The Effectiveness of Instructor Personalized and Formative Feedback Provided by Instructor in an Online Setting: Some Unresolved Issues

Science.gov (United States)

Planar, Dolors; Moya, Soledad

2016-01-01

Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the…

Vibrotactile Feedbacks System for Assisting the Physically Impaired Persons for Easy Navigation

Science.gov (United States)

Safa, M.; Geetha, G.; Elakkiya, U.; Saranya, D.

2018-04-01

NAYAN architecture is for a visually impaired person to help for navigation. As well known, all visually impaired people desperately requires special requirements even to access services like the public transportation. This prototype system is a portable device; it is so easy to carry in any conduction to travel through a familiar and unfamiliar environment. The system consists of GPS receiver and it can get NEMA data through the satellite and it is provided to user's Smartphone through Arduino board. This application uses two vibrotactile feedbacks that will be placed in the left and right shoulder for vibration feedback, which gives information about the current location. The ultrasonic sensor is used for obstacle detection which is found in front of the visually impaired person. The Bluetooth modules connected with Arduino board is to send information to the user's mobile phone which it receives from GPS.

Web-based, self-management enhancing interventions with e-diaries and personalized feedback for persons with chronic illness: a tale of three studies.

NARCIS (Netherlands)

Nes, A.A.G.; Eide, H.; Kristjánsdóttir, O.B.; Dulmen, S. van

2013-01-01

Objective: Chronic illness places high demands on patients. Interventions supporting self-management and providing personalized feedback might help patients to gain new perspectives and enhance use of constructive self-management strategies. We developed three comparable web-based CBT-grounded

The role of organizational insiders' developmental feedback and proactive personality on newcomers' performance: an interactionist perspective.

Science.gov (United States)

Li, Ning; Harris, T Brad; Boswell, Wendy R; Xie, Zhitao

2011-11-01

Drawing from an interactionist approach and feedback research, we examine the role of developmental feedback and proactive personality on newcomer task performance and helping behavior. Data were collected from 2 high-tech joint-ventures within the information technology and manufacturing industries located in Shanghai, China. Results based on 151 newcomer-manager dyads showed that supervisor developmental feedback (SDF) positively related to newcomer helping behavior and that SDF and coworker developmental feedback interactively predicted newcomer task performance. We also found differential moderating effects of proactive personality: SDF more strongly related to helping behavior when proactive personality was lower; conversely, coworker developmental feedback more strongly related to helping behavior when proactive personality was higher. (c) 2011 APA, all rights reserved.

The effects of feedback self-consistency, therapist status, and attitude toward therapy on reaction to personality feedback.

Science.gov (United States)

Collins, David R; Stukas, Arthur A

2006-08-01

Individuals' reactions to interpersonal feedback may depend on characteristics of the feedback and the feedback source. The present authors examined the effects of experimentally manipulated personality feedback that they--in the guise of therapists--e-mailed to participants on the degree of their acceptance of the feedback. Consistent with Self-Verification Theory (W. B. Swann Jr., 1987), participants accepted feedback that was consistent with their self-views more readily than they did feedback that was inconsistent with their self-views. Furthermore, the authors found main effects for therapist's status and participant's attitude toward therapy. Significant interactions showed effects in which high-status therapists and positive client attitudes increased acceptance of self-inconsistent feedback, effects that were only partially mediated by clients' perceptions of therapist competence. The present results indicate the possibility that participants may be susceptible to self-concept change or to self-fulfilling prophecy effects in therapy when they have a positive attitude toward therapy or are working with a high-status therapist.

Personality assessment and feedback (PAF): strategies and preliminary findings

DEFF Research Database (Denmark)

Hesse, Morten; Fridell, Mats; Pedersen, Mads Kjær

2008-01-01

Background: Co-morbid personality disorders are common in substance dependent patients, and personality disorders are associated with worse clinical outcomes, worse retention and compliance, and alliance problems. The whole range of personality disorders is present in substance dependent patients......, and antisocial personality disorder is particularly common. However, clinical strategies must vary strongly across disorders. Objectives: To test the clinical effectiveness of a full personality disorder assessment and individual feedback to patient and caseworker, against screening for axis I disorders alone...... anxiety or depression, drug and alcohol dependence, attention deficit hyperactivity disorder, and current level of functioning. The axis II disorder includes a semi-structured interview for personality disorders. Outcomes include global functioning (Work and Social Adjustment Scale), substance use...

Feedback Providing Improvement Strategies and Reflection on Feedback Use: Effects on Students' Writing Motivation, Process, and Performance

Science.gov (United States)

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2012-01-01

This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received…

Personalization of immediate feedback to learning styles

NARCIS (Netherlands)

Vasilyeva, E.; Pechenizkiy, M.; Gavrilova, T.; Puuronen, S.; Spector, J.M.; Sampson, D.G.; Okamoto, T.; Cerri, S.A.; Ueno, M.; Kashihara, A.

2007-01-01

Feedback provided to a user is an important part of learning and interaction in e-learning systems. In this paper we present the results of our pilot experiment aimed to study interrelation between several types of immediate feedback presentation and learning styles (LSs) of users. In the experiment

Feedback providing improvement strategies and reflection on feedback use: Effects on students' writing motivation, process, and performance

NARCIS (Netherlands)

Duijnhouwer, H.; Prins, F.J.; Stokking, K.M.

2012-01-01

This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the

Formative feedback from the first-person perspective using Google Glass in a family medicine objective structured clinical examination station in the United States.

Science.gov (United States)

Youm, Julie; Wiechmann, Warren

2018-01-01

This case study explored the use of Google Glass in a clinical examination scenario to capture the first-person perspective of a standardized patient as a way to provide formative feedback on students' communication and empathy skills 'through the patient's eyes.' During a 3-year period between 2014 and 2017, third-year students enrolled in a family medicine clerkship participated in a Google Glass station during a summative clinical examination. At this station, standardized patients wore Google Glass to record an encounter focused on communication and empathy skills 'through the patient's eyes.' Students completed an online survey using a 4-point Likert scale about their perspectives on Google Glass as a feedback tool (N= 255). We found that the students' experiences with Google Glass 'through the patient's eyes' were largely positive and that students felt the feedback provided by the Google Glass recording to be helpful. Although a third of the students felt that Google Glass was a distraction, the majority believed that the first-person perspective recordings provided an opportunity for feedback that did not exist before. Continuing exploration of first-person perspective recordings using Google Glass to improve education on communication and empathy skills is warranted.

Exploring the value of peer feedback in online learning for the provider

NARCIS (Netherlands)

Marijke Kral; Gino Camp; Esther van Popta; Robert Jan Simons; Rob L. Martens

2017-01-01

This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online

A Dietary Feedback System for the Delivery of Consistent Personalized Dietary Advice in the Web-Based Multicenter Food4Me Study.

Science.gov (United States)

Forster, Hannah; Walsh, Marianne C; O'Donovan, Clare B; Woolhead, Clara; McGirr, Caroline; Daly, E J; O'Riordan, Richard; Celis-Morales, Carlos; Fallaize, Rosalind; Macready, Anna L; Marsaux, Cyril F M; Navas-Carretero, Santiago; San-Cristobal, Rodrigo; Kolossa, Silvia; Hartwig, Kai; Mavrogianni, Christina; Tsirigoti, Lydia; Lambrinou, Christina P; Godlewska, Magdalena; Surwiłło, Agnieszka; Gjelstad, Ingrid Merethe Fange; Drevon, Christian A; Manios, Yannis; Traczyk, Iwona; Martinez, J Alfredo; Saris, Wim H M; Daniel, Hannelore; Lovegrove, Julie A; Mathers, John C; Gibney, Michael J; Gibney, Eileen R; Brennan, Lorraine

2016-06-30

Despite numerous healthy eating campaigns, the prevalence of diets high in saturated fatty acids, sugar, and salt and low in fiber, fruit, and vegetables remains high. With more people than ever accessing the Internet, Web-based dietary assessment instruments have the potential to promote healthier dietary behaviors via personalized dietary advice. The objectives of this study were to develop a dietary feedback system for the delivery of consistent personalized dietary advice in a multicenter study and to examine the impact of automating the advice system. The development of the dietary feedback system included 4 components: (1) designing a system for categorizing nutritional intakes; (2) creating a method for prioritizing 3 nutrient-related goals for subsequent targeted dietary advice; (3) constructing decision tree algorithms linking data on nutritional intake to feedback messages; and (4) developing personal feedback reports. The system was used manually by researchers to provide personalized nutrition advice based on dietary assessment to 369 participants during the Food4Me randomized controlled trial, with an automated version developed on completion of the study. Saturated fatty acid, salt, and dietary fiber were most frequently selected as nutrient-related goals across the 7 centers. Average agreement between the manual and automated systems, in selecting 3 nutrient-related goals for personalized dietary advice across the centers, was highest for nutrient-related goals 1 and 2 and lower for goal 3, averaging at 92%, 87%, and 63%, respectively. Complete agreement between the 2 systems for feedback advice message selection averaged at 87% across the centers. The dietary feedback system was used to deliver personalized dietary advice within a multi-country study. Overall, there was good agreement between the manual and automated feedback systems, giving promise to the use of automated systems for personalizing dietary advice. Clinicaltrials.gov NCT01530139

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

Science.gov (United States)

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

2018-06-01

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

Temporal Dynamics of Health and Well-Being: A Crowdsourcing Approach to Momentary Assessments and Automated Generation of Personalized Feedback.

Science.gov (United States)

van der Krieke, Lian; Blaauw, Frank J; Emerencia, Ando C; Schenk, Hendrika M; Slaets, Joris P J; Bos, Elisabeth H; de Jonge, Peter; Jeronimus, Bertus F

Recent developments in research and mobile health enable a quantitative idiographic approach in health research. The present study investigates the potential of an electronic diary crowdsourcing study in the Netherlands for (1) large-scale automated self-assessment for individual-based health promotion and (2) enabling research at both the between-persons and within-persons level. To illustrate the latter, we examined between-persons and within-persons associations between somatic symptoms and quality of life. A website provided the general Dutch population access to a 30-day (3 times a day) diary study assessing 43 items related to health and well-being, which gave participants personalized feedback. Associations between somatic symptoms and quality of life were examined with a linear mixed model. A total of 629 participants completed 28,430 assessments, with a mean (SD) of 45 (32) assessments per participant. Most participants (n = 517 [82%]) were women and 531 (84%) had high education. Almost 40% of the participants (n = 247) completed enough assessments (t = 68) to generate personalized feedback including temporal dynamics between well-being, health behavior, and emotions. Substantial between-person variability was found in the within-person association between somatic symptoms and quality of life. We successfully built an application for automated diary assessments and personalized feedback. The application was used by a sample of mainly highly educated women, which suggests that the potential of our intensive diary assessment method for large-scale health promotion is limited. However, a rich data set was collected that allows for group-level and idiographic analyses that can shed light on etiological processes and may contribute to the development of empirical-based health promotion solutions.

Patient-centered feedback on the results of personality testing increases early engagement in residential substance use disorder treatment: a pilot randomized controlled trial.

Science.gov (United States)

Blonigen, Daniel M; Timko, Christine; Jacob, Theodore; Moos, Rudolf H

2015-03-14

Patient-centered models of assessment have shown considerable promise for increasing patients' readiness for mental health treatment in general, but have not been used to facilitate patients' engagement in substance use disorder (SUD) treatment. We developed a brief patient-centered intervention using assessment and feedback of personality data and examined its acceptability and efficacy to increase early engagement in residential SUD treatment. Thirty patients entering a 90-day residential SUD treatment program were randomly assigned to a feedback (n = 17) or control (n = 13; assessment-only) condition. Normal-range personality was assessed with the NEO Personality Inventory-Revised (NEO PI-R). Patients were re-interviewed one month after treatment entry to obtain information on their satisfaction with the intervention, as well as their adjustment to the residential milieu. Electronic medical records were reviewed to obtain information on patients' length of stay in the program and discharge status. Univariate ANOVAs and chi-square tests were conducted to examine group differences on outcomes. Patients' ratings indicated strong satisfaction with the feedback intervention and expectations that it would have a positive impact on their treatment experiences. Among patients who had not previously been treated in the residential program, the feedback intervention was associated with more positive relationships with other residents in treatment and a stronger alliance with the treatment program one month after treatment entry. The feedback intervention was also associated with a longer length of stay in treatment, although this effect did not reach statistical significance. The findings highlight the clinical utility of providing SUD patients with patient-centered feedback based on the results of personality testing, and provide preliminary support for the acceptability and efficacy of this intervention to facilitate early engagement in residential SUD treatment.

Brain Activation in Response to Personalized Behavioral and Physiological Feedback From Self-Monitoring Technology: Pilot Study.

Science.gov (United States)

Whelan, Maxine E; Morgan, Paul S; Sherar, Lauren B; Kingsnorth, Andrew P; Magistro, Daniele; Esliger, Dale W

2017-11-08

The recent surge in commercially available wearable technology has allowed real-time self-monitoring of behavior (eg, physical activity) and physiology (eg, glucose levels). However, there is limited neuroimaging work (ie, functional magnetic resonance imaging [fMRI]) to identify how people's brains respond to receiving this personalized health feedback and how this impacts subsequent behavior. Identify regions of the brain activated and examine associations between activation and behavior. This was a pilot study to assess physical activity, sedentary time, and glucose levels over 14 days in 33 adults (aged 30 to 60 years). Extracted accelerometry, inclinometry, and interstitial glucose data informed the construction of personalized feedback messages (eg, average number of steps per day). These messages were subsequently presented visually to participants during fMRI. Participant physical activity levels and sedentary time were assessed again for 8 days following exposure to this personalized feedback. Independent tests identified significant activations within the prefrontal cortex in response to glucose feedback compared with behavioral feedback (Pbrain activation when compared with behavior. Participants reduced time spent sedentary at follow-up. Research on deploying behavioral and physiological feedback warrants further investigation. ©Maxine E Whelan, Paul S Morgan, Lauren B Sherar, Andrew P Kingsnorth, Daniele Magistro, Dale W Esliger. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 08.11.2017.

Simulation model for transcervical laryngeal injection providing real-time feedback.

Science.gov (United States)

Ainsworth, Tiffiny A; Kobler, James B; Loan, Gregory J; Burns, James A

2014-12-01

This study aimed to develop and evaluate a model for teaching transcervical laryngeal injections. A 3-dimensional printer was used to create a laryngotracheal framework based on de-identified computed tomography images of a human larynx. The arytenoid cartilages and intrinsic laryngeal musculature were created in silicone from clay casts and thermoplastic molds. The thyroarytenoid (TA) muscle was created with electrically conductive silicone using metallic filaments embedded in silicone. Wires connected TA muscles to an electrical circuit incorporating a cell phone and speaker. A needle electrode completed the circuit when inserted in the TA during simulated injection, providing real-time feedback of successful needle placement by producing an audible sound. Face validation by the senior author confirmed appropriate tactile feedback and anatomical realism. Otolaryngologists pilot tested the model and completed presimulation and postsimulation questionnaires. The high-fidelity simulation model provided tactile and audio feedback during needle placement, simulating transcervical vocal fold injections. Otolaryngology residents demonstrated higher comfort levels with transcervical thyroarytenoid injection on postsimulation questionnaires. This is the first study to describe a simulator for developing transcervical vocal fold injection skills. The model provides real-time tactile and auditory feedback that aids in skill acquisition. Otolaryngologists reported increased confidence with transcervical injection after using the simulator. © The Author(s) 2014.

Addressing the service linkage problem. Increasing substance abuse treatment engagement using personalized feedback interventions in heavy-using female domestic violence shelter residents.

Science.gov (United States)

Ogle, Richard L; Baer, John S

2003-11-01

Two personalized substance abuse assessment and feedback interventions were tested for effectiveness in engaging female domestic violence shelter residents in substance abuse treatment. One hundred forty-seven residents were assessed for quantity andfrequency of substance use, negative consequences due to use, motivation to change substance use behavior, and psychopathological symptoms related to substance abuse. Assessment identified (33) 22% of participants as heavy substance users. Twenty of the 33 heavy-using residents received one of two personalized substance use feedback interventions:face-to-face feedback or writtenfeedbackplaced in shelter mailboxes. Treatment engagement was defined as attending at least one substance abuse treatment session within 30 days after the intervention. Results showed a significant difference in treatment engagement rates in favor of the face-to-face feedback group (60% vs. 0%). The results provide preliminary data suggesting that substance abuse assessment can be effectively accomplished in the shelter environment and that the face-to-face feedback procedure may be an effective intervention to bridge the service linkage problem between domestic violence services and substance abuse treatment.

Providing feedback on emotional experiences and decision making

NARCIS (Netherlands)

Machajdik, J.; Stöttinger, J.; Danelova, E.; Pongratz, M.; Kavicky, L.; Valenti, R.; Hanbury, A.

