient communication guide for teachers in the culturally hierarchical context of Indonesia.

PubMed

Claramita, Mora; Susilo, Astrid Pratidina; Kharismayekti, Manik; van Dalen, Jan; van der Vleuten, Cees

2013-01-01

A guide for a partnership style of doctor-patient communication tailored to a Southeast Asian culture was previously developed and validated. We introduced the guide to clinical teachers in Indonesia through a participatory approach. Evaluation was based on teachers' demonstrated comprehension and ability to teach the guide. Three junior researchers invited twelve senior clinical teachers to learn about the guide by writing a chapter on doctor-patient communication using their clinical expertise, reflections on the guide, and the international literature. A participatory study comprised of two cycles (producing first and second drafts of the chapters) was conducted over 18 months with guidance from researchers and written feedback from an expert in communication skills. Qualitative content-analysis was used to assess the content of the submitted chapters. The clinical teachers understood the concept of partnership style doctor-patient communication but demonstrated limited reflection on the Southeast Asian culture. Teachers had difficulty translating the guide into a written learning guide. However, teachers proposed an adapted guide with a simpler structure, tailored to their clinical environment characterized by high patient load and limited time for doctor-patient communications. The adapted guide was proof of the teachers' willingness to learn about a partnership style of doctor-patient communications. However, the process of introducing the guide was hindered by the wide power distance between participants throughout all aspects of the study, including communication between senior teachers and more junior researchers.

Patient-appropriate health literacy educational materials in ophthalmology.

PubMed

Mikhail, David; Visscher, Kari L; Chen, Nancy; Wang, Joy; Emara, Barry Y; Hutnik, Cindy M

2015-02-01

To evaluate the literacy level of patients with glaucoma in a tertiary care teaching centre compared with a rural community centre and to assess comprehension of and preference for educational material written at different reading levels. Prospective, randomized, double-blinded study. Patients with glaucoma presenting for routine examination or referral at a tertiary care academic centre in southwestern Ontario and a single general ophthalmology clinic located in a moderately sized suburban community in Ontario, Canada, were invited to participate in this study. Patients aged 19 to 90 with sufficient visual acuity to read the pamphlets were recruited. Eligible and consenting participants underwent a validated literacy study, and their literacy levels were classified as adequate, barely adequate, marginal, or inadequate. They were then randomized to receive educational pamphlets written at either a grade 5 (intervention group) or grade 10 (control group) reading level. Comprehension of and preference for the material were determined by analysis of cloze testing and a feedback questionnaire. Of 199 participants, 179 were included in the analysis. The literacy testing found that 35% of patients in the community practice and 30% in the tertiary care academic centre had "marginal" or "inadequate" literacy skills, but there was no significant difference between sites (p = 0.77). Comprehension of the educational material was higher in the intervention group versus the control group (p = 0.0057), with a mean cloze score of 57.9% in the intervention group and 48.3% in the control group. The intervention group spent significantly less time reading the pamphlets (p < 0.0001), with an average of 2.52 minutes compared with 4.51 minutes. The feedback survey indicated that patients found the pamphlet with the lower reading level easier to read (p = 0.02), which was reflected in their comments as well. In both academic and community practice settings, about 30% of patients with glaucoma have marginal or inadequate literacy skills. However, regardless of practice, all patients better comprehend, and were more receptive to, educational material written at grade 5 reading level with illustrations, regardless of initial literacy level. Copyright © 2015 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

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.

Psychodrama: an innovative way of improving self-awareness of nurses.

PubMed

Oflaz, F; Meriç, M; Yuksel, Ç; Ozcan, C T

2011-09-01

The aim of this educational session was to form a group interaction model for improving the self-awareness of nurses via psychodrama. The structured group interaction session was conducted three times, with three separate groups, during the 'Intensive Care Nursing' training programme at a teaching hospital in Ankara. An assessment was made using the written records and observations of the group director and co-directors and feedback from nurses regarding the session. The nurses were highly motivated, adapting readily to the learning environment and following the instructions without difficulty. They were able to describe their personal experience with a specific patient and also to identify the fundamental emotion engendered by that interaction. Their feedback regarding the session was favourable. The psychodrama technique helped the nurses to understand themselves, to explore the perspective of others and to make the connection between their own thoughts/feelings and those of their patients. Psychodrama can be an effective teaching tool in addressing the communication issues that arise in nursing. © 2011 Blackwell Publishing.

How to become a better clinical teacher: a collaborative peer observation process.

PubMed

Finn, Kathleen; Chiappa, Victor; Puig, Alberto; Hunt, Daniel P

2011-01-01

Peer observation of teaching (PoT) is most commonly done as a way of evaluating educators in lecture or small group teaching. Teaching in the clinical environment is a complex and hectic endeavor that requires nimble and innovative teaching on a daily basis. Most junior faculty start their careers with little formal training in education and with limited opportunity to be observed or to observe more experienced faculty. Formal PoT would potentially ameliorate these challenges. This article describes a collaborative peer observation process that a group of 11 clinician educators is using as a longitudinal faculty development program. The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation. This article provides detailed examples from written feedback obtained during collaborative peer observation to emphasize the richness of this combined experience.

Pediatric faculty and residents’ perspectives on In-Training Evaluation Reports (ITERs)

PubMed Central

Patel, Rikin; Drover, Anne; Chafe, Roger

2015-01-01

Background In-training evaluation reports (ITERs) are used by over 90% of postgraduate medical training programs in Canada for resident assessment. Our study examined the perspectives of faculty and residents in one pediatric program as a means to improve the ITER as an evaluation tool. Method Two separate focus groups were conducted, one with eight pediatric residents and one with nine clinical faculty within the pediatrics program of Memorial University’s Faculty of Medicine to discuss their perceptions of, and suggestions for improving, the use of ITERs. Results Residents and faculty shared many similar suggestions for improving the ITER as an evaluation tool. Both the faculty and residents emphasized the importance of written feedback, contextualizing the evaluation and timely follow-up. The biggest challenge appears to be the discrepancy in the quality of feedback sought by the residents and the faculty members’ ability to do so in a time effective manner. Others concerns related to the need for better engagement in setting rotation objectives and more direct observation by the faculty member completing the ITER. Conclusions The ITER is a useful tool in resident evaluations, but a number of issues relating to its actual use could improve the quality of feedback which residents receive. PMID:27004076

Distributed state machine supervision for long-baseline gravitational-wave detectors

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

Rollins, Jameson Graef, E-mail: jameson.rollins@ligo.org

The Laser Interferometer Gravitational-wave Observatory (LIGO) consists of two identical yet independent, widely separated, long-baseline gravitational-wave detectors. Each Advanced LIGO detector consists of complex optical-mechanical systems isolated from the ground by multiple layers of active seismic isolation, all controlled by hundreds of fast, digital, feedback control systems. This article describes a novel state machine-based automation platform developed to handle the automation and supervisory control challenges of these detectors. The platform, called Guardian, consists of distributed, independent, state machine automaton nodes organized hierarchically for full detector control. User code is written in standard Python and the platform is designed to facilitatemore » the fast-paced development process associated with commissioning the complicated Advanced LIGO instruments. While developed specifically for the Advanced LIGO detectors, Guardian is a generic state machine automation platform that is useful for experimental control at all levels, from simple table-top setups to large-scale multi-million dollar facilities.« less

An Elective Pharmaceutical Care Course to Prepare Students for an Advanced Pharmacy Practice Experience in Kenya

PubMed Central

Miller, Monica L.; Ogallo, William; Pastakia, Sonak D.

2013-01-01

Objective. To develop a prerequisite elective course to prepare students for an advanced pharmacy practice experience (APPE) in Kenya. Design. The course addressed Kenyan culture, travel preparation, patient care, and disease-state management. Instructional formats used were small-group discussions and lectures, including some Web-based presentations by Kenyan pharmacists on disease states commonly treated in Kenya. Cultural activities include instruction in conversational and medical Kiswahili and reading of a novel related to global health programs. Assessment. Student performance was assessed using written care plans, quizzes, reflection papers, a formulary management exercise, and pre- and post-course assessments. Student feedback on course evaluations indicated that the course was well received and students felt prepared for the APPE. Conclusion. This course offered a unique opportunity for students to learn about pharmacy practice in global health and to apply previously acquired skills in a resource-constrained international setting. It prepares students to actively participate in clinical care activities during an international APPE. PMID:23610478

Training shelter volunteers to teach dog compliance.

PubMed

Howard, Veronica J; DiGennaro Reed, Florence D

2014-01-01

This study examined the degree to which training procedures influenced the integrity of behaviorally based dog training implemented by volunteers of an animal shelter. Volunteers were taught to implement discrete-trial obedience training to teach 2 skills (sit and wait) to dogs. Procedural integrity during the baseline and written instructions conditions was low across all participants. Although performance increased with use of a video model, integrity did not reach criterion levels until performance feedback and modeling were provided. Moreover, the integrity of the discrete-trial training procedure was significantly and positively correlated with dog compliance to instructions for all dyads. Correct implementation and compliance were observed when participants were paired with a novel dog and trainer, respectively, although generalization of procedural integrity from the discrete-trial sit procedure to the discrete-trial wait procedure was not observed. Shelter consumers rated the behavior change in dogs and trainers as socially significant. Implications of these findings and future directions for research are discussed. © Society for the Experimental Analysis of Behavior.

Student-Posed Problems

NASA Astrophysics Data System (ADS)

Harper, Kathleen A.; Etkina, Eugenia

2002-10-01

As part of weekly reports,1 structured journals in which students answer three standard questions each week, they respond to the prompt, If I were the instructor, what questions would I ask or problems assign to determine if my students understood the material? An initial analysis of the results shows that some student-generated problems indicate fundamental misunderstandings of basic physical concepts. A further investigation explores the relevance of the problems to the week's material, whether the problems are solvable, and the type of problems (conceptual or calculation-based) written. Also, possible links between various characteristics of the problems and conceptual achievement are being explored. The results of this study spark many more questions for further work. A summary of current findings will be presented, along with its relationship to previous work concerning problem posing.2 1Etkina, E. Weekly Reports;A Two-Way Feedback Tool, Science Education, 84, 594-605 (2000). 2Mestre, J.P., Probing Adults Conceptual Understanding and Transfer of Learning Via Problem Posing, Journal of Applied Developmental Psychology, 23, 9-50 (2002).

Peer-assisted learning for foundation doctors.

PubMed

Thampy, Harish; Kersey, Nicola

2017-06-01

Peer-assisted learning (PAL) is a widely accepted learner-led educational model encouraging cooperative active learning. Whereas attention has historically focussed on the use of PAL in undergraduate contexts, less is known about the benefits and challenges of using PAL for postgraduate clinical trainees. This study describes the implementation and evaluation of a PAL scheme for UK foundation-year trainees (newly qualified doctors). Following a needs assessment, a peer-led component was introduced into the weekly foundation teaching programme at the hospital. Each week a peer tutor presented a topic relevant to the foundation curriculum, and peer participants provided written feedback. Questionnaire-based evaluation of the scheme was conducted 7 months after implementation. Ninety-eight per cent of trainees completed the evaluation. Eighty-eight per cent were satisfied with the PAL scheme. Crucially, PAL was seen to address historic barriers to effective learning. Educational content seemed to be better matched to the learning needs and experience of learners, with particular value placed on case-based peer discussions. Furthermore, PAL seemed to promote a learning environment in which questions and conjectures could be safely shared. Although some peer tutors found presenting to peers anxiety-provoking, the majority agreed that PAL not only helped develop their teaching ability but also positively impacted on their everyday clinical work. Less is known about the benefits and challenges of using PAL for postgraduate clinical trainees DISCUSSION: The PAL scheme was well received by participants and supports its use outside of its traditional undergraduate focus. Trainees identified a number of pedagogical benefits through serving as both tutor and tutee. Delivering teaching skills and feedback skills training were identified as future developments to further maximise the educational benefits of PAL. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Concurrent Validity and Classification Accuracy of Curriculum-Based Measurement for Written Expression

ERIC Educational Resources Information Center

Furey, William M.; Marcotte, Amanda M.; Hintze, John M.; Shackett, Caroline M.

2016-01-01

The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect…

CAFÉ: a multicomponent audit and feedback intervention to improve implementation of healthy food policy in primary school canteens: protocol of a randomised controlled trial.

PubMed

Williams, Christopher M; Nathan, Nicole; Delaney, Tessa; Yoong, Sze Lin; Wiggers, John; Preece, Sarah; Lubans, Nicole; Sutherland, Rachel; Pinfold, Jessica; Smith, Kay; Small, Tameka; Reilly, Kathryn L; Butler, Peter; Wyse, Rebecca J; Wolfenden, Luke

2015-06-24

A number of jurisdictions internationally have policies requiring schools to implement healthy canteens. However, many schools have not implemented such policies. One reason for this is that current support interventions cannot feasibly be delivered to large numbers of schools. A promising solution to support population-wide implementation of healthy canteen practices is audit and feedback. The effectiveness of this strategy has, however, not previously been assessed in school canteens. This study aims to assess the effectiveness and cost-effectiveness of an audit and feedback intervention, delivered by telephone and email, in increasing the number of school canteens that have menus complying with a government healthy-canteen policy. Seventy-two schools, across the Hunter New England Local Health District in New South Wales Australia, will be randomised to receive the multicomponent audit and feedback implementation intervention or usual support. The intervention will consist of between two and four canteen menu audits over 12 months. Each menu audit will be followed by two modes of feedback: a written feedback report and a verbal feedback/support via telephone. Primary outcomes, assessed by dieticians blind to group status and as recommended by the Fresh Tastes @ School policy, are: (1) the proportion of schools with a canteen menu containing foods or beverages restricted for sale, and; (2) the proportion of schools that have a menu which contains more than 50% of foods classified as healthy canteen items. Secondary outcomes are: the proportion of menu items in each category ('red', 'amber' and 'green'), canteen profitability and cost-effectiveness. Ethical approval has been obtained by from the Hunter New England Human Research Ethics Committee and the University of Newcastle Human Research Ethics Committee. The findings will be disseminated in usual forums, including peer-reviewed publication and conference presentations. ACTRN12613000543785. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Multiple-Try Feedback and Higher-Order Learning Outcomes

ERIC Educational Resources Information Center

Clariana, Roy B.; Koul, Ravinder

2005-01-01

Although feedback is an important component of computer-based instruction (CBI), the effects of feedback on higher-order learning outcomes are not well understood. Several meta-analyses provide two rules of thumb: any feedback is better than no feedback and feedback with more information is better than feedback with less information. …

The Effect of Emotional Feedback on Behavioral Intention to Use Computer Based Assessment

ERIC Educational Resources Information Center

Terzis, Vasileios; Moridis, Christos N.; Economides, Anastasios A.

2012-01-01

This study introduces emotional feedback as a construct in an acceptance model. It explores the effect of emotional feedback on behavioral intention to use Computer Based Assessment (CBA). A female Embodied Conversational Agent (ECA) with empathetic encouragement behavior was displayed as emotional feedback. More specifically, this research aims…

Assessment Certitude as a Feedback Strategy for Learners' Constructed Responses

ERIC Educational Resources Information Center

Kealy, W. A.; Ritzhaupt, A. D.

2010-01-01

Educational researchers have "rarely" addressed the problem of how to provide feedback on constructed responses. All participants (N = 76) read a story and completed short-answer questions based on the text, with some receiving feedback consisting of the exact material on which the questions were based. During feedback, two groups receiving…

[Experience feedback committee: a method for patient safety improvement].

PubMed

François, P; Sellier, E; Imburchia, F; Mallaret, M-R

2013-04-01

An experience feedback committee (CREX, Comité de Retour d'EXpérience) is a method which contributes to the management of safety of care in a medical unit. Originally used for security systems of civil aviation, the method has been adapted to health care facilities and successfully implemented in radiotherapy units and in other specialties. We performed a brief review of the literature for studies reporting data on CREX established in hospitals. The review was performed using the main bibliographic databases and Google search results. The CREX is designed to analyse incidents reported by professionals. The method includes monthly meetings of a multi-professional committee that reviews the reported incidents, chooses a priority incident and designates a "pilot" responsible for investigating the incident. The investigation of the incident involves a systemic analysis method and a written synthesis presented at the next meeting of the committee. The committee agrees on actions for improvement that are suggested by the analysis and follows their implementation. Systems for the management of health care, including reporting systems, are organized into three levels: the medical unit, the hospital and the country as a triple loop learning process. The CREX is located in the base level, short loop of risk management and allows direct involvement of care professionals in patient safety. Safety of care has become a priority of health systems. In this context, the CREX can be a useful vehicle for the implementation of a safety culture in medical units. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

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.