2011-01-01

We present a novel lifelog system concept created to provide a human user with feedback on their conscious and unconscious emotional reactions and encourage the process of self-reflection by looking into an affective mirror. The emotion of the user is deduced from biometric data and enhanced by

Feedback control of plasma equilibrium with control system aided by personal computer on the JIPP T-IIU tokamak

International Nuclear Information System (INIS)

Tsuzuki, T.; Toi, K.; Matsuura, K.

1991-04-01

A feedback control system aided by a personal computer is developed to maintain plasma position on the required position in the JIPP T-IIU tokamak. The personal computer enables to adjust various control parameters easily. In this control system, a control demand for driving the power supply of feedback controlled vertical field coils is composed to be proportional to a total plasma current. This system has been successfully employed throughout the discharge where the plasma current substantially changes from zero to hundreds of kiloamperes, because the feedback control can be done, being independent of the plasma current. The analysis of this feedback control system taken into account of digital sampling agrees well with the experimental results. (author)

The usefulness of 360 degree feedback in developing a personal work style

OpenAIRE

Chicu Nicoleta; Nedelcu Alexandra Catalina

2017-01-01

The present study focuses on a new approach in the process of developing personal work styles, based on the usefulness of 360 degree feedback, taking into consideration the following dimensions: work-life balance, gender-age, self-development and the behavior a person has, following the process of self-development and defining work style. Using different approaches, the study attempts to identify if there are some differences between the evaluations received from the family and the ones from ...

User-centered development and testing of a monitoring system that provides feedback regarding physical functioning to elderly people

Science.gov (United States)

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

The usefulness of 360 degree feedback in developing a personal work style

Directory of Open Access Journals (Sweden)

Chicu Nicoleta

2017-07-01

Full Text Available The present study focuses on a new approach in the process of developing personal work styles, based on the usefulness of 360 degree feedback, taking into consideration the following dimensions: work-life balance, gender-age, self-development and the behavior a person has, following the process of self-development and defining work style. Using different approaches, the study attempts to identify if there are some differences between the evaluations received from the family and the ones from the work environment. All these factors aim at improving personal, but also organizational performances. Based on the current body of the literature, a discussion is made and conclusions are presented.

Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool

NARCIS (Netherlands)

Berlanga, Adriana

2011-01-01

Berlanga, A. J. (2011). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht. January, 18, 2011, Maastricht, The Netherlands.

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

Science.gov (United States)

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

2017-08-01

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

Internet based personalized feedback interventions for gamblers in Singapore: First results.

Science.gov (United States)

Zhang, Melvyn W B; Yi, Yang; Cheok, Christopher C S

2016-01-01

Problem or pathological gambling has been a worldwide concern in the recent years, especially so with the advances in the technology, facilitating easier access to various means of gambling. Along with the advances in web-based and smartphone technologies, these technologies have been recently applied as adjunctive clinical tools to help gamblers. Taking into careful consideration the existing evidence base for Internet based interventions for pathological gambling, it seemed that the current published literature has demonstrated largely the efficacy of a personalized feedback intervention for pathological gambling; and further studies are still under-going to try and demonstrate the clinical feasibility of online web-based cognitive behavioral interventions for pathological gamblers. Given this, the aims of the current study are to (a) replicate an online personalized feedback intervention and determine its receptiveness in an Asian cohort of gamblers; and (b) to identify the demographics and characteristics of Asian gamblers who would utilize an online intervention. The workgroup at the National Addiction Management Service, Singapore conceptualized the online personalized feedback intervention for gamblers. The English version was launched on the 31st of March 2014 and the Chinese version was launched on the 30th of September 2014. A cumulative total of 708 participants took part with rhe mean age of the participants being 32.70 (SD = 11.638), with 89.1% males and 10.9% females. The mean problem gambling severity score (PGSI) was 10.80 (SD = 8.13), with the vast majority participating in Casino gambling on board a cruise (36.0%). Of significance, approximately 59.2% of the participants who sought help with our online e-intervention did have a diagnosis of problem gambling. This is one of the first few studies to demonstrate and replicate the potential use of an Internet based intervention for non-problem and problem gamblers. The current study has demonstrated

ABCDEFG IS - the principle of constructive feedback.

Science.gov (United States)

Bhattarai, M

2007-01-01

Feedback is an integral part of any learning experience. Constructive feedback is a powerful instrument and facilitates the learner's professional and personal development. "ABCDEFG IS", a mnemonic for the principles of constructive feedback, stands for Amount of the information, Benefit of the trainees, Change behaviour, Descriptive language, Environment, Focused, Group check, Interpretation check, and Sharing information. The eight important steps of feedback are: Ensure prior information, Collect data, Make appropriate meeting arrangement, Begin by encouraging self assessment by the trainee, Highlight areas where the trainee is doing well, Give feedback, Handle reaction maintaining the dignity and Plan actions. Communication and reflection also share many of the principles and steps of constructive feedback and giving regular feedback, thus, helps to improve communication and reflection. The feedback provider would be able to provide genuine feedback by following the appropriate steps and principles of constructive feedback and realize how important and rewarding its role is in teaching learning activities.

Can providing feedback on driving behavior and training on parental vigilant care affect male teen drivers and their parents?

Science.gov (United States)

Farah, Haneen; Musicant, Oren; Shimshoni, Yaara; Toledo, Tomer; Grimberg, Einat; Omer, Haim; Lotan, Tsippy

2014-08-01

This study focuses on investigating the driving behavior of young novice male drivers during the first year of driving (three months of accompanied driving and the following nine months of solo driving). The study's objective is to examine the potential of various feedback forms on driving to affect young drivers' behavior and to mitigate the transition from accompanied to solo driving. The study examines also the utility of providing parents with guidance on how to exercise vigilant care regarding their teens' driving. Driving behavior was evaluated using data collected by In-Vehicle Data Recorders (IVDR), which document events of extreme g-forces measured in the vehicles. IVDR systems were installed in 242 cars of the families of young male drivers, however, only 217 families of young drivers aged 17-22 (M=17.5; SD=0.8) completed the one year period. The families were randomly allocated into 4 groups: (1) Family feedback: In which all the members of the family were exposed to feedback on their own driving and on that of the other family members; (2) Parental training: in which in addition to the family feedback, parents received personal guidance on ways to enhance vigilant care regarding their sons' driving; (3) Individual feedback: In which family members received feedback only on their own driving behavior (and were not exposed to the data on other family members); (4) CONTROL: Group that received no feedback at all. The feedback was provided to the different groups starting from the solo period, thus, the feedback was not provided during the supervised period. The data collected by the IVDRs was first analyzed using analysis of variance in order to compare the groups with respect to their monthly event rates. Events' rates are defined as the number of events in a trip divided by its duration. This was followed by the development and estimation of random effect negative binomial models that explain the monthly event rates of young drivers and their parents

Providing Effective Feedback to EFL Student Teachers

Science.gov (United States)

Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed

2013-01-01

Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

Adolescents' Perspectives on Personalized E-Feedback in the Context of Health Risk Behavior Screening for Primary Care: Qualitative Study.

Science.gov (United States)

Zieve, Garret G; Richardson, Laura P; Katzman, Katherine; Spielvogle, Heather; Whitehouse, Sandy; McCarty, Carolyn A

2017-07-20

Electronic health screening tools for primary care present an opportunity to go beyond data collection to provide education and feedback to adolescents in order to motivate behavior change. However, there is limited research to guide feedback message development. The aim of this study was to explore youth perceptions of and preferences for receiving personalized feedback for multiple health risk behaviors and reinforcement for health promoting behaviors from an electronic health screening tool for primary care settings, using qualitative methodology. In total, 31 adolescents aged 13-18 years completed the screening tool, received the electronic feedback, and subsequently participated in individual, semistructured, qualitative interviews lasting approximately 60 min. Participants were queried about their overall impressions of the tool, perceptions regarding various types of feedback messages, and additional features that would help motivate health behavior change. Using thematic analysis, interview transcripts were coded to identify common themes expressed across participants. Overall, the tool was well-received by participants who perceived it as a way to enhance-but not replace-their interactions with providers. They appreciated receiving nonjudgmental feedback from the tool and responded positively to information regarding the consequences of behaviors, comparisons with peer norms and health guidelines, tips for behavior change, and reinforcement of healthy choices. A small but noteworthy minority of participants dismissed the peer norms as not real or relevant and national guidelines as not valid or reasonable. When prompted for possible adaptations to the tool, adolescents expressed interest in receiving follow-up information, setting health-related goals, tracking their behaviors over time, and communicating with providers electronically between appointments. Adolescents in this qualitative study desired feedback that validates their healthy behavior choices

The impact of force feedback level on steering performance

NARCIS (Netherlands)

Anand, S.; Terken, J.; Hogema, J.H.

2013-01-01

Steer-by-wire systems provide designers the ability to customize and personalize force feedback on the steering wheel, based on individual preferences. Earlier studies using subjective responses have shown that there are individual differences in preferences for force feedback. It has also been

Combined student ratings and self-assessment provide useful feedback for clinical teachers

Science.gov (United States)

Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

2009-01-01

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching. PMID:19779976

Reduced risk avoidance and altered neural correlates of feedback processing in patients with borderline personality disorder.

Science.gov (United States)

Endrass, Tanja; Schuermann, Beate; Roepke, Stefan; Kessler-Scheil, Sonia; Kathmann, Norbert

2016-09-30

Patients with borderline personality disorder (BPD) show deficits in reward-guided decision making and learning. The present study examined risk-taking behavior in combination with feedback processing. Eighteen BPD patients and 18 healthy controls performed a probabilistic two-choice gambling task, while an electroencephalogram was recorded. Options differed in risk, but were identical in expected value and outcome probability. The feedback-related negativity (FRN) and the feedback-related P300 were analyzed. Healthy controls preferred low-risk over high-risk options, whereas BPD patients chose both option with equal probability. FRN amplitudes were reduced in BPD, but effects of feedback valence and risk did not differ between groups. This suggests attenuated outcome processing in the anterior cingulate cortex, but intact reward prediction error signaling. Furthermore, the modulation of the feedback-related P300 with feedback valence and risk was smaller in BPD patients, and decreased P300 amplitudes were associated with increased behavioral risk-taking behavior. These findings could relate to the reduced ability of BPD patients to learn and adequately adjust their behavior based on feedback information, possibly due to reduced significance of negative feedback. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Effects of 3D virtual haptics force feedback on brand personality perception: the mediating role of physical presence in advergames.

Science.gov (United States)

Jin, Seung-A Annie

2010-06-01

This study gauged the effects of force feedback in the Novint Falcon haptics system on the sensory and cognitive dimensions of a virtual test-driving experience. First, in order to explore the effects of tactile stimuli with force feedback on users' sensory experience, feelings of physical presence (the extent to which virtual physical objects are experienced as actual physical objects) were measured after participants used the haptics interface. Second, to evaluate the effects of force feedback on the cognitive dimension of consumers' virtual experience, this study investigated brand personality perception. The experiment utilized the Novint Falcon haptics controller to induce immersive virtual test-driving through tactile stimuli. The author designed a two-group (haptics stimuli with force feedback versus no force feedback) comparison experiment (N = 238) by manipulating the level of force feedback. Users in the force feedback condition were exposed to tactile stimuli involving various force feedback effects (e.g., terrain effects, acceleration, and lateral forces) while test-driving a rally car. In contrast, users in the control condition test-drove the rally car using the Novint Falcon but were not given any force feedback. Results of ANOVAs indicated that (a) users exposed to force feedback felt stronger physical presence than those in the no force feedback condition, and (b) users exposed to haptics stimuli with force feedback perceived the brand personality of the car to be more rugged than those in the control condition. Managerial implications of the study for product trial in the business world are discussed.

Examining the Efficacy of a Personalized Normative Feedback Intervention to Reduce College Student Gambling

Science.gov (United States)

Celio, Mark A.; Lisman, Stephen A.

2014-01-01

Objective: To evaluate the efficacy of a stand-alone personalized normative feedback (PNF) intervention targeting misperceptions of gambling among college students. Participants: Undergraduates (N = 136; 55% male) who reported gambling in the past 30 days were recruited between September 2011 and March 2012. Methods: Using a randomized clinical…

Feedback from the heart: Emotional learning and memory is controlled by cardiac cycle, interoceptive accuracy and personality.

Science.gov (United States)

Pfeifer, Gaby; Garfinkel, Sarah N; Gould van Praag, Cassandra D; Sahota, Kuljit; Betka, Sophie; Critchley, Hugo D

2017-05-01

Feedback processing is critical to trial-and-error learning. Here, we examined whether interoceptive signals concerning the state of cardiovascular arousal influence the processing of reinforcing feedback during the learning of 'emotional' face-name pairs, with subsequent effects on retrieval. Participants (N=29) engaged in a learning task of face-name pairs (fearful, neutral, happy faces). Correct and incorrect learning decisions were reinforced by auditory feedback, which was delivered either at cardiac systole (on the heartbeat, when baroreceptors signal the contraction of the heart to the brain), or at diastole (between heartbeats during baroreceptor quiescence). We discovered a cardiac influence on feedback processing that enhanced the learning of fearful faces in people with heightened interoceptive ability. Individuals with enhanced accuracy on a heartbeat counting task learned fearful face-name pairs better when feedback was given at systole than at diastole. This effect was not present for neutral and happy faces. At retrieval, we also observed related effects of personality: First, individuals scoring higher for extraversion showed poorer retrieval accuracy. These individuals additionally manifested lower resting heart rate and lower state anxiety, suggesting that attenuated levels of cardiovascular arousal in extraverts underlies poorer performance. Second, higher extraversion scores predicted higher emotional intensity ratings of fearful faces reinforced at systole. Third, individuals scoring higher for neuroticism showed higher retrieval confidence for fearful faces reinforced at diastole. Our results show that cardiac signals shape feedback processing to influence learning of fearful faces, an effect underpinned by personality differences linked to psychophysiological arousal. Copyright © 2017 Elsevier B.V. All rights reserved.

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

Science.gov (United States)

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

2018-04-01

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

Automatic feedback to promote safe walking and speech loudness control in persons with multiple disabilities: two single-case studies.

Science.gov (United States)

Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Green, Vanessa A; Alberti, Gloria; Boccasini, Adele; Smaldone, Angela; Oliva, Doretta; Bosco, Andrea

2014-08-01

Assessing automatic feedback technologies to promote safe travel and speech loudness control in two men with multiple disabilities, respectively. The men were involved in two single-case studies. In Study I, the technology involved a microprocessor, two photocells, and a verbal feedback device. The man received verbal alerting/feedback when the photocells spotted an obstacle in front of him. In Study II, the technology involved a sound-detecting unit connected to a throat and an airborne microphone, and to a vibration device. Vibration occurred when the man's speech loudness exceeded a preset level. The man included in Study I succeeded in using the automatic feedback in substitution of caregivers' alerting/feedback for safe travel. The man of Study II used the automatic feedback to successfully reduce his speech loudness. Automatic feedback can be highly effective in helping persons with multiple disabilities improve their travel and speech performance.

Towards personalized feedback in educational computer games for children

NARCIS (Netherlands)

Vasilyeva, E.; Uskov, V.

2007-01-01

Educational games as well as other computer games become an important part of children’s life and modern education. Feedback that is provided during a game to a child plays a significant role in computer games in general. In the context of educational computer games being developed for children game

User-centered development and testing of a monitoring system that provides feedback regarding physical functioning to elderly people

Directory of Open Access Journals (Sweden)

Vermeulen J

2013-08-01

Full Text Available Joan Vermeulen,1 Jacques CL Neyens,1 Marieke D Spreeuwenberg,1 Erik van Rossum,1,2 Walther Sipers,3 Herbert Habets,3 David J Hewson,4 Luc P de Witte1,2 1School for Public Health and Primary Care (CAPHRI, Maastricht University, Maastricht, The Netherlands; 2Research Center for Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands; 3Expertise Center for Elderly Care, Orbis Medical Center, Sittard, The Netherlands; 4Institute Charles Delaunay, Université de Technologie de Troyes, Troyes, France 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

Interventions to increase recommendation and delivery of screening for breast, cervical, and colorectal cancers by healthcare providers systematic reviews of provider assessment and feedback and provider incentives.