50 CFR 18.89 - Oral and written arguments.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false Oral and written arguments. 18.89 Section... and written arguments. (a) The presiding officer may, in his discretion, provide for oral argument by... presiding officer proposed findings and conclusions and written arguments or briefs, which are based upon...

The Assessment of Turkish Written Examination Questions Based on the Text in Accordance with the Barrett's Taxonomy

ERIC Educational Resources Information Center

Göçer, Ali

2014-01-01

In this study, Turkish text-based written examination questions posed to students in secondary schools were examined. In this research, document analysis method within the framework of the qualitative research approach was used. The data obtained from the documents consisting of written examination papers were analyzed with content analysis…

EssayCritic: Writing to Learn with a Knowledge-Based Design Critiquing System

ERIC Educational Resources Information Center

Mørch, Anders I.; Engeness, Irina; Cheng, Victor C.; Cheung, William K.; Wong, Kelvin C.

2017-01-01

This article presents a study of EssayCritic, a computer-based writing aid for English as a foreign language (EFL) that provides feedback on the content of English essays. We compared two feedback conditions: automated feedback from EssayCritic (target class) and feedback from collaborating peers (comparison class). We used a mixed methods…

MR thermometry analysis of sonication accuracy and safety margin of volumetric MR imaging-guided high-intensity focused ultrasound ablation of symptomatic uterine fibroids.

PubMed

Kim, Young-sun; Trillaud, Hervé; Rhim, Hyunchul; Lim, Hyo K; Mali, Willem; Voogt, Marianne; Barkhausen, Jörg; Eckey, Thomas; Köhler, Max O; Keserci, Bilgin; Mougenot, Charles; Sokka, Shunmugavelu D; Soini, Jouko; Nieminen, Heikki J

2012-11-01

To evaluate the accuracy of the size and location of the ablation zone produced by volumetric magnetic resonance (MR) imaging-guided high-intensity focused ultrasound ablation of uterine fibroids on the basis of MR thermometric analysis and to assess the effects of a feedback control technique. This prospective study was approved by the institutional review board, and written informed consent was obtained. Thirty-three women with 38 uterine fibroids were treated with an MR imaging-guided high-intensity focused ultrasound system capable of volumetric feedback ablation. Size (diameter times length) and location (three-dimensional displacements) of each ablation zone induced by 527 sonications (with [n=471] and without [n=56] feedback) were analyzed according to the thermal dose obtained with MR thermometry. Prospectively defined acceptance ranges of targeting accuracy were ±5 mm in left-right (LR) and craniocaudal (CC) directions and ±12 mm in anteroposterior (AP) direction. Effects of feedback control in 8- and 12-mm treatment cells were evaluated by using a mixed model with repeated observations within patients. Overall mean sizes of ablation zones produced by 4-, 8-, 12-, and 16-mm treatment cells (with and without feedback) were 4.6 mm±1.4 (standard deviation)×4.4 mm±4.8 (n=13), 8.9 mm±1.9×20.2 mm±6.5 (n=248), 13.0 mm±1.2×29.1 mm±5.6 (n=234), and 18.1 mm±1.4×38.2 mm±7.6 (n=32), respectively. Targeting accuracy values (displacements in absolute values) were 0.9 mm±0.7, 1.2 mm±0.9, and 2.8 mm±2.2 in LR, CC, and AP directions, respectively. Of 527 sonications, 99.8% (526 of 527) were within acceptance ranges. Feedback control had no statistically significant effect on targeting accuracy or ablation zone size. However, variations in ablation zone size were smaller in the feedback control group. Sonication accuracy of volumetric MR imaging-guided high-intensity focused ultrasound ablation of uterine fibroids appears clinically acceptable and may be further improved by feedback control to produce more consistent ablation zones. © RSNA, 2012

Peer Feedback to Facilitate Project-Based Learning in an Online Environment

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2013-01-01

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

Developmental screening and parents' written comments: an added dimension to the parents' evaluation of developmental status questionnaire.

PubMed

Cox, Joanne E; Huntington, Noelle; Saada, Adrianna; Epee-Bounya, Alexandra; Schonwald, Alison D

2010-12-01

The aim of this study was to better understand the utility of using the Parents' Evaluation of Developmental Status (PEDS) in well-child visits by analyzing themes and patterns in parents' written responses on the PEDS form. We reviewed a consecutive sample of medical records with PEDS forms for children aged 6 months to 9 years (site 1) and 3 to 5 years (site 2). We recorded the concerns that parents identified in response to the 10 PEDS questions along with demographic information. We then categorized parents' written comments about those concerns according to comment content. We used qualitative and quantitative methods for analysis. We collected 752 PEDS forms. Ninety percent of the parents endorsed at least 1 concern (94.6% on the English forms versus 69.7% on the Spanish forms; P < .001). Parents qualified 27.5% of their concerns with a written comment. In 23.9% of cases in which parents identified a concern and provided a written comment, the content of the comment did not match the question's intent; rates of mismatch were similar for the English and Spanish forms. Among comments regarding behavioral concerns, 12% reflected a misunderstanding of age-appropriate behavior. Medical concerns accounted for 14.1% of the comments; these concerns were more common on English forms (61.3%) than on Spanish forms (1.7%) (P < .08). More than one-fourth of the comments reported behavior or development that was on target or advanced for the child's age. Parents frequently used the PEDS forms to communicate additional concerns regarding their child or provide positive feedback on their child's progress. The inappropriate developmental expectations, limited health literacy, and culturally distinct comments on the PEDS forms reinforce the importance of using screening tools to enhance the care provided during visits but not to replace patient-provider communication.

CROSS-DISCIPLINARY PHYSICS AND RELATED AREAS OF SCIENCE AND TECHNOLOGY: Information Feedback Strategies in a Signal Controlled Network with Overlapped Routes

NASA Astrophysics Data System (ADS)

Tian, Li-Jun; Huang, Hai-Jun; Liu, Tian-Liang

2009-07-01

We investigate the effects of four different information feedback strategies on the dynamics of traffic, travelers' route choice and the resultant system performance in a signal controlled network with overlapped routes. Simulation results given by the cellular automaton model show that the system purpose-based mean velocity feedback strategy and the congestion coefficient feedback strategy have more advantages in improving network utilization efficiency and reducing travelers' travel times. The travel time feedback strategy and the individual purposed-based mean velocity feedback strategy behave slightly better to ensure user equity.

Real-time FDG PET Guidance during Biopsies and Radiofrequency Ablation Using Multimodality Fusion with Electromagnetic Navigation

PubMed Central

Kadoury, Samuel; Abi-Jaoudeh, Nadine; Levy, Elliot B.; Maass-Moreno, Roberto; Krücker, Jochen; Dalal, Sandeep; Xu, Sheng; Glossop, Neil; Wood, Bradford J.

2011-01-01

Purpose: To assess the feasibility of combined electromagnetic device tracking and computed tomography (CT)/ultrasonography (US)/fluorine 18 fluorodeoxyglucose (FDG) positron emission tomography (PET) fusion for real-time feedback during percutaneous and intraoperative biopsies and hepatic radiofrequency (RF) ablation. Materials and Methods: In this HIPAA-compliant, institutional review board–approved prospective study with written informed consent, 25 patients (17 men, eight women) underwent 33 percutaneous and three intraoperative biopsies of 36 FDG-avid targets between November 2007 and August 2010. One patient underwent biopsy and RF ablation of an FDG-avid hepatic focus. Targets demonstrated heterogeneous FDG uptake or were not well seen or were totally inapparent at conventional imaging. Preprocedural FDG PET scans were rigidly registered through a semiautomatic method to intraprocedural CT scans. Coaxial biopsy needle introducer tips and RF ablation electrode guider needle tips containing electromagnetic sensor coils were spatially tracked through an electromagnetic field generator. Real-time US scans were registered through a fiducial-based method, allowing US scans to be fused with intraprocedural CT and preacquired FDG PET scans. A visual display of US/CT image fusion with overlaid coregistered FDG PET targets was used for guidance; navigation software enabled real-time biopsy needle and needle electrode navigation and feedback. Results: Successful fusion of real-time US to coregistered CT and FDG PET scans was achieved in all patients. Thirty-one of 36 biopsies were diagnostic (malignancy in 18 cases, benign processes in 13 cases). RF ablation resulted in resolution of targeted FDG avidity, with no local treatment failure during short follow-up (56 days). Conclusion: Combined electromagnetic device tracking and image fusion with real-time feedback may facilitate biopsies and ablations of focal FDG PET abnormalities that would be challenging with conventional image guidance. © RSNA, 2011 Supplemental material: http://radiology.rsna.org/lookup/suppl/doi:10.1148/radiol.11101985/-/DC1 PMID:21734159

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…

Treatment reviews of older people on polypharmacy in primary care: cluster controlled trial comparing two approaches

PubMed Central

Denneboom, Wilma; Dautzenberg, Maaike GH; Grol, Richard; De Smet, Peter AGM

2007-01-01

Background Older people are prone to problems related to use of medicines. As they tend to use many different medicines, monitoring pharmacotherapy for older people in primary care is important. Aim To determine which procedure for treatment reviews (case conferences versus written feedback) results in more medication changes, measured at different moments in time. To determine the costs and savings related to such an intervention. Design of study Randomised, controlled trial, randomisation at the level of the community pharmacy. Setting Primary care; treatment reviews were performed by 28 pharmacists and 77 GPs concerning 738 older people (≥75 years) on polypharmacy (>five medicines). Method In one group, pharmacists and GPs performed case conferences on prescription-related problems; in the other group, pharmacists provided results of a treatment review to GPs as written feedback. Number of medication changes was counted following clinically-relevant recommendations. Costs and savings associated with the intervention at various times were calculated. Results In the case-conference group significantly more medication changes were initiated (42 versus 22, P = 0.02). This difference was also present 6 months after treatment reviews (36 versus 19, P = 0.02). Nine months after treatment reviews, the difference was no longer significant (33 versus 19, P = 0.07). Additional costs in the case-conference group seem to be covered by the slightly greater savings in this group. Conclusion Performing treatment reviews with case conferences leads to greater uptake of clinically-relevant recommendations. Extra costs seem to be covered by related savings. The effect of the intervention declines over time, so performing treatment reviews for older people should be integrated in the routine collaboration between GPs and pharmacists. PMID:17761060

Technology-Based Feedback and Its Efficacy in Improving Gait Parameters in Patients with Abnormal Gait: A Systematic Review

PubMed Central

Chamorro-Moriana, Gema; Moreno, Antonio José

2018-01-01

This systematic review synthesized and analyzed clinical findings related to the effectiveness of innovative technological feedback for tackling functional gait recovery. An electronic search of PUBMED, PEDro, WOS, CINAHL, and DIALNET was conducted from January 2011 to December 2016. The main inclusion criteria were: patients with modified or abnormal gait; application of technology-based feedback to deal with functional recovery of gait; any comparison between different kinds of feedback applied by means of technology, or any comparison between technological and non-technological feedback; and randomized controlled trials. Twenty papers were included. The populations were neurological patients (75%), orthopedic and healthy subjects. All participants were adults, bar one. Four studies used exoskeletons, 6 load platforms and 5 pressure sensors. The breakdown of the type of feedback used was as follows: 60% visual, 40% acoustic and 15% haptic. 55% used terminal feedback versus 65% simultaneous feedback. Prescriptive feedback was used in 60% of cases, while 50% used descriptive feedback. 62.5% and 58.33% of the trials showed a significant effect in improving step length and speed, respectively. Efficacy in improving other gait parameters such as balance or range of movement is observed in more than 75% of the studies with significant outcomes. Conclusion: Treatments based on feedback using innovative technology in patients with abnormal gait are mostly effective in improving gait parameters and therefore useful for the functional recovery of patients. The most frequently highlighted types of feedback were immediate visual feedback followed by terminal and immediate acoustic feedback. PMID:29316645

Technology-Based Feedback and Its Efficacy in Improving Gait Parameters in Patients with Abnormal Gait: A Systematic Review.

PubMed

Chamorro-Moriana, Gema; Moreno, Antonio José; Sevillano, José Luis

2018-01-06

This systematic review synthesized and analyzed clinical findings related to the effectiveness of innovative technological feedback for tackling functional gait recovery. An electronic search of PUBMED, PEDro, WOS, CINAHL, and DIALNET was conducted from January 2011 to December 2016. The main inclusion criteria were: patients with modified or abnormal gait; application of technology-based feedback to deal with functional recovery of gait; any comparison between different kinds of feedback applied by means of technology, or any comparison between technological and non-technological feedback; and randomized controlled trials. Twenty papers were included. The populations were neurological patients (75%), orthopedic and healthy subjects. All participants were adults, bar one. Four studies used exoskeletons, 6 load platforms and 5 pressure sensors. The breakdown of the type of feedback used was as follows: 60% visual, 40% acoustic and 15% haptic. 55% used terminal feedback versus 65% simultaneous feedback. Prescriptive feedback was used in 60% of cases, while 50% used descriptive feedback. 62.5% and 58.33% of the trials showed a significant effect in improving step length and speed, respectively. Efficacy in improving other gait parameters such as balance or range of movement is observed in more than 75% of the studies with significant outcomes. Treatments based on feedback using innovative technology in patients with abnormal gait are mostly effective in improving gait parameters and therefore useful for the functional recovery of patients. The most frequently highlighted types of feedback were immediate visual feedback followed by terminal and immediate acoustic feedback.

The effect of multimodal and enriched feedback on SMR-BCI performance.

PubMed

Sollfrank, T; Ramsay, A; Perdikis, S; Williamson, J; Murray-Smith, R; Leeb, R; Millán, J D R; Kübler, A

2016-01-01

This study investigated the effect of multimodal (visual and auditory) continuous feedback with information about the uncertainty of the input signal on motor imagery based BCI performance. A liquid floating through a visualization of a funnel (funnel feedback) provided enriched visual or enriched multimodal feedback. In a between subject design 30 healthy SMR-BCI naive participants were provided with either conventional bar feedback (CB), or visual funnel feedback (UF), or multimodal (visual and auditory) funnel feedback (MF). Subjects were required to imagine left and right hand movement and were trained to control the SMR based BCI for five sessions on separate days. Feedback accuracy varied largely between participants. The MF feedback lead to a significantly better performance in session 1 as compared to the CB feedback and could significantly enhance motivation and minimize frustration in BCI use across the five training sessions. The present study demonstrates that the BCI funnel feedback allows participants to modulate sensorimotor EEG rhythms. Participants were able to control the BCI with the funnel feedback with better performance during the initial session and less frustration compared to the CB feedback. The multimodal funnel feedback provides an alternative to the conventional cursorbar feedback for training subjects to modulate their sensorimotor rhythms. Copyright © 2015 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

A Neurophysiological examination of quality of learning in a feedback-based learning task.

PubMed

Arbel, Yael; Wu, Hao

2016-12-01

The efficiency with which one processes external feedback contributes to the speed and quality of one's learning. Previous findings that the feedback related negativity (FRN) event related potential (ERP) is modulated by learning outcomes suggested that this ERP reflects the extent to which feedback is used by the learner to improve performance. To further test this suggestion, we measured whether the FRN and the fronto-central positivity (FCP) that follows it are modulated by learning slopes, and as a function of individual differences in learning outcomes. Participants were tasked with learning names (non-words) of 42 novel objects in a two-choice feedback-based visual learning task. The items were divided into three sets of 14 items, each presented in five learning blocks and a sixth test block. Individual learning slopes based on performance on the task, as well as FRN and FCP slopes based on positive and negative feedback related activation in each block were created for 53 participants. Our data pointed to an interaction between slopes of the FRN elicited by negative feedback and learning slopes, such that a sharper decrease in the amplitude of the FRN to negative feedback was associated with sharper learning slopes. We further examined the predictive power of the FRN and FCP elicited in the training blocks on the learning outcomes as measured by performance on the test blocks. We found that small FRN to negative feedback, large FRN to positive feedback, and large FCP to negative feedback in the first training block predicted better learning outcomes. These results add to the growing evidence that the processes giving rise to the FRN and FCP are sensitive to individual differences in the extent to which feedback is used for learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

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.

Student-led tutorials in problem-based learning: educational outcomes and students' perceptions.

PubMed

Kassab, Salah; Abu-Hijleh, Marwan F; Al-Shboul, Qasim; Hamdy, Hossam

2005-09-01

The aim of this study was to examine the effectiveness of using students as tutors in a problem-based learning (PBL) medical curriculum. Ninety-one third-year medical students were divided into ten tutorial groups. The groups were randomly allocated into student-led tutorials (SLT) (five groups, n = 44 students) and faculty-led tutorials (FLT) (five groups, n = 47 students). Outcome measurements included assessment of students' performance in tutorials individually and as a group, end-unit examinations scores, assessment of tutoring skills and identifying students' perceptions about peer tutoring. Student tutors were perceived better in providing feedback and in understanding the difficulties students face in tutorials. Tutorial atmosphere, decision-making and support for the group leader were better in SLT compared with FLT groups. Self-assessment of student performance in SLT was not different from FLT. Student scores in the written and practical examinations were comparable in both groups. However, SLT groups found difficulties in analysis of problems presented in the first tutorial session. We conclude that the impact of peer tutoring on student performance in tutorials, group dynamics, and student achievement in examinations is positive overall. However, student tutors require special training before adopting this approach in PBL programs.