Science.gov (United States)

Sabatino, Susan A; Habarta, Nancy; Baron, Roy C; Coates, Ralph J; Rimer, Barbara K; Kerner, Jon; Coughlin, Steven S; Kalra, Geetika P; Chattopadhyay, Sajal

2008-07-01

Most major medical organizations recommend routine screening for breast, cervical, and colorectal cancers. Screening can lead to early detection of these cancers, resulting in reduced mortality. Yet not all people who should be screened are screened, either regularly or, in some cases, ever. This report presents results of systematic reviews of effectiveness, applicability, economic efficiency, barriers to implementation, and other harms or benefits of two provider-directed intervention approaches to increase screening for breast, cervical, and colorectal cancers. These approaches, provider assessment and feedback, and provider incentives encourage providers to deliver screening services at appropriate intervals. Evidence in these reviews indicates that provider assessment and feedback interventions can effectively increase screening by mammography, Pap test, and fecal occult blood test. Health plans, healthcare systems, and cancer control coalitions should consider such evidence-based findings when implementing interventions to increase screening use. Evidence was insufficient to determine the effectiveness of provider incentives in increasing use of any of these tests. Specific areas for further research are suggested in this report, including the need for additional research to determine whether provider incentives are effective in increasing use of any of these screening tests, and whether assessment and feedback interventions are effective in increasing other tests for colorectal cancer (i.e., flexible sigmoidoscopy, colonoscopy, or double-contrast barium enema).

The Impact of Elaborated Feedback on Competency Assessment of IT Professionals

Directory of Open Access Journals (Sweden)

Elena Alexandra TOADER

2015-01-01

Full Text Available Feedback represents an important component in the process of assessing the competencies of the IT professionals as it allows to evaluate their performance and helps their managers to personalize the learning content according to employees’ needs and profiles. In the current paper we propose a computer-based formative feedback framework that provides personalized feedback for the technical employees. Extensive research has been carried out focusing on formative assessment aspects that includes the elaborate feedback. An online competency assessment tool was designed and it is going to be implemented in order to measure the professionals’ performance in software organizations. The subjects of the study are going to be software developers, working in departments of IT Romanian companies. Their performance is going to be evaluated through the competency-based assessment tool. At the end of the assessment process, an elaborate feedback is provided in order to improve their current level of competency acquired. The current paper reveals the role of the computer-based formative assessment within software organizations as well as the importance of an elaborate feedback that can improve the employees’ knowledge and skills.

Effectiveness of remote feedback on physical activity in persons with type 2 diabetes

DEFF Research Database (Denmark)

Kongstad, Malte Bue; Valentiner, Laura Staun; Ried-Larsen, Mathias

2018-01-01

Objectives The objective of this systematic review and meta-analysis was to examine the effectiveness of remote feedback intervention compared with standardized treatment on physical activity levels in persons with type 2 diabetes. Further, to investigate the influence of the length of intervention...... diabetes, using physical activity as outcome. The effect size was calculated as standardized mean difference (SMD) and was pooled in a meta-analysis using a random-effects model. Meta-regression analyses were performed to examine if the observed effect size could be attributed to study- or intervention...... characteristics using these as covariates. Results The literature search identified 4455 articles of which 27 met the eligibility criteria. The meta-analysis including a total of 4215 participants found an overall effect size in favour of remote feedback interventions compared to standardized treatment, SMD = 0...

Return of spontaneous circulation and long-term survival according to feedback provided by automated external defibrillators

DEFF Research Database (Denmark)

Agerskov, M; Hansen, M B; Nielsen, A M

2017-01-01

levels. METHODS: We collected data on OHCA occurring between 2011 and 2014 in the Capital Region of Denmark where an AED was applied prior to ambulance arrival. Patient data were obtained from the Danish Cardiac Arrest Registry and medical records. AED data were retrieved from the Emergency Medical...... Dispatch Centre (EMDC) and information on feedback mechanisms, energy waveform and energy level was downloaded from the applied AEDs. RESULTS: A total of 196 OHCAs had an AED applied prior to ambulance arrival; 62 of these (32%) provided audio visual (AV) feedback while no feedback was provided in 134 (68...

Perception of CPR quality: Influence of CPR feedback, Just-in-Time CPR training and provider role.

Science.gov (United States)

Cheng, Adam; Overly, Frank; Kessler, David; Nadkarni, Vinay M; Lin, Yiqun; Doan, Quynh; Duff, Jonathan P; Tofil, Nancy M; Bhanji, Farhan; Adler, Mark; Charnovich, Alex; Hunt, Elizabeth A; Brown, Linda L

2015-02-01

Many healthcare providers rely on visual perception to guide cardiopulmonary resuscitation (CPR), but little is known about the accuracy of provider perceptions of CPR quality. We aimed to describe the difference between perceived versus measured CPR quality, and to determine the impact of provider role, real-time visual CPR feedback and Just-in-Time (JIT) CPR training on provider perceptions. We conducted secondary analyses of data collected from a prospective, multicenter, randomized trial of 324 healthcare providers who participated in a simulated cardiac arrest scenario between July 2012 and April 2014. Participants were randomized to one of four permutations of: JIT CPR training and real-time visual CPR feedback. We calculated the difference between perceived and measured quality of CPR and reported the proportion of subjects accurately estimating the quality of CPR within each study arm. Participants overestimated achieving adequate chest compression depth (mean difference range: 16.1-60.6%) and rate (range: 0.2-51%), and underestimated chest compression fraction (0.2-2.9%) across all arms. Compared to no intervention, the use of real-time feedback and JIT CPR training (alone or in combination) improved perception of depth (pCPR quality was poor for chest compression depth (0-13%), rate (5-46%) and chest compression fraction (60-63%). Perception of depth is more accurate in CPR providers versus team leaders (27.8% vs. 7.4%; p=0.043) when using real-time feedback. Healthcare providers' visual perception of CPR quality is poor. Perceptions of CPR depth are improved by using real-time visual feedback and with prior JIT CPR training. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

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

Science.gov (United States)

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

2010-12-01

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

Teachers' Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments

Science.gov (United States)

Iqbal, Sajid; Gul, Raisa; Lakhani, Arusa; Rizvi, Nusrat Fatima

2014-01-01

Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A…

The Impact of Personalized Risk Feedback on Mexican Americans' Perceived Risk for Heart Disease and Diabetes

Science.gov (United States)

Hovick, Shelly R.; Wilkinson, Anna V.; Ashida, Sato; de Heer, Hendrik D.; Koehly, Laura M.

2014-01-01

Little is known about the effect of personalized risk information on risk perceptions over time, particularly among ethnically diverse subpopulations. The present study examines Mexican American's (MAs) risk perceptions for heart disease and diabetes at baseline and following receipt of risk feedback based on family health history. Participants…

Alcohol-Related Consequences among First-Year University Students: Effectiveness of a Web-Based Personalized Feedback Program

Science.gov (United States)

Doumas, Diana M.; Nelson, Kinsey; DeYoung, Amanda; Renteria, Camryn Conrad

2014-01-01

This study evaluated the effectiveness of a web-based personalized feedback program using an objective measure of alcohol-related consequences. Participants were assigned to either the intervention group or an assessment-only control group during university orientation. Sanctions received for campus alcohol policy violations were tracked over the…

Can health care providers recognize a fibromyalgia personality?

NARCIS (Netherlands)

Da Silva, J.A.P.; Jacobs, J.W.G.; Branco, J.; Canaipa, R.; Gaspar, M.F.; Griep, E.N.; van Helmond, T.; Oliveira, P.J.; Zijlstra, T.R.; Geenen, R.

2017-01-01

OBJECTIVES: To determine if experienced health care providers (HCPs) can recognise patients with fibromyalgia (FM) based on a limited set of personality items, exploring the existence of a FM personality. METHODS: From the 240-item NEO-PI-R personality questionnaire, 8 HCPs from two different

PReSaFe: A model of barriers and facilitators to patients providing feedback on experiences of safety.

Science.gov (United States)

De Brún, Aoife; Heavey, Emily; Waring, Justin; Dawson, Pamela; Scott, Jason

2017-08-01

The importance of involving patients in reporting on safety is increasingly recognized. Whilst studies have identified barriers to clinician incident reporting, few have explored barriers and facilitators to patient reporting of safety experiences. This paper explores patient perspectives on providing feedback on safety experiences. Patients (n=28) were invited to take part in semi-structured interviews when given a survey about their experiences of safety following hospital discharge. Transcripts were thematically analysed using NVivo10. Patients were recruited from four hospitals in the UK. Three themes were identified as barriers and facilitators to patient involvement in providing feedback on their safety experiences. The first, cognitive-cultural, found that whilst safety was a priority for most, some felt the term was not relevant to them because safety was the "default" position, and/or because safety could not be disentangled from the overall experience of care. The structural-procedural theme indicated that reporting was facilitated when patients saw the process as straightforward, but that disinclination or perceived inability to provide feedback was a barrier. Finally, learning and change illustrated that perception of the impact of feedback could facilitate or inhibit reporting. When collecting patient feedback on experiences of safety, it is important to consider what may help or hinder this process, beyond the process alone. We present a staged model of prerequisite barriers and facilitators and hypothesize that each stage needs to be achieved for patients to provide feedback on safety experiences. Implications for collecting meaningful data on patients' safety experiences are considered. © 2016 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

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

Science.gov (United States)

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

2013-02-13

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

A method for calculating active feedback system to provide vertical

Indian Academy of Sciences (India)

The active feedback system is applied to control slow motions of plasma. The objective of the ... The other problem is connected with the control of plasma vertical position with active feedback system. Calculation of ... Current Issue Volume 90 ...

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

Science.gov (United States)

Nottingham, Sara; Henning, Jolene

2014-01-01

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

Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

NARCIS (Netherlands)

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

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

Follower-Centered Perspective on Feedback: Effects of Feedback Seeking on Identification and Feedback Environment

OpenAIRE

Gong, Zhenxing; Li, Miaomiao; Qi, Yaoyuan; Zhang, Na

2017-01-01

In the formation mechanism of the feedback environment, the existing research pays attention to external feedback sources and regards individuals as objects passively accepting feedback. Thus, the external source fails to realize the individuals’ need for feedback, and the feedback environment cannot provide them with useful information, leading to a feedback vacuum. The aim of this study is to examine the effect of feedback-seeking by different strategies on the supervisor-feedback environme...

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

Science.gov (United States)

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

2017-01-01

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

The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning within a Personal Learning Environment

Science.gov (United States)

Ehiyazaryan-White, Ester

2012-01-01

This paper reports on the findings of a study into the use of ePortfolios as personal learning environments (PLE) by a group of students pursuing Master's degrees in Education. The qualitative study explores the potential of the ePortfolio to support learners in engaging in formative peer and tutor feedback as well as in developing a learning…

Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers

Directory of Open Access Journals (Sweden)

Elisabeth Riebenbauer

2017-12-01

Full Text Available The introduction to teaching is critical for novice teachers. Near the end of their master’s program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special training and preparation in advance, thus contributing to a high quality mentoring program. The program is organized threefold: (1 providing feedback, (2 opportunities for reflection and (3 career orientation. The purpose of this paper is to assess key elements of successful mentoring programs and to question which competences of mentors contribute most to the success of those programs. Between 2012 and 2015, 188 persons (student teachers and their mentors responded to an online survey at the end of their mentoring program. Additionally, data from a study (1,245 questionnaires regarding the student teachers’ perception of their own competence was utilized, allowing for a comparison of student teacher confidence in their abilities before and after the mentoring program. The present results provide insight into the key elements of successful mentoring programs; both from a student teacher’s and mentor’s perspective. During the semester, students showed an increase regarding their self-perception of their professional competences. It was found that students and mentoring teachers valued feedback after each lesson more than feedback in regular meetings. Opportunities for reflection (e.g. exchange with peer students, learning diaries were considered helpful. The mentoring program helped students to decide whether to become a teacher or not.

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

Science.gov (United States)

Clynes, Mary P; Raftery, Sara E C

2008-11-01

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

Working with a personal trainer

Science.gov (United States)

... workout time Offer support, guidance, and feedback Provide motivation to continue exercising Work with your health care ... American Council on Exercise. How to Choose the Right Personal Trainer. 2014. www.acefitness.org/acefit/healthy_ ...

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

Science.gov (United States)

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.

Ombud's corner: Sincere feedback favours efficiency

CERN Multimedia

Vincent Vuillemin

2012-01-01

In this series, the Bulletin aims to explain the role of the Ombuds at CERN by presenting practical examples of misunderstandings that could have been resolved by the Ombuds if he had been contacted earlier. Please note that, in all the situations we present, the names are fictitious and used only to improve clarity.   Everyone can certainly agree that good communication is very important. Leaders should try to give feedback to their supervisees on their work and career so they can benefit from this information. Giving feedback provides personnel with an opportunity to understand what can they can improve or correct should there be some weaknesses in their technical or behavioural skills. It is also a chance to be congratulated for their efforts and dedication. Feedback should be given in a sincere and honest way, so that the person can accept the comments. The keys to giving feedback are:   • Speak the truth – even if it is difficult, have the courage to do it; &a...

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

Science.gov (United States)

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

2015-01-01

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

Providing physicians with feedback on medication adherence for people with chronic diseases taking long-term medication.

Science.gov (United States)

Zaugg, Vincent; Korb-Savoldelli, Virginie; Durieux, Pierre; Sabatier, Brigitte

2018-01-10

Poor medication adherence decreases treatment efficacy and worsens clinical outcomes, but average rates of adherence to long-term pharmacological treatments for chronic illnesses are only about 50%. Interventions for improving medication adherence largely focus on patients rather than on physicians; however, the strategies shown to be effective are complex and difficult to implement in clinical practice. There is a need for new care models addressing the problem of medication adherence, integrating this problem into the patient care process. Physicians tend to overestimate how well patients take their medication as prescribed. This can lead to missed opportunities to change medications, solve adverse effects, or propose the use of reminders in order to improve patients' adherence. Thus, providing physicians with feedback on medication adherence has the potential to prompt changes that improve their patients' adherence to prescribed medications. To assess the effects of providing physicians with feedback about their patients' medication adherence for improving adherence. We also assessed the effects of the intervention on patient outcomes, health resource use, and processes of care. We conducted a systematic search of the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, and Embase, all from database inception to December 2016 and without any language restriction. We also searched ISI Web of Science, two trials registers, and grey literature. We included randomised trials, controlled before-after studies, and interrupted time series studies that compared the effects of providing feedback to physicians about their patients' adherence to prescribed long-term medications for chronic diseases versus usual care. We included published or unpublished studies in any language. Participants included any physician and any patient prescribed with long-term medication for chronic disease. We included interventions providing the prescribing physician with

Flexible electronic feedback using the virtues of progress testing.

Science.gov (United States)

Muijtjens, Arno M M; Timmermans, Ilske; Donkers, Jeroen; Peperkamp, Robert; Medema, Harro; Cohen-Schotanus, Janke; Thoben, Arnold; Wenink, Arnold C G; van der Vleuten, Cees P M

2010-01-01

The potential richness of the feedback for learners and teachers is one of the educational advantages of progress tests (PTs). Every test administration yields information on a student's knowledge level in each sub-domain of the test (cross-sectional information), and it adds a next point to the corresponding knowledge growth curve (longitudinal information). Traditional paper-based feedback has severe limitations and requires considerable effort from the learners to give meaning to the data. We reasoned that the PT data should be flexibly accessible in all pathways and with any available comparison data, according to the personal interest of the learner. For that purpose, a web-based tool (Progress test Feedback, the ProF system) was developed. This article presents the principles and features of the generated feedback and shows how it can be used. In addition to enhancement of the feedback, the ProF database of longitudinal PT-data also provides new opportunities for research on knowledge growth, and these are currently being explored.

Can vibratory feedback be used to improve postural stability in persons with transtibial limb loss?

Science.gov (United States)

Rusaw, David; Hagberg, Kerstin; Nolan, Lee; Ramstrand, Nerrolyn

2012-01-01

The use of vibration as a feedback modality to convey motion of the body has been shown to improve measures of postural stability in some groups of patients. Because individuals using transtibial prostheses lack sensation distal to the amputation, vibratory feedback could possibly be used to improve their postural stability. The current investigation provided transtibial prosthesis users (n = 24, mean age 48 yr) with vibratory feedback proportional to the signal received from force transducers located under the prosthetic foot. Postural stability was evaluated by measuring center of pressure (CoP) movement, limits of stability, and rhythmic weight shift while participants stood on a force platform capable of rotations in the pitch plane (toes up/toes down). The results showed that the vibratory feedback increased the mediolateral displacement amplitude of CoP in standing balance and reduced the response time to rapid voluntary movements of the center of gravity. The results suggest that the use of vibratory feedback in an experimental setting leads to improvements in fast open-loop mechanisms of postural control in transtibial prosthesis users.