Creating and testing regulatory focus messages to enhance medication adherence.

PubMed

O'Connor, Ashley; Ladebue, Amy; Peterson, Jamie; Davis, Ryan; Jung Grant, Susan; McCreight, Marina; Lambert-Kerzner, Anne

2018-01-01

Objectives Strategies were explored to improve patient adherence to cardioprotective medications by borrowing from a motivational framework used in psychology, regulatory focus theory. The current study is part of a larger randomized control trial and was aimed at understanding what written educational messages, based on patients' regulatory focus tendency, resonated with each individual as a potential reminder to take medications. This study was also aimed at understanding why messages resonated with the patients. Methods Twenty veterans were tested for regulatory fitand presented with messages dependent on focus tendency. In-person semi-structured interviews were conducted to collect feedback of messages. An iterative analysis drawing primarily on matrix and reflexive team analyses was conducted. Result Six promotion and six prevention messages emerged, such as "team up with your provider to create a combination of medications to prevent illness" and "Live your best life - Take your medications". Five themes related to types of health messages that spoke to patients' regulatory fit were discovered: relatability; empowerment and control; philosophy on life; relationship with provider and medications; and vocabulary effect on the impact of messages. Discussion Motivational messages based on regulatory fit may be useful in improving patient medication adherence, leading to improved cardiovascular outcomes.

The role of feedback in improving the effectiveness of workplace based assessments: a systematic review.

PubMed

Saedon, Habiba; Salleh, Shizalia; Balakrishnan, Arun; Imray, Christopher H E; Saedon, Mahmud

2012-05-02

With recent emphasis placed on workplace based assessment (WBA) as a method of formative performance assessment, there is limited evidence in the current literature regarding the role of feedback in improving the effectiveness of WBA. The aim of this systematic review was to elucidate the impact of feedback on the effectiveness of WBA in postgraduate medical training. Searches were conducted using the following bibliographic databases to identify original published studies related to WBA and the role of feedback: Medline (1950-December 2010), Embase (1980-December 2010) and Journals@Ovid (English language only, 1996-December 2010). Studies which attempted to evaluate the role of feedback in WBA involving postgraduate doctors were included. 15 identified studies met the inclusion criteria and minimum quality threshold. They were heterogeneous in methodological design. 7 studies focused on multi source feedback, 3 studies were based on mini-clinical evaluation exercise, 2 looked at procedural based assessment, one study looked at workplace based assessments in general and 2 studies looked at a combination of 3 to 6 workplace based assessments. 7 studies originated from the United Kingdom. Others were from Canada, the United States and New Zealand. Study populations were doctors in various grades of training from a wide range of specialties including general practice, general medicine, general surgery, dermatology, paediatrics and anaesthetics. All studies were prospective in design, and non-comparative descriptive or observational studies using a variety of methods including questionnaires, one to one interviews and focus groups. The evidence base contains few high quality conclusive studies and more studies are required to provide further evidence for the effect of feedback from workplace based assessment on subsequent performance. There is, however, good evidence that if well implemented, feedback from workplace based assessments, particularly multisource feedback, leads to a perceived positive effect on practice.

Delay-based virtual congestion control in multi-tenant datacenters

NASA Astrophysics Data System (ADS)

Liu, Yuxin; Zhu, Danhong; Zhang, Dong

2018-03-01

With the evolution of cloud computing and virtualization, the congestion control of virtual datacenters has become the basic issue for multi-tenant datacenters transmission. Regarding to the friendly conflict of heterogeneous congestion control among multi-tenant, this paper proposes a delay-based virtual congestion control, which translates the multi-tenant heterogeneous congestion control into delay-based feedback uniformly by setting the hypervisor translation layer, modifying three-way handshake of explicit feedback and packet loss feedback and throttling receive window. The simulation results show that the delay-based virtual congestion control can effectively solve the unfairness of heterogeneous feedback congestion control algorithms.

Creating a Novel Video Vignette Stroke Preparedness Outcome Measure Using a Community-Based Participatory Approach.

PubMed

Skolarus, Lesli E; Murphy, Jillian B; Dome, Mackenzie; Zimmerman, Marc A; Bailey, Sarah; Fowlkes, Sophronia; Morgenstern, Lewis B

2015-07-01

Evaluating the efficacy of behavioral interventions for rare outcomes is a challenge. One such topic is stroke preparedness, defined as inteventions to increase stroke symptom recognition and behavioral intent to call 911. Current stroke preparedness intermediate outcome measures are centered on written vignettes or open-ended questions and have been shown to poorly reflect actual behavior. Given that stroke identification and action requires aural and visual processing, video vignettes may improve on current measures. This article discusses an approach for creating a novel stroke preparedness video vignette intermediate outcome measure within a community-based participatory research partnership. A total of 20 video vignettes were filmed of which 13 were unambiguous (stroke or not stroke) as determined by stroke experts and had test discrimination among community participants. Acceptable reliability, high satisfaction, and cultural relevance were found among the 14 community respondents. A community-based participatory approach was effective in creating a video vignette intermediate outcome. Future projects should consider obtaining expert and community feedback prior to filming all the video vignettes to improve the proportion of vignettes that are usable. While content validity and preliminary reliability were established, future studies are needed to confirm the reliability and establish construct validity. © 2014 Society for Public Health Education.

STRONG MILITARY FAMILIES INTERVENTION ENHANCES PARENTING REFLECTIVITY AND REPRESENTATIONS IN FAMILIES WITH YOUNG CHILDREN.

PubMed

Julian, M M; Muzik, M; Kees, M; Valenstein, M; Rosenblum, K L

2018-01-01

Military families face many challenges due to deployment and parental separation, and this can be especially difficult for families with young children. The Strong Military Families (SMF) intervention is for military families with young children, and consists of two versions: the Multifamily Group, and a Home-based psychoeducational written materials program. The Multifamily Group was designed to enhance positive parenting through both educational components and in vivo feedback and support during separations and reunions between parents and children (n = 78 parents). In the present study, we examine parenting reflectivity and mental representations in mothers versus fathers in military families, service members versus civilian spouses/parenting partners, and before versus after participation in the SMF Multifamily Group and Home-based interventions. Parenting reflectivity and mental representations were coded from the Working Model of the Child Interview (WMCI; C.H. Zeanah & D. Benoit, 1995). Results suggest that neither parenting reflectivity nor WMCI typology differs between mothers and fathers in military families, or between service members and civilian parenting partners. Furthermore, there was substantial stability in parenting reflectivity and WMCI typology from baseline to posttest, but participation in the Multifamily Group, relative to Home-based, was associated with improvements in both parenting reflectivity and WMCI ratings from baseline to postintervention. © 2017 Michigan Association for Infant Mental Health.

Creating a Novel Video Vignette Stroke Preparedness Outcome Measure using a Community Based Participatory Approach

PubMed Central

Skolarus, Lesli E.; Murphy, Jillian B.; Dome, Mackenzie; Zimmerman, Marc A.; Bailey, Sarah; Fowlkes, Sophronia; Morgenstern, Lewis B.

2015-01-01

Evaluating the efficacy of behavioral interventions for rare outcomes is a challenge. One such topic is stroke preparedness, defined as inteventions to increase stroke symptom recognition and behavioral intent to call 911. Current stroke preparedness intermediate outcome measures are centered on written vignettes or open ended questions and have been shown to poorly reflect actual behavior. Given that stroke identification and action requires aural and visual processing, video vignettes may improve upon current measures. This article discusses an approach for creating a novel stroke preparedness video vignette intermediate outcome measure within a community based participatory research partnership. A total of 20 video vignettes were filmed of which 13 were unambiguous (stroke or not stroke) as determined by stroke experts and had test discrimination among community participants. Acceptable reliability, high satisfaction and cultural relevance were found among the 14 community respondents. A community based participatory approach was effective in creating a video vignette intermediate outcome. Future projects should consider obtaining expert and community feedback prior to filming all the video vignettes to improve the proportion of vignettes that are usable. While content validity and preliminary reliability were established, future studies are needed to confirm the reliability and establish construct validity. PMID:25367896

Multivariable control of the Space Shuttle Remote Manipulator System using linearization by state feedback. M.S. Thesis

NASA Technical Reports Server (NTRS)

Gettman, Chang-Ching LO

1993-01-01

This thesis develops and demonstrates an approach to nonlinear control system design using linearization by state feedback. The design provides improved transient response behavior allowing faster maneuvering of payloads by the SRMS. Modeling uncertainty is accounted for by using a second feedback loop designed around the feedback linearized dynamics. A classical feedback loop is developed to provide the easy implementation required for the relatively small on board computers. Feedback linearization also allows the use of higher bandwidth model based compensation in the outer loop, since it helps maintain stability in the presence of the nonlinearities typically neglected in model based designs.

Effects of Intrinsic Motivation on Feedback Processing During Learning

PubMed Central

DePasque, Samantha; Tricomi, Elizabeth

2015-01-01

Learning commonly requires feedback about the consequences of one’s actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitates processing in areas that support learning and memory. PMID:26112370

Interactive Information Seeking and Retrieving: A Third Feedback Framework.

ERIC Educational Resources Information Center

Spink, Amanda

1996-01-01

Presents an overview of feedback within the cybernetics and social frameworks. These feedback concepts are then compared with the interactive feedback concept evolving within the framework of information seeking and retrieving, based on their conceptualization of the feedback loop and notion of information. (Author/AEF)

Distributed force feedback in the spinal cord and the regulation of limb mechanics.

PubMed

Nichols, T Richard

2018-03-01

This review is an update on the role of force feedback from Golgi tendon organs in the regulation of limb mechanics during voluntary movement. Current ideas about the role of force feedback are based on modular circuits linking idealized systems of agonists, synergists, and antagonistic muscles. In contrast, force feedback is widely distributed across the muscles of a limb and cannot be understood based on these circuit motifs. Similarly, muscle architecture cannot be understood in terms of idealized systems, since muscles cross multiple joints and axes of rotation and further influence remote joints through inertial coupling. It is hypothesized that distributed force feedback better represents the complex mechanical interactions of muscles, including the stresses in the musculoskeletal network born by muscle articulations, myofascial force transmission, and inertial coupling. Together with the strains of muscle fascicles measured by length feedback from muscle spindle receptors, this integrated proprioceptive feedback represents the mechanical state of the musculoskeletal system. Within the spinal cord, force feedback has excitatory and inhibitory components that coexist in various combinations based on motor task and integrated with length feedback at the premotoneuronal and motoneuronal levels. It is concluded that, in agreement with other investigators, autogenic, excitatory force feedback contributes to propulsion and weight support. It is further concluded that coexistent inhibitory force feedback, together with length feedback, functions to manage interjoint coordination and the mechanical properties of the limb in the face of destabilizing inertial forces and positive force feedback, as required by the accelerations and changing directions of both predator and prey.

The Emergence of Contesting Motives for Student Feedback-Based Evaluation in Australian Higher Education

ERIC Educational Resources Information Center

Darwin, Stephen

2016-01-01

Student feedback-based evaluation performs a significant social role in framing perceptions of the quality of teaching in contemporary Australian higher education. Yet its emergence is a relatively recent phenomenon, having only been in widespread application since the mid-1980s. The early manifestations of student feedback-based evaluation came…

The software-defined fast post-processing for GEM soft x-ray diagnostics in the Tungsten Environment in Steady-state Tokamak thermal fusion reactor

NASA Astrophysics Data System (ADS)

Krawczyk, Rafał Dominik; Czarski, Tomasz; Linczuk, Paweł; Wojeński, Andrzej; Kolasiński, Piotr; GÄ ska, Michał; Chernyshova, Maryna; Mazon, Didier; Jardin, Axel; Malard, Philippe; Poźniak, Krzysztof; Kasprowicz, Grzegorz; Zabołotny, Wojciech; Kowalska-Strzeciwilk, Ewa; Malinowski, Karol

2018-06-01

This article presents a novel software-defined server-based solutions that were introduced in the fast, real-time computation systems for soft X-ray diagnostics for the WEST (Tungsten Environment in Steady-state Tokamak) reactor in Cadarache, France. The objective of the research was to provide a fast processing of data at high throughput and with low latencies for investigating the interplay between the particle transport and magnetohydrodynamic activity. The long-term objective is to implement in the future a fast feedback signal in the reactor control mechanisms to sustain the fusion reaction. The implemented electronic measurement device is anticipated to be deployed in the WEST. A standalone software-defined computation engine was designed to handle data collected at high rates in the server back-end of the system. Signals are obtained from the front-end field-programmable gate array mezzanine cards that acquire and perform a selection from the gas electron multiplier detector. A fast, authorial library for plasma diagnostics was written in C++. It originated from reference offline MATLAB implementations. They were redesigned for runtime analysis during the experiment in the novel online modes of operation. The implementation allowed the benchmarking, evaluation, and optimization of plasma processing algorithms with the possibility to check the consistency with reference computations written in MATLAB. The back-end software and hardware architecture are presented with data evaluation mechanisms. The online modes of operation for the WEST are discussed. The results concerning the performance of the processing and the introduced functionality are presented.

Clinical usefulness of augmented reality using infrared camera based real-time feedback on gait function in cerebral palsy: a case study.

PubMed

Lee, Byoung-Hee

2016-04-01

[Purpose] This study investigated the effects of real-time feedback using infrared camera recognition technology-based augmented reality in gait training for children with cerebral palsy. [Subjects] Two subjects with cerebral palsy were recruited. [Methods] In this study, augmented reality based real-time feedback training was conducted for the subjects in two 30-minute sessions per week for four weeks. Spatiotemporal gait parameters were used to measure the effect of augmented reality-based real-time feedback training. [Results] Velocity, cadence, bilateral step and stride length, and functional ambulation improved after the intervention in both cases. [Conclusion] Although additional follow-up studies of the augmented reality based real-time feedback training are required, the results of this study demonstrate that it improved the gait ability of two children with cerebral palsy. These findings suggest a variety of applications of conservative therapeutic methods which require future clinical trials.

Exploring the influence of feedback given by people with lived experience of mental distress on learning for pre-registration mental health students.

PubMed

Stacey, Gemma; Pearson, Mark

2018-05-10

Despite a positive and established perception of people with lived experience of mental distress contributing to the assessment of healthcare professionals, the consequence and implications for learning are predominantly unexplored. To gain a greater understanding of the influence of feedback given by people with lived experience, in the role of formative assessor, on student learning. Qualitative analysis, underpinned by the theory threshold concepts, was conducted on the written reflective assessments, submitted by students, following engaging in an assessment with a lived experience assessor. Student learning was influenced positively by the involvement of lived experience assessors in relation to person centred care. However, students reported the experience to be anxiety provoking due to the desire to seek external approval and conceal personal challenges. The results indicate that the feedback from those with lived experience promotes greater self-awareness and empathy amongst students. The perceived expectation to present a competent and professional performance acts as a barrier to authentic person centred practice. It is questionable if learning which is potentially troublesome, should act as a form of academic assessment which is exposed to the external judgement of another and awarded a credit bearing grade. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Improving Written Communication Through Perspective-taking

PubMed Central

Traxler, Matthew J.; Gernsbacher, Morton Ann

2014-01-01

To convey their ideas successfully, writers must envision how readers will interpret their texts. In our previous research (Traxler & Gernsbacher, 1992), we discovered that writers who received feedback from their readers successfully revised descriptions of geometric figures, whereas writers who did not receive feedback did not. We also discovered that writers who received feedback from their readers on one set of descriptions wrote better descriptions of a new set of geometric figures. We concluded that feedback—even a minimal form of feedback—helps writers learn to envision how readers will interpret their texts. In the present research, we investigated another way that writers can learn to envision how readers will interpret their texts. Our treatment placed writers “in their readers’ shoes”. In three experiments, half the writers performed a task that their readers would subsequently perform, and the other half of the writers performed a control task. In our first and second experiments, the writers who gained their readers’ perspective by performing their readers’ task successfully revised their descriptions of geometric figures, whereas writers who performed the control task did not. In our third experiment, we discovered that writers who performed their readers’ task did not improve their descriptions merely because they were exposed to examples of other writers’ descriptions. We concluded that gaining their readers’ perspective helps writers communicate more clearly because perspective-taking helps writers form a mental representation of how readers interpret their texts. PMID:25404785

Normative feedback for parents of college students: piloting a parent based intervention to correct misperceptions of students' alcohol use and other parents' approval of drinking.