Toward Personalized Vibrotactile Support When Learning Motor Skills

Directory of Open Access Journals (Sweden)

Olga C. Santos

2017-01-01

Full Text Available Personal tracking technologies allow sensing of the physical activity carried out by people. Data flows collected with these sensors are calling for big data techniques to support data collection, integration and analysis, aimed to provide personalized support when learning motor skills through varied multisensorial feedback. In particular, this paper focuses on vibrotactile feedback as it can take advantage of the haptic sense when supporting the physical interaction to be learnt. Despite each user having different needs, when providing this vibrotactile support, personalization issues are hardly taken into account, but the same response is delivered to each and every user of the system. The challenge here is how to design vibrotactile user interfaces for adaptive learning of motor skills. TORMES methodology is proposed to facilitate the elicitation of this personalized support. The resulting systems are expected to dynamically adapt to each individual user’s needs by monitoring, comparing and, when appropriate, correcting in a personalized way how the user should move when practicing a predefined movement, for instance, when performing a sport technique or playing a musical instrument.

Automated personalized feedback for physical activity and dietary behavior change with mobile phones: a randomized controlled trial on adults.

Science.gov (United States)

Rabbi, Mashfiqui; Pfammatter, Angela; Zhang, Mi; Spring, Bonnie; Choudhury, Tanzeem

2015-05-14

A dramatic rise in health-tracking apps for mobile phones has occurred recently. Rich user interfaces make manual logging of users' behaviors easier and more pleasant, and sensors make tracking effortless. To date, however, feedback technologies have been limited to providing overall statistics, attractive visualization of tracked data, or simple tailoring based on age, gender, and overall calorie or activity information. There are a lack of systems that can perform automated translation of behavioral data into specific actionable suggestions that promote healthier lifestyle without any human involvement. MyBehavior, a mobile phone app, was designed to process tracked physical activity and eating behavior data in order to provide personalized, actionable, low-effort suggestions that are contextualized to the user's environment and previous behavior. This study investigated the technical feasibility of implementing an automated feedback system, the impact of the suggestions on user physical activity and eating behavior, and user perceptions of the automatically generated suggestions. MyBehavior was designed to (1) use a combination of automatic and manual logging to track physical activity (eg, walking, running, gym), user location, and food, (2) automatically analyze activity and food logs to identify frequent and nonfrequent behaviors, and (3) use a standard machine-learning, decision-making algorithm, called multi-armed bandit (MAB), to generate personalized suggestions that ask users to either continue, avoid, or make small changes to existing behaviors to help users reach behavioral goals. We enrolled 17 participants, all motivated to self-monitor and improve their fitness, in a pilot study of MyBehavior. In a randomized two-group trial, investigators randomly assigned participants to receive either MyBehavior's personalized suggestions (n=9) or nonpersonalized suggestions (n=8), created by professionals, from a mobile phone app over 3 weeks. Daily activity

Surgical Trainee Feedback-Seeking Behavior in the Context of Workplace-Based Assessment in Clinical Settings.

Science.gov (United States)

Gaunt, Anne; Patel, Abhilasha; Fallis, Simon; Rusius, Victoria; Mylvaganam, Seni; Royle, T James; Almond, Max; Markham, Deborah H; Pawlikowska, Teresa R B

2017-06-01

To investigate surgical trainee feedback-seeking behaviors-directly asking for feedback (inquiry) and observing and responding to situational clues (monitoring)-in the context of workplace-based assessment (WBA). A hypothetical model of trainee feedback-seeking behavior was developed using existing literature. A questionnaire, incorporating previously validated instruments from organizational psychology, was distributed to general surgical trainees at 23 U.K. hospitals in 2012-2013. Statistical modeling techniques compared the data with 12 predetermined hypothetical relationships between feedback-seeking behaviors and predictive variables (goal orientation, supervisory style) through mediating variables (perceptions of personal benefits and costs of feedback) to develop a final model. Of 235 trainees invited, 178 (76%) responded. Trainees completed 48 WBAs/year on average, and 73% reported receiving feedback via WBA. The final model was of good fit (chi-square/degree of freedom ratio = 1.620, comparative fit index = 0.953, root mean square error of approximation = 0.059). Modeled data showed trainees who perceive personal benefits to feedback use both feedback inquiry and monitoring to engage in feedback interactions. Trainees who seek feedback engage in using WBA. Trainees' goal orientations and perceptions of trainers' supervisory styles as supportive and instrumental are associated with perceived benefits and costs to feedback. Trainees actively engage in seeking feedback and using WBA. Their perceptions of feedback benefits and costs and supervisory style play a role in their feedback-seeking behavior. Encouraging trainees to actively seek feedback by providing specific training and creating a supportive environment for feedback interactions could positively affect their ability to seek feedback.

Using gamification to drive patient’s personal data validation in a Personal Health Record

Directory of Open Access Journals (Sweden)

Guido Giunti

2015-10-01

Full Text Available Gamification is a term used to describe using game elements in non-game environments to enhance user experience. It has been incorporated with commercial success into several platforms (Linkedin, Badgeville, Facebook this has made some researchers theorize that it could also be used in education as a tool to increase student engagement and to drive desirable learning behaviors on them. While in the past years some game elements have been incorporated to healthcare there is still little evidence on how effective they are. Game elements provide engagement consistent with various theories of motivation, positive psychology (e.g., flow, and also provide instant feedback. Feedback is more effective when it provides sufficient and specific information for goal achievement and is presented relatively close in time to the event being evaluated. Feedback can reference individual progress, can make social comparisons, or can refer to task criteria. Electronic personal health record systems (PHRs support patient centered healthcare by making medical records and other relevant information accessible to patients, thus assisting patients in health self-management. A particularly difficult data set that is often difficult to capture are those regarding social and cultural background information. This data set is not only useful to help better healthcare system management, it is also relevant as it is used for epidemiological and preventive purposes. We used gamified mechanics that involve instant feedback to test if they would increase patient’s personal data validation and completion in our PHR as well as overall PHR use. On our presentation we will describe our results and the story behind them.

Effects of normative feedback for drinkers who consume less than the norm: Dodging the boomerang.

Science.gov (United States)

Prince, Mark A; Reid, Allecia; Carey, Kate B; Neighbors, Clayton

2014-06-01

Several alcohol interventions designed for college students attempt to correct exaggerated perceptions of alcohol use on college campuses through the use of personalized normative feedback. Personalized normative feedback has been shown to be effective in reducing drinking as a stand-alone intervention and as a part of a multicomponent intervention. This feedback is typically targeted to heavier drinkers to create a discrepancy between their personal beliefs and behavior and the actual lower levels of use on campus. However, little is known about how this form of normative feedback might affect lighter drinkers who learn that they are drinking less than the typical student at their school. The risk is a potential boomerang effect, or an increase in drinking among lighter drinkers receiving personalized feedback. The current study examined four samples from three geographic locations: two using computer-delivered personalized normative feedback alone and two delivering personalized feedback in the context of a brief motivational intervention. We found no evidence for a boomerang effect among lighter drinkers receiving personalized normative feedback in any of the four samples. These findings help to assuage fears of increasing drinking among lighter drinkers through widespread implementation of normative interventions for college students in the absence of screening for current drinking status.

Negative feedback, beliefs and personal goals in prediction of dysfunctional emotions

Directory of Open Access Journals (Sweden)

Popov Boris

2007-01-01

Full Text Available Rational emotive behavior therapy (REBT demonstrates good results in evaluation therapy researches. However, some of its basic concepts, as well as theory as a whole itself, did not receive satisfactory empirical support so far, in comparison to other cognitive models (Beck, Lazarus etc.. Quasiexperimental study was designed to test the role that (1 negative feedback (A and (2 irrational beliefs (B both play in formation of dysfunctional negative emotions, in the context of significant personal goals (in our case value of potential award - G. ABC theoretical model received limited support: statistically significant three-times interaction A x B x G was found in predicting general negative emotional state, as well as anger. In contrast with that, ANOVA showed only main effect of irrational beliefs (as continuous variable to be significant in predicting emotions of anxiety and depression. Findings are discussed in the context of REBT theory of emotions, as well as their possible practical applications. Limitations of the study were also mentioned. .

An audiovisual feedback device for compression depth, rate and complete chest recoil can improve the CPR performance of lay persons during self-training on a manikin

International Nuclear Information System (INIS)

Krasteva, Vessela; Jekova, Irena; Didon, Jean-Philippe

2011-01-01

This study aims to contribute to the scarce data available about the abilities of untrained lay persons to perform hands-only cardio-pulmonary resuscitation (CPR) on a manikin and the improvement of their skills during training with an autonomous CPR feedback device. The study focuses on the following questions: (i) Is there a need for such a CPR training device? (ii) How adequate are the embedded visual feedback and audio guidance for training of lay persons who learn and correct themselves in real time without instructor guidance? (iii) What is the achieved effect of only 3 min of training? This is a prospective study in which 63 lay persons (volunteers) received a debriefing to basic life support and then performed two consecutive 3 min trials of hands-only CPR on a manikin. The pre-training skills of the lay persons were tested in trial 1. The training process with audio guidance and visual feedback from a cardio compression control device (CC-Device) was recorded in trial 2. After initial debriefing for correct chest compressions (CC) with rate 85–115 min −1 , depth 3.8–5.4 cm and complete recoil, in trial 1 the lay persons were able to perform CC without feedback at mean rate 95.9 ± 18.9 min −1 , mean depth 4.13 ± 1.5 cm, with low proportions of 'correct depth', 'correct rate' and 'correct recoil' at 33%, 43%, 87%, resulting in the scarce proportion of 14% for compressions, which simultaneously fulfill the three quality criteria ('correct all'). In trial 2, the training process by the CC-Device was established by the significant improvement of the CC skills until the 60th second of training, when 'correct depth', 'correct rate' and 'correct recoil' attained the plateau of the highest quality at 82%, 90%, 96%, respectively, resulting in 73% 'correct all' compressions within 3 min of training. The training was associated with reduced variance of the mean rate 102.4 ± 4

Personalized Video Feedback and Repeated Task Practice Improve Laparoscopic Knot-Tying Skills: Two Controlled Trials.

Science.gov (United States)

Abbott, Eduardo F; Thompson, Whitney; Pandian, T K; Zendejas, Benjamin; Farley, David R; Cook, David A

2017-11-01

Compare the effect of personalized feedback (PF) vs. task demonstration (TD), both delivered via video, on laparoscopic knot-tying skills and perceived workload; and evaluate the effect of repeated practice. General surgery interns and research fellows completed four repetitions of a simulated laparoscopic knot-tying task at one-month intervals. Midway between repetitions, participants received via e-mail either a TD video (demonstration by an expert) or a PF video (video of their own performance with voiceover from a blinded senior surgeon). Each participant received at least one video per format, with sequence randomly assigned. Outcomes included performance scores and NASA Task Load Index (NASA-TLX) scores. To evaluate the effectiveness of repeated practice, scores from these trainees on a separate delayed retention test were compared against historical controls who did not have scheduled repetitions. Twenty-one trainees completed the randomized study. Mean change in performance scores was significantly greater for those receiving PF (difference = 23.1 of 150 [95% confidence interval (CI): 0, 46.2], P = .05). Perceived workload was also significantly reduced (difference = -3.0 of 20 [95% CI: -5.8, -0.3], P = .04). Compared with historical controls (N = 93), the 21 with scheduled repeated practice had higher scores on the laparoscopic knot-tying assessment two weeks after the final repetition (difference = 1.5 of 10 [95% CI: 0.2, 2.8], P = .02). Personalized video feedback improves trainees' procedural performance and perceived workload compared with a task demonstration video. Brief monthly practice sessions support skill acquisition and retention.

Host behaviour–parasite feedback: an essential link between animal behaviour and disease ecology

Science.gov (United States)

Archie, Elizabeth A.; Craft, Meggan E.; Hawley, Dana M.; Martin, Lynn B.; Moore, Janice; White, Lauren

2016-01-01

Animal behaviour and the ecology and evolution of parasites are inextricably linked. For this reason, animal behaviourists and disease ecologists have been interested in the intersection of their respective fields for decades. Despite this interest, most research at the behaviour–disease interface focuses either on how host behaviour affects parasites or how parasites affect behaviour, with little overlap between the two. Yet, the majority of interactions between hosts and parasites are probably reciprocal, such that host behaviour feeds back on parasites and vice versa. Explicitly considering these feedbacks is essential for understanding the complex connections between animal behaviour and parasite ecology and evolution. To illustrate this point, we discuss how host behaviour–parasite feedbacks might operate and explore the consequences of feedback for studies of animal behaviour and parasites. For example, ignoring the feedback of host social structure on parasite dynamics can limit the accuracy of predictions about parasite spread. Likewise, considering feedback in studies of parasites and animal personalities may provide unique insight about the maintenance of variation in personality types. Finally, applying the feedback concept to links between host behaviour and beneficial, rather than pathogenic, microbes may shed new light on transitions between mutualism and parasitism. More generally, accounting for host behaviour–parasite feedbacks can help identify critical gaps in our understanding of how key host behaviours and parasite traits evolve and are maintained. PMID:27053751

Host behaviour-parasite feedback: an essential link between animal behaviour and disease ecology.

Science.gov (United States)

Ezenwa, Vanessa O; Archie, Elizabeth A; Craft, Meggan E; Hawley, Dana M; Martin, Lynn B; Moore, Janice; White, Lauren

2016-04-13

Animal behaviour and the ecology and evolution of parasites are inextricably linked. For this reason, animal behaviourists and disease ecologists have been interested in the intersection of their respective fields for decades. Despite this interest, most research at the behaviour-disease interface focuses either on how host behaviour affects parasites or how parasites affect behaviour, with little overlap between the two. Yet, the majority of interactions between hosts and parasites are probably reciprocal, such that host behaviour feeds back on parasites and vice versa. Explicitly considering these feedbacks is essential for understanding the complex connections between animal behaviour and parasite ecology and evolution. To illustrate this point, we discuss how host behaviour-parasite feedbacks might operate and explore the consequences of feedback for studies of animal behaviour and parasites. For example, ignoring the feedback of host social structure on parasite dynamics can limit the accuracy of predictions about parasite spread. Likewise, considering feedback in studies of parasites and animal personalities may provide unique insight about the maintenance of variation in personality types. Finally, applying the feedback concept to links between host behaviour and beneficial, rather than pathogenic, microbes may shed new light on transitions between mutualism and parasitism. More generally, accounting for host behaviour-parasite feedbacks can help identify critical gaps in our understanding of how key host behaviours and parasite traits evolve and are maintained. © 2016 The Author(s).

Incentives for Delay-Constrained Data Query and Feedback in Mobile Opportunistic Crowdsensing

Directory of Open Access Journals (Sweden)

Yang Liu

2016-07-01

Full Text Available In this paper, we propose effective data collection schemes that stimulate cooperation between selfish users in mobile opportunistic crowdsensing. A query issuer generates a query and requests replies within a given delay budget. When a data provider receives the query for the first time from an intermediate user, the former replies to it and authorizes the latter as the owner of the reply. Different data providers can reply to the same query. When a user that owns a reply meets the query issuer that generates the query, it requests the query issuer to pay credits. The query issuer pays credits and provides feedback to the data provider, which gives the reply. When a user that carries a feedback meets the data provider, the data provider pays credits to the user in order to adjust its claimed expertise. Queries, replies and feedbacks can be traded between mobile users. We propose an effective mechanism to define rewards for queries, replies and feedbacks. We formulate the bargain process as a two-person cooperative game, whose solution is found by using the Nash theorem. To improve the credit circulation, we design an online auction process, in which the wealthy user can buy replies and feedbacks from the starving one using credits. We have carried out extensive simulations based on real-world traces to evaluate the proposed schemes.

Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons from a Faculty of Law Learning and Teaching Project

Science.gov (United States)

Richards, Kelly; Bell, Tamara; Dwyer, Angela

2017-01-01

The quality of feedback provided to university students has long been recognised as the most important predictor of student learning and satisfaction. However, providing quality feedback to students is challenging in the current context, in which universities increasingly rely on casualised and inexperienced academic staff to assess undergraduate…

How Attributes of the Feedback Message affect Subsequent Feedback Seeking: The interactive effects of feedback sign and type

OpenAIRE

Medvedeff, Megan; Gregory, Jane Brodie; Levy, Paul E

2008-01-01

In the current study, we examined the interactive effects of feedback type and sign on feedback-seeking behaviour, as well as the moderating role of regulatory focus. Using a behavioural measure of feedback seeking, we demonstrated a strong interaction between feedback type and sign, such that individuals subsequently sought the most feedback after they were provided with negative process feedback. Additionally, results suggested that an individual's chronic regulatory focus has implications ...

Improving Diabetes-Related Parent-Adolescent Communication With Individualized Feedback.