PubMed

Labrie, Joseph W; Napper, Lucy E; Hummer, Justin F

2014-01-01

Multi-component parent-based interventions (PBIs) provide a promising avenue for targeting alcohol use and related consequences in college students. Parents of college-aged children can have a significant influence on their children's alcohol use decisions. However, parents tend to underestimate their own child's alcohol use and overestimate other similar parents' approval of student drinking. These misperceptions could have important implications for parents' own attitudes and alcohol-related communication with their student. Targeting these misperceptions through normative feedback could help promote greater and more in-depth alcohol-related communication. The present study examines the potential efficacy of web-based alcohol-related normative feedback for parents of college students. A sample of 144 parents of college students received web-based normative feedback about students' alcohol use and approval, as well as other same-college parents' alcohol approval. Parents completed measures of perceived student alcohol use, student alcohol approval, other-parent alcohol approval, and intentions to discuss alcohol use both pre- and post-normative feedback. Post-feedback, parents reported stronger intentions to talk to their student about alcohol, were less confident in their knowledge of their students' alcohol use, and believed that their student drank in greater quantity and more frequently than pre-feedback. Parents also perceived other parents to be less approving of alcohol use after viewing normative feedback. These findings provide preliminary support for the use of web-based normative feedback for parents of college students. Given these promising results, further research developing and testing this approach merits attention. © 2013.

STABCAR: A program for finding characteristic root systems having transcendental stability matrices

NASA Technical Reports Server (NTRS)

Adams, W. M., Jr.; Tiffany, S. H.; Newsom, J. R.; Peele, E. L.

1984-01-01

STABCAR can be used to determine the characteristic roots of flexible, actively controlled aircraft, including the effects of unsteady aerodynamics. A modal formulation and a transfer-matrix representation of the control system are employed. Operable in either a batch or an interactive mode, STABCAR can provide graphical or tabular output of the variation of the roots with velocity, density, altitude, dynamic pressure or feedback gains. Herein the mathematical model, program structure, input requirements, output capabilities, and a series of sample cases are detailed. STABCAR was written for use on CDC CYBER 175 equipment; modification would be required for operation on other machines.

ARTIP: Automated Radio Telescope Image Processing Pipeline

NASA Astrophysics Data System (ADS)

Sharma, Ravi; Gyanchandani, Dolly; Kulkarni, Sarang; Gupta, Neeraj; Pathak, Vineet; Pande, Arti; Joshi, Unmesh

2018-02-01

The Automated Radio Telescope Image Processing Pipeline (ARTIP) automates the entire process of flagging, calibrating, and imaging for radio-interferometric data. ARTIP starts with raw data, i.e. a measurement set and goes through multiple stages, such as flux calibration, bandpass calibration, phase calibration, and imaging to generate continuum and spectral line images. Each stage can also be run independently. The pipeline provides continuous feedback to the user through various messages, charts and logs. It is written using standard python libraries and the CASA package. The pipeline can deal with datasets with multiple spectral windows and also multiple target sources which may have arbitrary combinations of flux/bandpass/phase calibrators.

Implementing a writing course in an online RN-BSN program.

PubMed

Stevens, Carol J; D'Angelo, Barbara; Rennell, Nathalie; Muzyka, Diann; Pannabecker, Virginia; Maid, Barry

2014-01-01

Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.

The effects of behavioral skills training on implementation of the picture exchange communication system.

PubMed

Rosales, Rocio; Stone, Karen; Rehfeldt, Ruth Anne

2009-01-01

The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the picture exchange communication system (PECS) was evaluated with 3 adults who had no history teaching any functional communication system. A multiple baseline design across participants was used to evaluate the effectiveness of the training package, which consisted of a video, written and verbal instructions, modeling, rehearsal, and feedback. Results showed significant improvements relative to baseline in a short amount of training time and that skills generalized to a learner with a severe developmental disability. Skills were maintained at 1 month follow-up for 1 participant.

Control Theory Perspective of Effects-Based Thinking and Operations: Modelling Operations as a Feedback Control System

DTIC Science & Technology

2007-11-01

Control Theory Perspective of Effects-Based Thinking and Operations Modelling “Operations” as a Feedback Control System Philip S. E... Theory Perspective of Effects-Based Thinking and Operations Modelling “Operations” as a Feedback Control System Philip S. E. Farrell...Abstract This paper explores operations that involve effects-based thinking (EBT) using Control Theory techniques in order to highlight the concept’s

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

PubMed Central

Mynlieff, Michelle; Manogaran, Anita L.; St. Maurice, Martin

2014-01-01

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. PMID:26086661

Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: replicating a Dutch study in Indonesia.

PubMed

Suhoyo, Yoyo; van Hell, Elisabeth A; Prihatiningsih, Titi S; Kuks, Jan B M; Cohen-Schotanus, Janke

2014-03-01

Cultural differences between countries may entail differences in feedback processes. By replicating a Dutch study in Indonesia, we analysed whether differences in processes influenced the perceived instructiveness of feedback. Over a two-week period, Indonesian students (n = 215) recorded feedback moments during clerkships, noting who provided the feedback, whether the feedback was based on observations, who initiated the feedback, and its perceived instructiveness. Data were compared with the earlier Dutch study and analysed with χ(2) tests, t-tests and multilevel techniques. Cultural differences were explored using Hofstede's Model, with Indonesia and the Netherlands differing on "power distance" and "individualism." Perceived instructiveness of feedback did not differ significantly between both countries. However, significant differences were found in feedback provider, observation and initiative. Indonesian students perceived feedback as more instructive if provided by specialists and initiated jointly by the supervisor and student (βresidents = -0.201, p < 0.001 and βjoint = 0.193, p = 0.001). Dutch students appreciated feedback more when it was based on observation. We obtained empirical evidence that one model of feedback does not necessarily translate to another culture. Further research is necessary to unravel other possible influences of culture in implementing feedback procedures in different countries.

Comparing Learning Gains: Audio Versus Text-based Instructor Communication in a Blended Online Learning Environment

NASA Astrophysics Data System (ADS)

Shimizu, Dominique

Though blended course audio feedback has been associated with several measures of course satisfaction at the postsecondary and graduate levels compared to text feedback, it may take longer to prepare and positive results are largely unverified in K-12 literature. The purpose of this quantitative study was to investigate the time investment and learning impact of audio communications with 228 secondary students in a blended online learning biology unit at a central Florida public high school. A short, individualized audio message regarding the student's progress was given to each student in the audio group; similar text-based messages were given to each student in the text-based group on the same schedule; a control got no feedback. A pretest and posttest were employed to measure learning gains in the three groups. To compare the learning gains in two types of feedback with each other and to no feedback, a controlled, randomized, experimental design was implemented. In addition, the creation and posting of audio and text feedback communications were timed in order to assess whether audio feedback took longer to produce than text only feedback. While audio feedback communications did take longer to create and post, there was no difference between learning gains as measured by posttest scores when student received audio, text-based, or no feedback. Future studies using a similar randomized, controlled experimental design are recommended to verify these results and test whether the trend holds in a broader range of subjects, over different time frames, and using a variety of assessment types to measure student learning.

Assessing Online Textual Feedback to Support Student Intrinsic Motivation Using a Collaborative Text-Based Dialogue System: A Qualitative Study

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Deneen, Christopher

2011-01-01

This paper assesses textual feedback to support student intrinsic motivation using a collaborative text-based dialogue system. A research model is presented based on research into intrinsic motivation, and the specific construct of feedback provides a framework for the model. A qualitative research methodology is used to validate the model.…

Case-Based Learning with Worked Examples in Complex Domains: Two Experimental Studies in Undergraduate Medical Education

ERIC Educational Resources Information Center

Stark, Robin; Kopp, Veronika; Fischer, Martin R.