Science.gov (United States)

May, Dana K K; Ellis, Deborah A; Cano, Annmarie; Dekelbab, Bassem

2017-11-01

To pilot a brief individualized feedback intervention to improve the communication skills of parents with an adolescent with type 1 diabetes. Parent-adolescent dyads (N = 79) discussed a diabetes-related problem, while an interventionist rated the parent's communication skills to give feedback to the parents. Parents were then randomized to a brief feedback session to target person-centered communication skills or an educational session. Dyads discussed another diabetes care problem to assess for change in communication skills. Independent raters coded parent communication skills from video recordings to rate behaviors in the service of examining possible changes in communication skills. Dyads completed ratings of perceived closeness and empathy after each conversation. Controlling for overall positive communication at baseline, parents who received feedback showed more improvement in specific person-centered communication skills than parents in the control group. Adolescents in the feedback group reported greater increases in parental empathy and intimacy from pre- to postmanipulation than the control. The feedback intervention showed preliminary efficacy for increasing person-centered communication skills and perceived empathy and intimacy. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Audiotape Feedback for Essays in Distance Education

NARCIS (Netherlands)

Kirschner, P.A.; Brink, H. van den; Meester, M.

1991-01-01

Students who were required to write three short essays for a university level course on photochemistry at the Open university of the Netherlands received either audio-cassette or written feedback on their essays. The students receiving the audio feedback described their experience as personal,

Feedback on Feedback--Does It Work?

Science.gov (United States)

Speicher, Oranna; Stollhans, Sascha

2015-01-01

It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher (inter alia Abdous & Yoshimura, 2010; Brick & Holmes, 2008; Cann, 2007; Stannard, 2007). In this short paper we will report the…

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

Directory of Open Access Journals (Sweden)

Waterbrook AL

2018-05-01

Full Text Available Anna L Waterbrook,1 Karen C Spear Ellinwood,2 T Gail Pritchard,3 Karen Bertels,1 Ariel C Johnson,4 Alice Min,1 Lisa R Stoneking1 1Department of Emergency Medicine, The University of Arizona College of Medicine, Tucson, AZ, USA; 2Department of Obstetrics and Gynecology, The University of Arizona College of Medicine, Tucson, AZ, USA; 3Department of Pediatrics, The University of Arizona College of Medicine, Tucson, AZ, USA; 4College of Medicine, The University of Arizona College of Medicine, Tucson, AZ, USA 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

Experiences With Insurance Plans and Providers Among Persons With Mental Illness.

Science.gov (United States)

Rowan, Kathleen; Shippee, Nathan D

2016-03-01

This study used nationally representative household survey data to examine the association between mental illness and experiences with usual care providers and health plans among persons with public or private insurance (N=25,176). Data were from the 2004-2012 Medical Expenditure Panel Surveys. Mental illness was assessed with symptom scales of serious psychological distress and depression at two time points, and persons were categorized by whether mental illness was episodic or persistent over time. Questions about experiences with providers (four questions) and plans (five questions) were based on the Consumer Assessment of Healthcare Providers and Systems survey. Rates of problems with plans and providers were reported for each category of mental illness, and multivariate regression was used to examine the association of problems with mental illness. Rates of problems with health plans were high, specifically for treatment approvals, finding information, and customer service, and were higher among persons with mental illness. Rates of problems with providers were lower than problems with plans, but persons with mental illness were more likely to report problems, specifically that doctors do not explain treatment options, respect treatment choices, or seek participation in decisions. Persons with mental illness reported experiencing more clinical and administrative problems at their usual source of care, although the reasons were not clear. Efforts by plans to improve health care before and after the clinical encounter and by providers to design treatments in line with patient preferences may improve experiences for all patients and particularly for those with mental illness.

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

Science.gov (United States)

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…

Feedback to providers improves evidence-based implantable cardioverter-defibrillator programming and reduces shocks.

Science.gov (United States)

Silver, Marc T; Sterns, Laurence D; Piccini, Jonathan P; Joung, Boyoung; Ching, Chi-Keong; Pickett, Robert A; Rabinovich, Rafael; Liu, Shufeng; Peterson, Brett J; Lexcen, Daniel R

2015-03-01

Implantable cardioverter-defibrillator (ICD) shocks are associated with increased anxiety, health care utilization, and potentially mortality. The purpose of the Shock-Less Study was to determine if providing feedback reports to physicians on their adherence to evidence-based shock reduction programming could improve their programming behavior and reduce shocks. Shock-Less enrolled primary prevention (PP) and secondary prevention (SP) ICD patients between 2009 and 2012 at 118 study centers worldwide and followed patients longitudinally after their ICD implant. Center-specific therapy programming reports (TPRs) were delivered to each center 9 to 12 months after their first enrollment. The reports detailed adherence to evidence-based programming targets: number of intervals to detect ventricular fibrillation (VF NID), longest treatment interval (LTI), supraventricular tachycardia (SVT) discriminators (Wavelet, PR Logic), SVT limit, Lead Integrity Alert (LIA), and antitachycardia pacing (ATP). Clinicians programmed ICDs at their discretion. The primary outcome measure was the change in utilization of evidence-based shock reduction programming before (phase I, n = 2694 patients) and after initiation of the TPR (phase II, n = 1438 patients). Patients implanted after feedback reports (phase II) were up to 20% more likely to have their ICDs programmed in line with evidence-based shock reduction programming (eg, VF NID in PP patients 30/40 in 33.5% vs 18.6%, P programming feedback reports improves adherence to evidence-based shock reduction programming and is associated with lower risk of ICD shocks. Copyright © 2015 Heart Rhythm Society. Published by Elsevier Inc. All rights reserved.

Discovering Your Personality: A Group Exercise in Personal Sensemaking

Science.gov (United States)

Anderson, Marc H.

2008-01-01

Personality affects a wide variety of issues in organizational behavior, human resource management, and strategic management. Instructors teaching personality often have students take personality tests and then give them their scores. This passive approach to giving test feedback suffers from several weaknesses dealing with distinct perceptual…

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

Science.gov (United States)

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

2016-10-21

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

The Effect of Personal Self-Support and Feedback on Long-Time Duration Estimation%个人自立、反馈对长时距估计的影响

Institute of Scientific and Technical Information of China (English)

夏凌翔; 陈妹莹

2012-01-01

为了探索人格与反馈对时间估计的影响，采用非时间任务和预期式时距估计的方法对个人自立高分组与低分组共40名被试进行了研究。结果发现：（1）在两次时距估计中个人自立高分组的时距估计绝对错误量均有小于低分组的趋势；（2）个人自立商分组的时距估计绝对错误量变化幅度显著小于低分组；（3）个人自立高分组的两次时距估计绝对错误量的相关显著，且明显大于低分组的；（4）有反馈组的时距估计绝对错误量显著小于无反馈组。据此可以认为：（1）高个人自立者的时间估计误差的变异度更小，同时可能倾向于更准确地进行时距估计。（2）反馈有助于提高时间估计的准确性。%Time estimation is common but crucial to people＇ s daily life. The relationship between personality and time estimation has been explored for decades by Western scholars. Some personality traits such as extraversion, neuroticism, psychoticism, openness, impulsiveness, conscientiousness, delay, focus of control, yuppie traits and hippie traits, and type A were found to be related to time estimation. In addition, feedback is another factor which could influence time estimation. However, to our knowledge, no empirical study concerning relation of personality, feedback and time estimation has been published in China. This study intended to explore the relation of personal self-support, feedback and time estimation. Personal self-support is a primary facet of self-supporting personality. Self-supporting personality is a traditional concept in Chinese culture and is considered to be a positive personality. In the present study 40 subjects were chosen from 766 college students according to their scores on the Personal Self-Support Scale （PSSS） from the Self-Supporting Personality Scale for Adolescent Students（SSPS-AS）. They were divided into high personal self-sup- port and low personal self

Reflective portfolios support learning, personal growth and ...

African Journals Online (AJOL)

Conclusion. Portfolios are an under-utilised assessment and self-development tool in postgraduate training. They allow students to self-assess their attainment of personal learning needs, professional growth and competency achievement and provide faculty with useful feedback on curriculum content, educational activities ...

Feedback authoring possibilities in web-based learning systems

NARCIS (Netherlands)

Vasilyeva, E.; De Bra, P.M.E.; Pechenizkiy, M.; Bonk, C.J.; et al., xx

2008-01-01

This paper surveys and analyses the feedback authoring possibilities in online assessment modules of the most popular Learning Management Systems (LMS) including Moodle, Sakai, and Blackboard. We consider the problem of authoring and support of tailored and personalized feedback and demonstrate how

Operating experience feedback in TVO

Energy Technology Data Exchange (ETDEWEB)

Piirto, A [Teollisuuden Voima Oy (Finland)

1997-12-31

TVO is a power company operating with two 710 MW BWR units at Olkiluoto. For operating experience feedback TVO has not established a separate organizational unit but rather relies on a group of persons representing various technical disciplines. The ``Operating Experience Group`` meets at about three-week intervals to handle the reports of events (in plant and external) which have been selected for handling by an engineer responsible for experience feedback. 7 charts.

Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model.

Science.gov (United States)

Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia

2017-01-01

Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor-employee dyads from nine industry firms. The results indicate that supervisor feedback environment is positively related to creative performance, the relationship between the supervisor feedback environment and creative performance is mediated by goal self-concordance perfectly and moderated by creative personality significantly. The mediation effort of goal self-concordance is significantly influenced by creative personality. The implication of improving employees' creative performance is further discussed. The present study advances several perspectives of previous studies, echoes recent suggestions that organizations interested in stimulating employee creativity might profitably focus on developing work contexts that support it.

What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

Science.gov (United States)

Caulfield, Jay

2007-01-01

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

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

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

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

2018-02-27

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

Community structure analysis of rejection sensitive personality profiles: A common neural response to social evaluative threat?

Science.gov (United States)

Kortink, Elise D; Weeda, Wouter D; Crowley, Michael J; Gunther Moor, Bregtje; van der Molen, Melle J W

2018-06-01

Monitoring social threat is essential for maintaining healthy social relationships, and recent studies suggest a neural alarm system that governs our response to social rejection. Frontal-midline theta (4-8 Hz) oscillatory power might act as a neural correlate of this system by being sensitive to unexpected social rejection. Here, we examined whether frontal-midline theta is modulated by individual differences in personality constructs sensitive to social disconnection. In addition, we examined the sensitivity of feedback-related brain potentials (i.e., the feedback-related negativity and P3) to social feedback. Sixty-five undergraduate female participants (mean age = 19.69 years) participated in the Social Judgment Paradigm, a fictitious peer-evaluation task in which participants provided expectancies about being liked/disliked by peer strangers. Thereafter, they received feedback signaling social acceptance/rejection. A community structure analysis was employed to delineate personality profiles in our data. Results provided evidence of two subgroups: one group scored high on attachment-related anxiety and fear of negative evaluation, whereas the other group scored high on attachment-related avoidance and low on fear of negative evaluation. In both groups, unexpected rejection feedback yielded a significant increase in theta power. The feedback-related negativity was sensitive to unexpected feedback, regardless of valence, and was largest for unexpected rejection feedback. The feedback-related P3 was significantly enhanced in response to expected social acceptance feedback. Together, these findings confirm the sensitivity of frontal midline theta oscillations to the processing of social threat, and suggest that this alleged neural alarm system behaves similarly in individuals that differ in personality constructs relevant to social evaluation.

The efficacy of a personalized feedback-only intervention for at-risk college gamblers.

Science.gov (United States)

Martens, Matthew P; Arterberry, Brooke J; Takamatsu, Stephanie K; Masters, Joan; Dude, Kim

2015-06-01

College students have been shown to be at higher risk than the general adult population for gambling-related problems. Thus, the purpose of this study was to examine the efficacy of a personalized feedback only intervention (PFB) among at-risk college student gamblers. Three hundred thirty-three college students who met screening criteria were randomized into 1 of 3 conditions: PFB, education only (EDU), or assessment only (AO). At 3-month follow-up, individuals in the PFB condition reported fewer dollars gambled and fewer gambling-related problems than those in the AO condition. There were no differences between those in the EDU and the AO conditions, or between those in the PFB and the EDU conditions. These findings are consistent with clinical trials examining other health behaviors, and have implications for the development and delivery of effective intervention programming for at-risk gamblers. (c) 2015 APA, all rights reserved).

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

Directory of Open Access Journals (Sweden)

Jane Bleasel

2016-10-01

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

Receiving recommendations and providing feedback : the user-experience of a recommender system

NARCIS (Netherlands)

Knijnenburg, B.P.; Willemsen, M.C.; Hirtbach, S.; Buccafurri, F.; Semeraro, G.

2010-01-01

This paper systematically evaluates the user experience of a recommender system. Using both behavioral data and subjective measures of user experience, we demonstrate that choice satisfaction and system effectiveness increase when a system provides personalized recommendations (compared to the same

The Improvement of Dental Posture Using Personalized Biofeedback.

Science.gov (United States)

Thanathornwong, Bhornsawan; Suebnukarn, Siriwan

2015-01-01

Dentists are subject to staying in static or awkward postures for long periods due to their highly concentrated work. This study describes a real-time personalized biofeedback system developed for dental posture training with the use of vibrotactile biofeedback. The real-time personalized biofeedback system was an integrated solution that comprised of two components: 1) a wearable device that contained an accelerometer sensor for measuring the tilt angle of the body (input) and provided real-time vibrotactile biofeedback (output); and 2) software for data capturing, processing, and personalized biofeedback generation. The implementation of real-time personalized vibrotactile feedback was computed using Hidden Markov Models (HMMs). For the test case, we calculated the probability and log-likelihood of the test movements under the Work related Musculoskeletal Disorders (WMSD) and non-WMSD HMMs. The vibrotactile biofeedback was provided to the user via a wearable device for a WMSD-predicted case. In the system evaluation, a randomized crossover trial was conducted to compare dental posture measure using tilt angles of the upper back and muscle activities of those dental students that received vibrotactile biofeedback from the system with the control group against the dental students who received no feedback. The participants who received feedback from the system had a lower tilt angle at 10th, 50th, and 90th percentiles of Backx and Backy, as well as muscular load, which were statistically different (pbiofeedback system for posture training in dental students is feasible and associated with quantitative improvements of the dental posture.

Cognitive Dissonance, Personalized Feedback, and Online Gambling Behavior: An Exploratory Study Using Objective Tracking Data and Subjective Self-Report.

Science.gov (United States)

Auer, Michael; Griffiths, Mark D

2018-01-01

Providing personalized feedback about the amount of money that gamblers have actually spent may-in some cases-result in cognitive dissonance due to the mismatch between what gamblers actually spent and what they thought they had spent. In the present study, the participant sample ( N  = 11,829) was drawn from a Norwegian population that had played at least one game for money in the past six months on the Norsk Tipping online gambling website. Players were told that they could retrieve personalized information about the amount of money they had lost over the previous 6-month period. Out of the 11,829 players, 4045 players accessed information about their personal gambling expenditure and were asked whether they thought the amount they lost was (i) more than expected, (ii) about as much as expected, or (iii) less than expected. It was hypothesized that players who claimed that the amount of money lost gambling was more than they had expected were more likely to experience a state of cognitive dissonance and would attempt to reduce their gambling expenditure more than other players who claimed that the amount of money lost was as much as they expected. The overall results contradicted the hypothesis because players without any cognitive dissonance decreased their gambling expenditure more than players experiencing cognitive dissonance. However, a more detailed analysis of the data supported the hypothesis because specific playing patterns of six different types of gambler using a machine-learning tree algorithm explained the paradoxical overall result.

Personalized Physical Activity Coaching: A Machine Learning Approach

Directory of Open Access Journals (Sweden)

Talko B. Dijkhuis

2018-02-01

Full Text Available Living a sedentary lifestyle is one of the major causes of numerous health problems. To encourage employees to lead a less sedentary life, the Hanze University started a health promotion program. One of the interventions in the program was the use of an activity tracker to record participants' daily step count. The daily step count served as input for a fortnightly coaching session. In this paper, we investigate the possibility of automating part of the coaching procedure on physical activity by providing personalized feedback throughout the day on a participant's progress in achieving a personal step goal. The gathered step count data was used to train eight different machine learning algorithms to make hourly estimations of the probability of achieving a personalized, daily steps threshold. In 80% of the individual cases, the Random Forest algorithm was the best performing algorithm (mean accuracy = 0.93, range = 0.88–0.99, and mean F1-score = 0.90, range = 0.87–0.94. To demonstrate the practical usefulness of these models, we developed a proof-of-concept Web application that provides personalized feedback about whether a participant is expected to reach his or her daily threshold. We argue that the use of machine learning could become an invaluable asset in the process of automated personalized coaching. The individualized algorithms allow for predicting physical activity during the day and provides the possibility to intervene in time.

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

Science.gov (United States)

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

2013-01-01

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

Feedback Valence Affects Auditory Perceptual Learning Independently of Feedback Probability

Science.gov (United States)

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

2015-01-01

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

Just-in-Time Feedback in Diet and Physical Activity Interventions: Systematic Review and Practical Design Framework.

Science.gov (United States)

Schembre, Susan M; Liao, Yue; Robertson, Michael C; Dunton, Genevieve Fridlund; Kerr, Jacqueline; Haffey, Meghan E; Burnett, Taylor; Basen-Engquist, Karen; Hicklen, Rachel S

2018-03-22

The integration of body-worn sensors with mobile devices presents a tremendous opportunity to improve just-in-time behavioral interventions by enhancing bidirectional communication between investigators and their participants. This approach can be used to deliver supportive feedback at critical moments to optimize the attainment of health behavior goals. The goals of this systematic review were to summarize data on the content characteristics of feedback messaging used in diet and physical activity (PA) interventions and to develop a practical framework for designing just-in-time feedback for behavioral interventions. Interventions that included just-in-time feedback on PA, sedentary behavior, or dietary intake were eligible for inclusion. Feedback content and efficacy data were synthesized descriptively. The review included 31 studies (15/31, 48%, targeting PA or sedentary behavior only; 13/31, 42%, targeting diet and PA; and 3/31, 10%, targeting diet only). All studies used just-in-time feedback, 30 (97%, 30/31) used personalized feedback, and 24 (78%, 24/31) used goal-oriented feedback, but only 5 (16%, 5/31) used actionable feedback. Of the 9 studies that tested the efficacy of providing feedback to promote behavior change, 4 reported significant improvements in health behavior. In 3 of these 4 studies, feedback was continuously available, goal-oriented, or actionable. Feedback that was continuously available, personalized, and actionable relative to a known behavioral objective was prominent in intervention studies with significant behavior change outcomes. Future research should determine whether all or some of these characteristics are needed to optimize the effect of feedback in just-in-time interventions. ©Susan M Schembre, Yue Liao, Michael C Robertson, Genevieve Fridlund Dunton, Jacqueline Kerr, Meghan E Haffey, Taylor Burnett, Karen Basen-Engquist, Rachel S Hicklen. Originally published in the Journal of Medical Internet Research (http

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

Science.gov (United States)

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

2012-11-13

. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness.

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

Directory of Open Access Journals (Sweden)

Mostyn Alison

2012-11-01

individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness.

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

Science.gov (United States)

2012-01-01

response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness. PMID:23148762

How emotion shapes behavior: feedback, anticipation, and reflection, rather than direct causation.

Science.gov (United States)

Baumeister, Roy F; Vohs, Kathleen D; DeWall, C Nathan; Zhang, Liqing

2007-05-01

Fear causes fleeing and thereby saves lives: this exemplifies a popular and common sense but increasingly untenable view that the direct causation of behavior is the primary function of emotion. Instead, the authors develop a theory of emotion as a feedback system whose influence on behavior is typically indirect. By providing feedback and stimulating retrospective appraisal of actions, conscious emotional states can promote learning and alter guidelines for future behavior. Behavior may also be chosen to pursue (or avoid) anticipated emotional outcomes. Rapid, automatic affective responses, in contrast to the full-blown conscious emotions, may inform cognition and behavioral choice and thereby help guide current behavior. The automatic affective responses may also remind the person of past emotional outcomes and provide useful guides as to what emotional outcomes may be anticipated in the present. To justify replacing the direct causation model with the feedback model, the authors review a large body of empirical findings.

Prototype Willingness Model Drinking Cognitions Mediate Personalized Normative Feedback Efficacy.

Science.gov (United States)

Lewis, Melissa A; Litt, Dana M; Tomkins, Mary; Neighbors, Clayton

2017-05-01

Personalized normative feedback (PNF) interventions have been shown to be efficacious at reducing college student drinking. Because descriptive norms have been shown to mediate PNF efficacy, the current study focused on examining additional prototype willingness model social reaction cognitions, namely, prototypes and willingness, as mediators of intervention efficacy. We expected the PNF interventions to be associated with increased prototype favorability of students who do not drink, which would in turn be associated with decreased willingness to drink and subsequently, less drinking. The current study included 622 college students (53.2% women; 62% Caucasian) who reported one or more heavy drinking episodes in the past month and completed baseline and three-month follow-up assessments. As posited by the framework of the prototype willingness model, sequential mediation analyses were conducted to evaluate increases in abstainer prototype favorability on willingness on drinking, and subsequently willingness to drink on drinking behavior. Mediation results revealed significant indirect effects of PNF on three-month drinking through three-month prototypes and willingness, indicating that the social reaction pathway of the prototype willingness model was supported. Findings have important implications for PNF interventions aiming to reduce high-risk drinking among college students. Study findings suggest that we should consider looking at additional socially-based mediators of PNF efficacy in addition to perceived descriptive norms.

Electroencephalogy (EEG) Feedback in Decision-Making

Science.gov (United States)

2015-08-26

Electroencephalogy ( EEG ) Feedback In Decision- Making The goal of this project is to investigate whether Electroencephalogy ( EEG ) can provide useful...feedback when training rapid decision-making. More specifically, EEG will allow us to provide online feedback about the neural decision processes...Electroencephalogy ( EEG ) Feedback In Decision-Making Report Title The goal of this project is to investigate whether Electroencephalogy ( EEG ) can provide useful

Usefulness of feedback in e-learning from the students' perspective

Directory of Open Access Journals (Sweden)

María-Jesús Martínez-Argüelles

2015-10-01

Full Text Available Purpose: Functionality of feedback in pedagogical processes has been broadly analyzed in face-to-face learning, although to a lesser extent than in the on-line learning. Narciss (2004, 2008 distinguishes two dimensions within the feedback, the semantic dimension and the structural dimension. This article aims to analyze, from the student’s perspective, the semantic dimension of feedback in a virtual learning environment (VLE. Firstly, we analyze the importance that VLE students give to feedback and its degree of personalization. Later, the usefulness that students deem feedback should have, paying special attention to each of its semantic subdimensions (Narciss, 2004. Design/methodology/approach: A survey was conducted among students of Business Administration degree of the Universitat Oberta de Catalunya (UOC. 182 students took part, separated into two groups (pilot and control. Findings: It has been proved that 90% of students give a great or very great importance to reception of feedback from their tutors, a relevance they consider to be higher than the one within a face-to-face environment. This percentage is around 75% with regard to the importance given to the level of personalization of feedback. The development of a factor analysis has revealed that usefulness of personalized feedback perceived by the students can be subsumed under two large dimensions: the one that facilitates learning (related to its semantic dimension and the motivational one (by allowing an easier and more fluid communication with the tutor, contributing not to leave the course, etc. The latter dimension has been also proved to be key in order to attain improvements in the students’ satisfaction with the learning process. This research was funded by the Catalan government and the UOC, within the framework of projects to Improve Teaching Quality (ITQ. Originality/value: Implementing personalized feedback has a relevant impact on the student, who values it because

GIVING AND RECEIVING CONSTRUCTIVE FEEDBACK

Directory of Open Access Journals (Sweden)

Ірина Олійник

2015-05-01

Full Text Available The article scrutinizes the notion of feedback applicable in classrooms where team teaching is provided. The experience of giving and receiving feedback has been a good practice in cooperation between a U.S. Peace Corps volunteer and a Ukrainian counterpart. Giving and receiving feedback is an effective means of classroom observation that provides better insight into the process of teaching a foreign language. The article discusses the stages of feedback and explicates the notion of sharing experience between two teachers working simultaneously in the same classroom. The guidelines for giving and receiving feedback have been provided as well as the most commonly used vocabulary items have been listed. It has been proved that mutual feedback leads to improving teaching methods and using various teaching styles and techniques.

Weak responses to auditory feedback perturbation during articulation in persons who stutter: evidence for abnormal auditory-motor transformation.

Directory of Open Access Journals (Sweden)

Shanqing Cai

Full Text Available Previous empirical observations have led researchers to propose that auditory feedback (the auditory perception of self-produced sounds when speaking functions abnormally in the speech motor systems of persons who stutter (PWS. Researchers have theorized that an important neural basis of stuttering is the aberrant integration of auditory information into incipient speech motor commands. Because of the circumstantial support for these hypotheses and the differences and contradictions between them, there is a need for carefully designed experiments that directly examine auditory-motor integration during speech production in PWS. In the current study, we used real-time manipulation of auditory feedback to directly investigate whether the speech motor system of PWS utilizes auditory feedback abnormally during articulation and to characterize potential deficits of this auditory-motor integration. Twenty-one PWS and 18 fluent control participants were recruited. Using a short-latency formant-perturbation system, we examined participants' compensatory responses to unanticipated perturbation of auditory feedback of the first formant frequency during the production of the monophthong [ε]. The PWS showed compensatory responses that were qualitatively similar to the controls' and had close-to-normal latencies (∼150 ms, but the magnitudes of their responses were substantially and significantly smaller than those of the control participants (by 47% on average, p<0.05. Measurements of auditory acuity indicate that the weaker-than-normal compensatory responses in PWS were not attributable to a deficit in low-level auditory processing. These findings are consistent with the hypothesis that stuttering is associated with functional defects in the inverse models responsible for the transformation from the domain of auditory targets and auditory error information into the domain of speech motor commands.

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

Science.gov (United States)

van Schie, Charlotte C; Chiu, Chui-De; Rombouts, Serge A R B; Heiser, Willem J; Elzinga, Bernet M

2018-01-01

Abstract The way we view ourselves may play an important role in our responses to interpersonal interactions. In this study, we investigate how feedback valence, consistency of feedback with self-knowledge and global self-esteem influence affective and neural responses to social feedback. Participants (N = 46) with a high range of self-esteem levels performed the social feedback task in an MRI scanner. Negative, intermediate and positive feedback was provided, supposedly by another person based on a personal interview. Participants rated their mood and applicability of feedback to the self. Analyses on trial basis on neural and affective responses are used to incorporate applicability of individual feedback words. Lower self-esteem related to low mood especially after receiving non-applicable negative feedback. Higher self-esteem related to increased posterior cingulate cortex and precuneus activation (i.e. self-referential processing) for applicable negative feedback. Lower self-esteem related to decreased medial prefrontal cortex, insula, anterior cingulate cortex and posterior cingulate cortex activation (i.e. self-referential processing) during positive feedback and decreased temporoparietal junction activation (i.e. other referential processing) for applicable positive feedback. Self-esteem and consistency of feedback with self-knowledge appear to guide our affective and neural responses to social feedback. This may be highly relevant for the interpersonal problems that individuals face with low self-esteem and negative self-views. PMID:29490088

A model for educational feedback based on clinical communication skills strategies: beyond the "feedback sandwich".

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Milan, Felise B; Parish, Sharon J; Reichgott, Michael J

2006-01-01

Feedback is an essential tool in medical education, and the process is often difficult for both faculty and learner. There are strong analogies between the provision of educational feedback and doctor-patient communication during the clinical encounter. Relationship-building skills used in the clinical setting-Partnership, Empathy, Apology, Respect, Legitimation, Support (PEARLS)-can establish trust with the learner to better manage difficult feedback situations involving personal issues, unprofessional behavior, or a defensive learner. Using the stage of readiness to change (transtheoretical) model, the educator can "diagnose" the learner's stage of readiness and employ focused interventions to encourage desired changes. This approach has been positively received by medical educators in faculty development workshops. A model for provision of educational feedback based on communication skills used in the clinical encounter can be useful in the medical education setting. More robust evaluation of the construct validity is required in actual training program situations.

A method for calculating active feedback system to provide vertical ...

Indian Academy of Sciences (India)

Slow instabilities, development time of which is proportional to the .... where (w, I) denotes the scalar (inner or dot) product of vectors w and I. Solutions ... which the system of passive conductors must satisfy. ..... In this research, the active feedback system consisting of two coils with coordi- .... a new mode becomes dominant.

The Effects of Source, Revision Possibility, and Amount of Feedback on Marketing Students' Impressions of Feedback on an Assignment

Science.gov (United States)

Ackerman, David S.; Dommeyer, Curt J.; Gross, Barbara L.

2017-01-01

This study examines how three factors affect students' reactions to critical feedback on an assignment--amount of feedback (none vs. low amount vs. high amount), source of feedback (instructor-provided feedback vs. peer-provided feedback), and the situational context of the feedback (revision of paper is or is not possible). An incomplete 3 × 2 ×…

The Role of Self-Esteem and Self-Efficacy in Detecting Responses to Feedback

Science.gov (United States)

1998-07-01

self -efficacy on a novel task may be a function of self - esteem and initial instruction on the task. It may be that low SEs initial self ...than will persons low in self -efficacy. This may also have implications for the interaction between self -efficacy and self - esteem . In situations...feedback than persons with low SE. Persons with low self - esteem are likely to perceive 32 greater feedback seeking costs (as noted earlier).

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

Science.gov (United States)

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

2011-01-01

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

Mobile patient feedback through continued monitoring and guideline-based decision support

OpenAIRE

Hernando Pérez, María Elena; Martínez Sarriegui, Iñaki; García Sáez, Gema; Quaglini, Silvana; Rigla Cros, Mercedes; Napolitano, Carlo

2015-01-01

This paper demonstrates the MobiGuide mobile application that provides patients with guideline-based feedback personalized to their health state, preferences, social context and technological context. Patients? state and compliance are observed through the continued monitorization of physiological and lifestyle parameters: blood glucose, physical activity, ECG, heart rate and blood pressure. The Smartphone application is generic and has a modular structure to allow reusing system components i...

The Art of Giving Online Feedback

Science.gov (United States)

Leibold, Nancyruth; Schwarz, Laura Marie

2015-01-01

The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An…

Synthesis of human-nature feedbacks

Directory of Open Access Journals (Sweden)

Vanessa Hull

2015-09-01

Full Text Available In today's globalized world, humans and nature are inextricably linked. The coupled human and natural systems (CHANS framework provides a lens with which to understand such complex interactions. One of the central components of the CHANS framework involves examining feedbacks among human and natural systems, which form when effects from one system on another system feed back to affect the first system. Despite developments in understanding feedbacks in single disciplines, interdisciplinary research on CHANS feedbacks to date is scant and often site-specific, a shortcoming that prevents complex coupled systems from being fully understood. The special feature "Exploring Feedbacks in Coupled Human and Natural Systems (CHANS" makes strides to fill this critical gap. Here, as an introduction to the special feature, we provide an overview of CHANS feedbacks. In addition, we synthesize key CHANS feedbacks that emerged in the papers of this special feature across agricultural, forest, and urban landscapes. We also examine emerging themes explored across the papers, including multilevel feedbacks, time lags, and surprises as a result of feedbacks. We conclude with recommendations for future research that can build upon the foundation provided in the special feature.

eTeacher: Providing Personalized Assistance to E-Learning Students

Science.gov (United States)

Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

Personality traits and energy conservation

International Nuclear Information System (INIS)

Shen, Meng; Cui, Qingbin; Fu, Liping

2015-01-01

As a cost-effective solution to energy conservation, behavior based method focuses on changing people's behavior through normative feedback for energy efficiency. While the application of behavior-based method is promising, the challenge exists to achieve efficiently sustainable behavioral change. Based on multi-period observation of energy behavior at the Joint Base Andrews in Maryland, this paper presents a model-based approach aimed to improve the nationally popular and deep-seated benchmark setting strategy for normative feedback used in home energy reports. The improved approach has its merits of countering the undesirable boomerang effect and enhancing the effectiveness of normative feedback targeting different personalities. By introducing a modified opinion dynamics model, this paper simulates the process of energy behavior change and therefore identifies the driver and elementary rules of behavioral change. In particular, the paper defines various behavioral zones in accordance with people's personality and proposes a new customized energy reporting mechanism that maps normative benchmark to personality trait. The new energy reporting policy has strong industrial implication for promoting behavior-based method towards a sustained energy conservation movement. -- Highlights: •We explore the personality driving resident behavior change under peer pressure. •We map the distribution of behavior clusters driven by personality and benchmarks. •The model is tested using data from an experiment conducted in Maryland, U.S. •The population exposed to normative feedback can be divided into six categories. •A personality trait-based home energy reporting mechanism is proposed

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

NARCIS (Netherlands)

Thurlings, Marieke; Vermeulen, Marjan; Kreijns, Karel; Bastiaens, Theo; Stijnen, Sjef

2018-01-01

Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which

Impact of Mental Health Screening on Promoting Immediate Online Help-Seeking: Randomized Trial Comparing Normative Versus Humor-Driven Feedback.