2011-01-01

To investigate the effects of example format (erroneous examples vs. correct examples) and feedback format (elaborated feedback vs. knowledge of results feedback) on medical students' diagnostic competence in the context of a web-based learning environment containing case-based worked examples, two studies with a 2 x 2 design were conducted in the…

Improving Vision-Based Motor Rehabilitation Interactive Systems for Users with Disabilities Using Mirror Feedback

PubMed Central

Martínez-Bueso, Pau; Moyà-Alcover, Biel

2014-01-01

Observation is recommended in motor rehabilitation. For this reason, the aim of this study was to experimentally test the feasibility and benefit of including mirror feedback in vision-based rehabilitation systems: we projected the user on the screen. We conducted a user study by using a previously evaluated system that improved the balance and postural control of adults with cerebral palsy. We used a within-subjects design with the two defined feedback conditions (mirror and no-mirror) with two different groups of users (8 with disabilities and 32 without disabilities) using usability measures (time-to-start (T s) and time-to-complete (T c)). A two-tailed paired samples t-test confirmed that in case of disabilities the mirror feedback facilitated the interaction in vision-based systems for rehabilitation. The measured times were significantly worse in the absence of the user's own visual feedback (T s = 7.09 (P < 0.001) and T c = 4.48 (P < 0.005)). In vision-based interaction systems, the input device is the user's own body; therefore, it makes sense that feedback should be related to the body of the user. In case of disabilities the mirror feedback mechanisms facilitated the interaction in vision-based systems for rehabilitation. Results recommends developers and researchers use this improvement in vision-based motor rehabilitation interactive systems. PMID:25295310

The effect of real-time CPR feedback and post event debriefing on patient and processes focused outcomes: a cohort study: trial protocol.

PubMed

Perkins, Gavin D; Davies, Robin P; Quinton, Sarah; Woolley, Sarah; Gao, Fang; Abella, Ben; Stallard, Nigel; Cooke, Matthew W

2011-10-18

Cardiac arrest affects 30-35, 000 hospitalised patients in the UK every year. For these patients to be given the best chance of survival, high quality cardiopulmonary resuscitation (CPR) must be delivered, however the quality of CPR in real-life is often suboptimal. CPR feedback devices have been shown to improve CPR quality in the pre-hospital setting and post-event debriefing can improve adherence to guidelines and CPR quality. However, the evidence for use of these improvement methods in hospital remains unclear. The CPR quality improvement initiative is a prospective cohort study of the Q-CPR real-time feedback device combined with post-event debriefing in hospitalised adult patients who sustain a cardiac arrest. The primary objective of this trial is to assess whether a CPR quality improvement initiative will improve rate of return of sustained spontaneous circulation in in-hospital-cardiac-arrest patients. The study is set in one NHS trust operating three hospital sites. Secondary objectives will evaluate: any return of spontaneous circulation; survival to hospital discharge and patient cerebral performance category at discharge; quality of CPR variables and cardiac arrest team factors. All three sites will have an initial control phase before any improvements are implemented; site 1 will implement audiovisual feedback combined with post event debriefing, site 2 will implement audiovisual feedback only and site 3 will remain as a control site to measure any changes in outcome due to any other trust-wide changes in resuscitation practice. All adult patients sustaining a cardiac arrest and receiving resuscitation from the hospital cardiac arrest team will be included. Patients will be excluded if; they have a Do-not-attempt resuscitation order written and documented in their medical records, the cardiac arrest is not attended by a resuscitation team, the arrest occurs out-of-hospital or the patient has previously participated in this study. The trial will recruit a total of 912 patients from the three hospital sites. This trial will evaluate patient and process focussed outcomes following the implementation of a CPR quality improvement initiative using real-time audiovisual feedback and post event debriefing. ISRCTN56583860.

Feedback in web-based questionnaires as incentive to increase compliance in studies on lifestyle factors.

PubMed

Bälter, Olle; Fondell, Elinor; Bälter, Katarina

2012-06-01

We explored the use of feedback in interactive web-based questionnaires for collecting data on lifestyle factors in epidemiological studies. Here we report from a cohort study on lifestyle factors and upper respiratory tract infections among 1805 men and women. We introduced interactivity in the form of personalized feedback and feedback on a group level regarding dietary intake, physical activity and incidence of infections in web-based questionnaires as incentives for the respondents to continue answering questions and stay in the study. The study was performed in Sweden. All participants were randomly selected from the population registry. Personalized feedback was offered in the baseline questionnaire and feedback on a group level in the five follow-up questionnaires. In total, 88 % of the participants actively chose to get personalized feedback at least once in the baseline questionnaire. The follow-up questionnaires were sent by email and the overall compliance at each follow-up was 83-84 %, despite only one reminder. In total, 74 % completed all five follow-ups. However, the compliance was higher among those who chose feedback in the baseline questionnaire compared with those who did not choose feedback. The results show that it is possible to use feedback in web questionnaires and that it has the potential to increase compliance. The majority of the participants actively chose to take part in the personalized feedback in the baseline questionnaire and future research should focus on improving the design of the feedback, which may ultimately result in even higher compliance in research studies.

Strategies in probabilistic feedback learning in Parkinson patients OFF medication.

PubMed

Bellebaum, C; Kobza, S; Ferrea, S; Schnitzler, A; Pollok, B; Südmeyer, M

2016-04-21

Studies on classification learning suggested that altered dopamine function in Parkinson's Disease (PD) specifically affects learning from feedback. In patients OFF medication, enhanced learning from negative feedback has been described. This learning bias was not seen in observational learning from feedback, indicating different neural mechanisms for this type of learning. The present study aimed to compare the acquisition of stimulus-response-outcome associations in PD patients OFF medication and healthy control subjects in active and observational learning. 16 PD patients OFF medication and 16 controls were examined with three parallel learning tasks each, two feedback-based (active and observational) and one non-feedback-based paired associates task. No acquisition deficit was seen in the patients for any of the tasks. More detailed analyses on the learning strategies did, however, reveal that the patients showed more lose-shift responses during active feedback learning than controls, and that lose-shift and win-stay responses more strongly determined performance accuracy in patients than controls. For observational feedback learning, the performance of both groups correlated similarly with the performance in non-feedback-based paired associates learning and with the accuracy of observed performance. Also, patients and controls showed comparable evidence of feedback processing in observational learning. In active feedback learning, PD patients use alternative learning strategies than healthy controls. Analyses on observational learning did not yield differences between patients and controls, adding to recent evidence of a differential role of the human striatum in active and observational learning from feedback. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

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

Feedback as Real-Time Constructions

ERIC Educational Resources Information Center

Keiding, Tina Bering; Qvortrup, Ane

2014-01-01

This article offers a re-description of feedback and the significance of time in feedback constructions based on systems theory. It describes feedback as internal, real-time constructions in a learning system. From this perspective, feedback is neither immediate nor delayed, but occurs in the very moment it takes place. This article argues for a…

A Web of applicant attraction: person-organization fit in the context of Web-based recruitment.

PubMed

Dineen, Brian R; Ash, Steven R; Noe, Raymond A

2002-08-01

Applicant attraction was examined in the context of Web-based recruitment. A person-organization (P-O) fit framework was adopted to examine how the provision of feedback to individuals regarding their potential P-O fit with an organization related to attraction. Objective and subjective P-O fit, agreement with fit feedback, and self-esteem also were examined in relation to attraction. Results of an experiment that manipulated fit feedback level after a self-assessment provided by a fictitious company Web site found that both feedback level and objective P-O fit were positively related to attraction. These relationships were fully mediated by subjective P-O fit. In addition, attraction was related to the interaction of objective fit, feedback, and agreement and objective fit, feedback, and self-esteem. Implications and future Web-based recruitment research directions are discussed.

Functional Description of Read-out Electronics for Time-Domain Multiplexed Bolometers for Millimeter and Sub-millimeter Astronomy

NASA Astrophysics Data System (ADS)

Battistelli, E. S.; Amiri, M.; Burger, B.; Halpern, M.; Knotek, S.; Ellis, M.; Gao, X.; Kelly, D.; Macintosh, M.; Irwin, K.; Reintsema, C.

2008-05-01

We have developed multi-channel electronics (MCE) which work in concert with time-domain multiplexors developed at NIST, to control and read signals from large format bolometer arrays of superconducting transition edge sensors (TESs). These electronics were developed as part of the Submillimeter Common-User Bolometer Array-2 (SCUBA2 ) camera, but are now used in several other instruments. The main advantages of these electronics compared to earlier versions is that they are multi-channel, fully programmable, suited for remote operations and provide a clean geometry, with no electrical cabling outside of the Faraday cage formed by the cryostat and the electronics chassis. The MCE is used to determine the optimal operating points for the TES and the superconducting quantum interference device (SQUID) amplifiers autonomously. During observation, the MCE execute a running PID-servo and apply to each first stage SQUID a feedback signal necessary to keep the system in a linear regime at optimal gain. The feedback and error signals from a ˜1000-pixel array can be written to hard drive at up to 2 kHz.