Science.gov (United States)

Choi, Isabella; Milne, David N; Deady, Mark; Calvo, Rafael A; Harvey, Samuel B; Glozier, Nick

2018-04-05

Given the widespread availability of mental health screening apps, providing personalized feedback may encourage people at high risk to seek help to manage their symptoms. While apps typically provide personal score feedback only, feedback types that are user-friendly and increase personal relevance may encourage further help-seeking. The aim of this study was to compare the effects of providing normative and humor-driven feedback on immediate online help-seeking, defined as clicking on a link to an external resource, and to explore demographic predictors that encourage help-seeking. An online sample of 549 adults were recruited using social media advertisements. Participants downloaded a smartphone app known as "Mindgauge" which allowed them to screen their mental wellbeing by completing standardized measures on Symptoms (Kessler 6-item Scale), Wellbeing (World Health Organization [Five] Wellbeing Index), and Resilience (Brief Resilience Scale). Participants were randomized to receive normative feedback that compared their scores to a reference group or humor-driven feedback that presented their scores in a relaxed manner. Those who scored in the moderate or poor ranges in any measure were encouraged to seek help by clicking on a link to an external online resource. A total of 318 participants scored poorly on one or more measures and were provided with an external link after being randomized to receive normative or humor-driven feedback. There was no significant difference of feedback type on clicking on the external link across all measures. A larger proportion of participants from the Wellbeing measure (170/274, 62.0%) clicked on the links than the Resilience (47/179, 26.3%) or Symptoms (26/75, 34.7%) measures (χ 2 =60.35, PWellbeing measures. Participants with a previous episode of poor mental health were less likely than those without such history to click on the external link in the Symptoms measure (P=.003, odds ratio [OR] 0.83, 95% CI 0.02-0.44), and

Design of personalized search engine based on user-webpage dynamic model

Science.gov (United States)

Li, Jihan; Li, Shanglin; Zhu, Yingke; Xiao, Bo

2013-12-01

Personalized search engine focuses on establishing a user-webpage dynamic model. In this model, users' personalized factors are introduced so that the search engine is better able to provide the user with targeted feedback. This paper constructs user and webpage dynamic vector tables, introduces singular value decomposition analysis in the processes of topic categorization, and extends the traditional PageRank algorithm.

Evaluation of end-user satisfaction among employees participating in a web-based health risk assessment with tailored feedback.

Science.gov (United States)

Vosbergen, Sandra; Laan, Eva K; Colkesen, Ersen B; Niessen, Maurice A J; Kraaijenhagen, Roderik A; Essink-Bot, Marie-Louise; Peek, Niels

2012-10-30

Web technology is increasingly being used to provide individuals with health risk assessments (HRAs) with tailored feedback. End-user satisfaction is an important determinant of the potential impact of HRAs, as this influences program attrition and adherence to behavioral advice. The aim of this study was to evaluate end-user satisfaction with a web-based HRA with tailored feedback applied in worksite settings, using mixed (quantitative and qualitative) methods. Employees of seven companies in the Netherlands participated in a commercial, web-based, HRA with tailored feedback. The HRA consisted of four components: 1) a health and lifestyle assessment questionnaire, 2) a biometric evaluation, 3) a laboratory evaluation, and 4) tailored feedback consisting of a personal health risk profile and lifestyle behavior advice communicated through a web portal. HRA respondents received an evaluation questionnaire after six weeks. Satisfaction with different parts of the HRA was measured on 5-point Likert scales. A free-text field provided the opportunity to make additional comments. In total, 2289 employees participated in the HRA program, of which 637 (27.8%) completed the evaluation questionnaire. Quantitative analysis showed that 85.6% of the respondents evaluated the overall HRA positively. The free-text field was filled in by 29.7 % of the respondents (189 out of 637), who made 315 separate remarks. Qualitative evaluation of these data showed that these respondents made critical remarks. Respondents felt restricted by the answer categories of the health and lifestyle assessment questionnaire, which resulted in the feeling that the corresponding feedback could be inadequate. Some respondents perceived the personal risk profile as unnecessarily alarming or suggested providing more explanations, reference values, and a justification of the behavioral advice given. Respondents also requested the opportunity to discuss the feedback with a health professional. Most people

Complete the Picture: Evaluation Fills In the Missing Pieces That Feedback Can't Provide

Science.gov (United States)

Dumas, Chad; Jenkins, Lee

2013-01-01

The workshop is done--How does anyone know that staff learned what they needed to learn? How does anyone know that the content of the workshop day is now common knowledge among the attendees? Two key indicators are feedback and evaluation. Feedback from participants is what the presenter uses to fine-tune his or her professional learning delivery.…

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

Science.gov (United States)

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

2015-01-01

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

Effects of Informative and Confirmatory Feedback on Brain Activation During Negative Feedback Processing

Directory of Open Access Journals (Sweden)

Yeon-Kyoung eWoo

2015-06-01

Full Text Available The current study compared the effects of informative and confirmatory feedback on brain activation during negative feedback processing. For confirmatory feedback trials, participants were informed that they had failed the task, whereas informative feedback trials presented task relevant information along with the notification of their failure. Fourteen male undergraduates performed a series of spatial-perceptual tasks and received feedback while their brain activity was recorded. During confirmatory feedback trials, greater activations in the amygdala, dorsal anterior cingulate cortex, and the thalamus (including the habenular were observed in response to incorrect responses. These results suggest that confirmatory feedback induces negative emotional reactions to failure. In contrast, informative feedback trials elicited greater activity in the dorsolateral prefrontal cortex (DLPFC when participants experienced failure. Further psychophysiological interaction (PPI analysis revealed a negative coupling between the DLPFC and the amygdala during informative feedback relative to confirmatory feedback trials. These findings suggest that providing task-relevant information could facilitate implicit down-regulation of negative emotions following failure.

The Quality of Written Feedback by Attendings of Internal Medicine Residents.

Science.gov (United States)

Jackson, Jeffrey L; Kay, Cynthia; Jackson, Wilkins C; Frank, Michael

2015-07-01

Attending evaluations are commonly used to evaluate residents. Evaluate the quality of written feedback of internal medicine residents. Retrospective. Internal medicine residents and faculty at the Medical College of Wisconsin from 2004 to 2012. From monthly evaluations of residents by attendings, a randomly selected sample of 500 written comments by attendings were qualitatively coded and rated as high-, moderate-, or low-quality feedback by two independent coders with good inter-rater reliability (kappa: 0.94). Small group exercises with residents and attendings also coded the utterances as high, moderate, or low quality and developed criteria for this categorization. In-service examination scores were correlated with written feedback. There were 228 internal medicine residents who had 6,603 evaluations by 334 attendings. Among 500 randomly selected written comments, there were 2,056 unique utterances: 29% were coded as nonspecific statements, 20% were comments about resident personality, 16% about patient care, 14% interpersonal communication, 7% medical knowledge, 6% professionalism, and 4% each on practice-based learning and systems-based practice. Based on criteria developed by group exercises, the majority of written comments were rated as moderate quality (65%); 22% were rated as high quality and 13% as low quality. Attendings who provided high-quality feedback rated residents significantly lower in all six of the Accreditation Council for Graduate Medical Education (ACGME) competencies (p service examination scores. Most attending written evaluation was of moderate or low quality. Attendings who provided high-quality feedback appeared to be more discriminating, providing significantly lower ratings of residents in all six ACGME core competencies, and across a greater range. Attendings' negative written comments on medical knowledge correlated with lower in-service training scores.

Teacher feedback in the classroom. Analyzing and developing teachers' feedback behavior in secondary education

NARCIS (Netherlands)

Voerman, A.

2014-01-01

Providing feedback is one of the most influential means of teachers to enhance student learning. In this dissertation, we first focused on what is known from research about effective (i.e. learning-enhancing) feedback. Effective feedback, mostly studied from a cognitive psychologist point of view,

Stand-Alone Personalized Normative Feedback for College Student Drinkers: A Meta-Analytic Review, 2004 to 2014.

Directory of Open Access Journals (Sweden)

Keri B Dotson

Full Text Available Norms clarification has been identified as an effective component of college student drinking interventions, prompting research on norms clarification as a single-component intervention known as Personalized Normative Feedback (PNF. Previous reviews have examined PNF in combination with other components but not as a stand-alone intervention.To investigate the degree to which computer-delivered stand-alone personalized normative feedback interventions reduce alcohol consumption and alcohol-related harms among college students and to compare gender-neutral and gender-specific PNF.Electronic databases were searched systematically through November 2014. Reference lists were reviewed manually and forward and backward searches were conducted.Outcome studies that compared computer-delivered, stand-alone PNF intervention with an assessment only, attention-matched, or active treatment control and reported alcohol use and harms among college students.Between-group effect sizes were calculated as the standardized mean difference in change scores between treatment and control groups divided by pooled standard deviation. Within-group effect sizes were calculated as the raw mean difference between baseline and follow-up divided by pooled within-groups standard deviation.Eight studies (13 interventions with a total of 2,050 participants were included. Compared to control participants, students who received gender-neutral (dbetween = 0.291, 95% CI [0.159, 0.423] and gender-specific PNF (dbetween = 0.284, 95% CI [0.117, 0.451] reported greater reductions in drinking from baseline to follow-up. Students who received gender-neutral PNF reported 3.027 (95% CI [2.171, 3.882] fewer drinks per week at first follow-up and gender-specific PNF reported 3.089 (95% CI [0.992, 5.186] fewer drinks. Intervention effects were small for harms (dbetween = 0.157, 95% CI [0.037, 0.278].Computer-delivered PNF is an effective stand-alone approach for reducing college student

Stand-Alone Personalized Normative Feedback for College Student Drinkers: A Meta-Analytic Review, 2004 to 2014.

Science.gov (United States)

Dotson, Keri B; Dunn, Michael E; Bowers, Clint A

2015-01-01

Norms clarification has been identified as an effective component of college student drinking interventions, prompting research on norms clarification as a single-component intervention known as Personalized Normative Feedback (PNF). Previous reviews have examined PNF in combination with other components but not as a stand-alone intervention. To investigate the degree to which computer-delivered stand-alone personalized normative feedback interventions reduce alcohol consumption and alcohol-related harms among college students and to compare gender-neutral and gender-specific PNF. Electronic databases were searched systematically through November 2014. Reference lists were reviewed manually and forward and backward searches were conducted. Outcome studies that compared computer-delivered, stand-alone PNF intervention with an assessment only, attention-matched, or active treatment control and reported alcohol use and harms among college students. Between-group effect sizes were calculated as the standardized mean difference in change scores between treatment and control groups divided by pooled standard deviation. Within-group effect sizes were calculated as the raw mean difference between baseline and follow-up divided by pooled within-groups standard deviation. Eight studies (13 interventions) with a total of 2,050 participants were included. Compared to control participants, students who received gender-neutral (dbetween = 0.291, 95% CI [0.159, 0.423]) and gender-specific PNF (dbetween = 0.284, 95% CI [0.117, 0.451]) reported greater reductions in drinking from baseline to follow-up. Students who received gender-neutral PNF reported 3.027 (95% CI [2.171, 3.882]) fewer drinks per week at first follow-up and gender-specific PNF reported 3.089 (95% CI [0.992, 5.186]) fewer drinks. Intervention effects were small for harms (dbetween = 0.157, 95% CI [0.037, 0.278]). Computer-delivered PNF is an effective stand-alone approach for reducing college student drinking and

78 FR 16159 - Application Procedures and Criteria for Approval of Providers of a Personal Financial Management...

Science.gov (United States)

2013-03-14

... and Criteria for Approval of Providers of a Personal Financial Management Instructional Course by... personal financial management instructional course (``providers'') satisfy all prerequisites of the United... in an instructional course concerning personal financial management (``instructional course'' or...

Optimizing engagement with Internet-based health behaviour change interventions: comparison of self-assessment with and without tailored feedback using a mixed methods approach.

Science.gov (United States)

Morrison, Leanne; Moss-Morris, Rona; Michie, Susan; Yardley, Lucy

2014-11-01

Internet-based health behaviour interventions have variable effects on health-related outcomes. Effectiveness may be improved by optimizing the design of interventions. This study examined the specific effect on engagement of providing two different design features - tailoring and self-assessment. Three versions of an Internet-delivered intervention to support the self-care of mild bowel problems were developed that provided (1) self-assessment without tailored feedback, (2) self-assessment with tailored feedback, and (3) generic information only. A qualitative study explored participants' engagement with each version of the intervention (N = 24). A larger quantitative study systematically compared participants' use of the intervention and self-reported engagement using a partial factorial design (n = 178). Findings from the qualitative study suggested that self-assessment without tailored feedback appeared to be less acceptable to participants because it was viewed as offering no personal benefit in the absence of personalized advice. In the quantitative study, self-assessment without tailored feedback was associated with greater dropout than when provided in conjunction with tailored feedback. There were significant group differences in participants' engagement with the intervention and perceptions of the intervention. Self-assessment without tailored feedback was rated as marginally less engaging and was associated with fewer positive perceptions than the generic information condition. The acceptability of self-assessment or monitoring components may be optimized by also providing tailored feedback. Without tailored feedback, these components do not appear to be any more engaging than generic information provision. Statement of contribution What is already known on this subject? Digital interventions can be effective for improving a range of health outcomes and behaviours. There is huge variation in the success of different interventions using different

From Static Output Feedback to Structured Robust Static Output Feedback: A Survey

OpenAIRE

Sadabadi , Mahdieh ,; Peaucelle , Dimitri

2016-01-01

This paper reviews the vast literature on static output feedback design for linear time-invariant systems including classical results and recent developments. In particular, we focus on static output feedback synthesis with performance specifications, structured static output feedback, and robustness. The paper provides a comprehensive review on existing design approaches including iterative linear matrix inequalities heuristics, linear matrix inequalities with rank constraints, methods with ...

Fast feedback for linear colliders

International Nuclear Information System (INIS)

Hendrickson, L.; Adolphsen, C.; Allison, S.; Gromme, T.; Grossberg, P.; Himel, T.; Krauter, K.; MacKenzie, R.; Minty, M.; Sass, R.

1995-01-01

A fast feedback system provides beam stabilization for the SLC. As the SLC is in some sense a prototype for future linear colliders, this system may be a prototype for future feedbacks. The SLC provides a good base of experience for feedback requirements and capabilities as well as a testing ground for performance characteristics. The feedback system controls a wide variety of machine parameters throughout the SLC and associated experiments, including regulation of beam position, angle, energy, intensity and timing parameters. The design and applications of the system are described, in addition to results of recent performance studies

The impact of feedback valence and communication style on intrinsic motivation in middle childhood: Experimental evidence and generalization across individual differences.

Science.gov (United States)

Mabbe, Elien; Soenens, Bart; De Muynck, Gert-Jan; Vansteenkiste, Maarten

2018-06-01

Prior research among adolescents and emerging adults has provided evidence for the beneficial effects of positive (relative to negative) feedback and an autonomy-supportive (relative to a controlling) communication style on students' intrinsic motivation. Unfortunately, similar experimental research in middle childhood is lacking. Moreover, little attention has been paid to the question of whether individual differences in personality and perceived parenting play a role in these effects. In the current experimental study (N = 110; M age  = 10.71 years), children completed puzzles at school under one of four experimental conditions, thereby crossing normative feedback valence (i.e., positive vs. negative) with communication style (i.e., autonomy supportive vs. controlling). Prior to the experiment, children filled out questionnaires tapping into the Big Five personality traits and into perceived maternal autonomy support and psychological control. After the experimental induction, children rated several motivational constructs (i.e., intrinsic motivation and need-based experiences). In addition, their voluntary behavioral persistence in a subsequent challenging puzzle task was recorded objectively. Providing positive normative feedback in an autonomy-supportive way yielded the most favorable motivational outcomes. Both feedback valence and communication style yielded an independent impact on children's experiences of competence and autonomy during task engagement, which in turn helped to explain children's elevated intrinsic motivation, as reflected by their perceived interest and behavioral persistence. A few effects were moderated by children's perceived parenting and personality traits, but the number of interactions was limited. The discussion focuses on the motivating role of positive normative feedback and an autonomy-supportive communication style for children. Copyright © 2018 Elsevier Inc. All rights reserved.

A Surgical Robot Teleoperation Framework for Providing Haptic Feedback Incorporating Virtual Envrioment-Based Guidance

Directory of Open Access Journals (Sweden)

Adnan Munawar

2016-08-01

Full Text Available In robot-assisted tele-operated laparoscopic surgeries, the patient side manipulators are controlled via the master manipulators that are controlled by the surgeon. The current generation of robots approved for laparoscopic surgery lack haptic feedback. In theory, haptic feedback would enhance the surgical procedures by enabling better coordination between the hand movements that are improved by the tactile sense of the operating environment. This research presents an overall control framework for a haptic feedback on existing robot platforms, and demonstrated on the daVinci Research Kit (dVRK system. The paper discusses the implementation of a flexible framework that incorporates a stiffness control with gravity compensation for the surgeons manipulator and a sensing and collision detection algorithm for calculating the interaction between the patients manipulators and the surgical area.

Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills

NARCIS (Netherlands)

Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Baroffio, A.; Dolmans, D.; Vleuten, C.P.M. van der

2013-01-01

Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are

Tactile feedback improves auditory spatial localization

Directory of Open Access Journals (Sweden)

Monica eGori

2014-10-01

Full Text Available Our recent studies suggest that congenitally blind adults have severely impaired thresholds in an auditory spatial-bisection task, pointing to the importance of vision in constructing complex auditory spatial maps (Gori et al., 2014. To explore strategies that may improve the auditory spatial sense in visually impaired people, we investigated the impact of tactile feedback on spatial auditory localization in 48 blindfolded sighted subjects. We measured auditory spatial bisection thresholds before and after training, either with tactile feedback, verbal feedback or no feedback. Audio thresholds were first measured with a spatial bisection task: subjects judged whether the second sound of a three sound sequence was spatially closer to the first or the third sound. The tactile-feedback group underwent two audio-tactile feedback sessions of 100 trials, where each auditory trial was followed by the same spatial sequence played on the subject’s forearm; auditory spatial bisection thresholds were evaluated after each session. In the verbal-feedback condition, the positions of the sounds were verbally reported to the subject after each feedback trial. The no-feedback group did the same sequence of trials, with no feedback. Performance improved significantly only after audio-tactile feedback. The results suggest that direct tactile feedback interacts with the auditory spatial localization system, possibly by a process of cross-sensory recalibration. Control tests with the subject rotated suggested that this effect occurs only when the tactile and acoustic sequences are spatially coherent. Our results suggest that the tactile system can be used to recalibrate the auditory sense of space. These results encourage the possibility of designing rehabilitation programs to help blind persons establish a robust auditory sense of space, through training with the tactile modality.

Cadence Feedback With ECE PEDO to Monitor Physical Activity Intensity

Science.gov (United States)

Ardic, Fusun; Göcer, Esra

2016-01-01

Abstract The purpose of this study was to examine the monitoring capabilities of the equipment for clever exercise pedometer (ECE PEDO) that provides audible feedback when the person exceeds the upper and lower limits of the target step numbers per minute and to compare step counts with Yamax SW-200 (YX200) as the criterion pedometer. A total of 30 adult volunteers (15 males and 15 females) were classified as normal weight (n = 10), overweight (n = 10), and obese (n = 10). After the submaximal exercise test on a treadmill, the moderate intensity for walking was determined by using YX200 pedometer and then the number of steps taken in a minute was measured. Lower and upper limits of steps per minute (cadence) were recorded in ECE PEDO providing audible feedback when the person's walking speed gets out of the limits. Volunteers walked for 30 minutes in the individual step count range by attaching the ECE PEDO and YX200 pedometer on both sides of the waist belt in the same session. Step counts of the volunteers were recorded. Wilcoxon, Spearman correlation, and Bland–Altman analyses were performed to show the relationship and agreement between the results of 2 devices. Subjects took an average of 3511 ± 426 and 3493 ± 399 steps during 30 minutes with ECE PEDO and criterion pedometer, respectively. About 3500 steps taken by ECE PEDO reflected that this pedometer has capability of identifying steps per minute to meet moderate intensity of physical activity. There was a strong correlation between step counts of both devices (P PEDO and YX200 pedometer in the Bland–Altman analysis. Although both devices showed a strong similarity in counting steps, the ECE PEDO provides monitoring of intensity such that a person can walk in a specified time with a desired speed. PMID:26962822

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

Science.gov (United States)

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.

Technologies for learner-centered feedback

Directory of Open Access Journals (Sweden)

Jane Costello

2013-09-01

Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.

Continuous monitoring and feedback of quality of recovery indicators for anaesthetists: a qualitative investigation of reported effects on professional behaviour.

Science.gov (United States)

D'Lima, D; Arnold, G; Brett, S J; Bottle, A; Smith, A; Benn, J

2017-07-01

Research suggests that providing clinicians with feedback on their performance can result in professional behaviour change and improved clinical outcomes. Departments would benefit from understanding which characteristics of feedback support effective quality monitoring, professional behaviour change and service improvement. This study aimed to report the experience of anaesthetists participating in a long-term initiative to provide comprehensive personalized feedback to consultants on patient-reported quality of recovery indicators in a large London teaching hospital. Semi-structured interviews were conducted with 13 consultant anaesthetists, six surgical nursing leads, the theatre manager and the clinical coordinator for recovery. Transcripts were qualitatively analysed for themes linked to the perceived value of the initiative, its acceptability and its effects upon professional practice. Analysis of qualitative data from participant interviews suggested that effective quality indicators must address areas that are within the control of the anaesthetist. Graphical data presentation, both longitudinal (personal variation over time) and comparative (peer-group distributions), was found to be preferable to summary statistics and provided useful and complementary perspectives for improvement. Developing trust in the reliability and credibility of the data through co-development of data reports with clinical input into areas such as case-mix adjustment was important for engagement. Making feedback specifically relevant to the recipient supported professional learning within a supportive and open collaborative environment. This study investigated the requirements for effective feedback on quality of anaesthetic care for anaesthetists, highlighting the mechanisms by which feedback may translate into improvements in practice at the individual and peer-group level. © The Author 2017. Published by Oxford University Press on behalf of the British Journal of Anaesthesia

Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model

OpenAIRE

Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia

2017-01-01

Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor–employee dyads from nine industry firms. The results indicate that su...

Providing Feedback on Computer-Based Algebra Homework in Middle-School Classrooms

Science.gov (United States)

Fyfe, Emily R.

2016-01-01

Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The current aim was to test the effects of different types of feedback on computer-based homework.…

Feedback as real-time constructions

DEFF Research Database (Denmark)

Keiding, Tina Bering; Qvortrup, Ane

2014-01-01

instant it takes place. This article argues for a clear distinction between the timing of communicative events, such as responses that are provided as help for feedback constructions, and the feedback construction itself as an event in a psychic system. Although feedback is described as an internal...

From Demonstration System to Prototype: ShakeAlert Beta Users Provide Feedback to Improve Alert Delivery

Science.gov (United States)

Strauss, J. A.; Vinci, M.; Steele, W. P.; Allen, R. M.; Hellweg, M.

2013-12-01

Earthquake Early Warning (EEW) is a system that can provide a few to tens of seconds to minutes of warning prior to ground shaking at a given location. The goal and purpose of such a system is to reduce the damage, costs, and casualties resulting from an earthquake. A prototype earthquake early warning system (ShakeAlert) is in development by the UC Berkeley Seismological Laboratory, Caltech, ETH Zurich, University of Washington, and the USGS. Events are published to the UserDisplay--ShakeAlert's Java based graphical interface, which is being tested by a small group of beta users throughout California. The beta users receive earthquake alerts in real-time and are providing feedback on their experiences. For early warning alerts to be useful, people, companies, and institutions must know beforehand what actions they will perform when they receive the information. Beta user interactions allow the ShakeAlert team to discern: which alert delivery options are most effective, what changes would make the UserDisplay more useful in a pre-disaster situation, and most importantly, what actions users plan to take for various scenarios. We also collect feedback detailing costs of implementing actions and challenges within the beta user organizations, as well as anticipated benefits and savings. Thus, creating a blueprint for a fully operational system that will meet the needs of the public. New California users as well as the first group of Pacific Northwest users are slated to join the ShakeAlert beta test group in the fall of 2013.

The inhibitory microcircuit of the substantia nigra provides feedback gain control of the basal ganglia output.

Science.gov (United States)

Brown, Jennifer; Pan, Wei-Xing; Dudman, Joshua Tate

2014-05-21

Dysfunction of the basal ganglia produces severe deficits in the timing, initiation, and vigor of movement. These diverse impairments suggest a control system gone awry. In engineered systems, feedback is critical for control. By contrast, models of the basal ganglia highlight feedforward circuitry and ignore intrinsic feedback circuits. In this study, we show that feedback via axon collaterals of substantia nigra projection neurons control the gain of the basal ganglia output. Through a combination of physiology, optogenetics, anatomy, and circuit mapping, we elaborate a general circuit mechanism for gain control in a microcircuit lacking interneurons. Our data suggest that diverse tonic firing rates, weak unitary connections and a spatially diffuse collateral circuit with distinct topography and kinetics from feedforward input is sufficient to implement divisive feedback inhibition. The importance of feedback for engineered systems implies that the intranigral microcircuit, despite its absence from canonical models, could be essential to basal ganglia function. DOI: http://dx.doi.org/10.7554/eLife.02397.001. Copyright © 2014, Brown et al.

A Journey towards Sustainable Feedback

Science.gov (United States)

Mutch, Allyson; Young, Charlotte; Davey, Tamzyn; Fitzgerald, Lisa

2018-01-01

Meeting students' expectations associated with the provision of feedback is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely feedback within our own first year undergraduate public health courses have not always met students' expectations. In response, we sought to develop peer feedback activities to support…

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

Science.gov (United States)

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

2017-04-05

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

Haptic seat for fuel economy feedback

Energy Technology Data Exchange (ETDEWEB)

Bobbitt, III, John Thomas

2016-08-30

A process of providing driver fuel economy feedback is disclosed in which vehicle sensors provide for haptic feedback on fuel usage. Such sensors may include one or more of a speed sensors, global position satellite units, vehicle pitch/roll angle sensors, suspension displacement sensors, longitudinal accelerometer sensors, throttle position in sensors, steering angle sensors, break pressure sensors, and lateral accelerometer sensors. Sensors used singlely or collectively can provide enhanced feedback as to various environmental conditions and operating conditions such that a more accurate assessment of fuel economy information can be provided to the driver.

Using Feedback to Promote Physical Activity: The Role of the Feedback Sign.

Science.gov (United States)

Kramer, Jan-Niklas; Kowatsch, Tobias

2017-06-02

Providing feedback is a technique to promote health behavior that is emphasized by behavior change theories. However, these theories make contradicting predictions regarding the effect of the feedback sign-that is, whether the feedback signals success or failure. Thus, it is unclear whether positive or negative feedback leads to more favorable behavior change in a health behavior intervention. The aim of this study was to examine the effect of the feedback sign in a health behavior change intervention. Data from participants (N=1623) of a 6-month physical activity intervention was used. Participants received a feedback email at the beginning of each month. Feedback was either positive or negative depending on the participants' physical activity in the previous month. In an exploratory analysis, change in monthly step count averages was used to evaluate the feedback effect. The feedback sign did not predict the change in monthly step count averages over the course of the intervention (b=-84.28, P=.28). Descriptive differences between positive and negative feedback can be explained by regression to the mean. The feedback sign might not influence the effect of monthly feedback emails sent out to participants of a large-scale physical activity intervention. However, randomized studies are needed to further support this conclusion. Limitations as well as opportunities for future research are discussed. ©Jan-Niklas Kramer, Tobias Kowatsch. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 02.06.2017.

Exploring the Role of In-Person Components for Online Health Behavior Change Interventions: Can a Digital Person-to-Person Component Suffice?

Science.gov (United States)

Santarossa, Sara; Kane, Deborah; Senn, Charlene Y; Woodruff, Sarah J

2018-04-11

The growth of the digital environment provides tremendous opportunities to revolutionize health behavior change efforts. This paper explores the use of Web-based, mobile, and social media health behavior change interventions and determines whether there is a need for a face-to-face or an in-person component. It is further argued that that although in-person components can be beneficial for online interventions, a digital person-to-person component can foster similar results while dealing with challenges faced by traditional intervention approaches. Using a digital person-to-person component is rooted in social and behavioral theories such as the theory of reasoned action, and the social cognitive theory, and further justified by the human support constructs of the model of supportive accountability. Overall, face-to-face and online behavior change interventions have their respective advantages and disadvantages and functions, yet both serve important roles. It appears that it is in fact human support that is the most important component in the effectiveness and adherence of both face-to-face and online behavior change interventions, and thoughtfully introducing a digital person-to-person component, to replace face-to-face interactions, can provide the needed human support while diminishing the barriers of in-person meetings. The digital person-to-person component must create accountability, generate opportunities for tailored feedback, and create social support to successfully create health behavior change. As the popularity of the online world grows, and the interest in using the digital environment for health behavior change interventions continues to be embraced, further research into not only the use of online interventions, but the use of a digital person-to-person component, must be explored. ©Sara Santarossa, Deborah Kane, Charlene Y Senn, Sarah J Woodruff. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 11.04.2018.

Feedback Systems for Linear Colliders

International Nuclear Information System (INIS)

1999-01-01

Feedback systems are essential for stable operation of a linear collider, providing a cost-effective method for relaxing tight tolerances. In the Stanford Linear Collider (SLC), feedback controls beam parameters such as trajectory, energy, and intensity throughout the accelerator. A novel dithering optimization system which adjusts final focus parameters to maximize luminosity contributed to achieving record performance in the 1997-98 run. Performance limitations of the steering feedback have been investigated, and improvements have been made. For the Next Linear Collider (NLC), extensive feedback systems are planned as an integral part of the design. Feedback requirements for JLC (the Japanese Linear Collider) are essentially identical to NLC; some of the TESLA requirements are similar but there are significant differences. For NLC, algorithms which incorporate improvements upon the SLC implementation are being prototyped. Specialized systems for the damping rings, rf and interaction point will operate at high bandwidth and fast response. To correct for the motion of individual bunches within a train, both feedforward and feedback systems are planned. SLC experience has shown that feedback systems are an invaluable operational tool for decoupling systems, allowing precision tuning, and providing pulse-to-pulse diagnostics. Feedback systems for the NLC will incorporate the key SLC features and the benefits of advancing technologies

Cadence Feedback With ECE PEDO to Monitor Physical Activity Intensity

OpenAIRE

Ardic, Fusun; G?cer, Esra

2016-01-01

Abstract The purpose of this study was to examine the monitoring capabilities of the equipment for clever exercise pedometer (ECE PEDO) that provides audible feedback when the person exceeds the upper and lower limits of the target step numbers per minute and to compare step counts with Yamax SW-200 (YX200) as the criterion pedometer. A total of 30 adult volunteers (15 males and 15 females) were classified as normal weight (n?=?10), overweight (n?=?10), and obese (n?=?10). After the submaxima...

Effects of feedback reliability on feedback-related brain activity: A feedback valuation account.

Science.gov (United States)

Ernst, Benjamin; Steinhauser, Marco

2018-04-06

Adaptive decision making relies on learning from feedback. Because feedback sometimes can be misleading, optimal learning requires that knowledge about the feedback's reliability be utilized to adjust feedback processing. Although previous research has shown that feedback reliability indeed influences feedback processing, the underlying mechanisms through which this is accomplished remain unclear. Here we propose that feedback processing is adjusted by the adaptive, top-down valuation of feedback. We assume that unreliable feedback is devalued relative to reliable feedback, thus reducing the reward prediction errors that underlie feedback-related brain activity and learning. A crucial prediction of this account is that the effects of feedback reliability are susceptible to contrast effects. That is, the effects of feedback reliability should be enhanced when both reliable and unreliable feedback are experienced within the same context, as compared to when only one level of feedback reliability is experienced. To evaluate this prediction, we measured the event-related potentials elicited by feedback in two experiments in which feedback reliability was varied either within or between blocks. We found that the fronto-central valence effect, a correlate of reward prediction errors during reinforcement learning, was reduced for unreliable feedback. But this result was obtained only when feedback reliability was varied within blocks, thus indicating a contrast effect. This suggests that the adaptive valuation of feedback is one mechanism underlying the effects of feedback reliability on feedback processing.

Research and Teaching: Exploring the Use of an Online Quiz Game to Provide Formative Feedback in a Large-Enrollment, Introductory Biochemistry Course

Science.gov (United States)

Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne

2015-01-01

In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…

Feedback en educación médica Feedback in medical education

Directory of Open Access Journals (Sweden)

J.M. Fornells

2008-03-01

centered learning feedback is characterized by: student self reflection, centered in the learning person, previously prepared and a confident relationship between tutor and student.

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

Science.gov (United States)

Zhao, Guozhen; Wu, Changxu

2012-03-01

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

The Effects of Feedback on Online Quizzes

Science.gov (United States)

Butler, Melanie; Pyzdrowski, Laura; Goodykoontz, Adam; Walker, Vennessa

2008-01-01

Online homework is unable to provide the detailed feedback of paper and pencil assignments. However, immediate feedback is an advantage that online assessments provide. A research study was conducted that focused on the effects of immediate feedback; students in 5 sections of a Pre-calculus course were participants. Three sections were randomly…

Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self-assessment in their Writing

Directory of Open Access Journals (Sweden)

Kayatri Vasu

2016-09-01

Full Text Available In Malaysia, teacher feedback is highly preferred by students, who often believe that teachers know best. Teacher feedback shows them their teacher’s idea of an ideal writing. However, excessive dependence on teachers adds to their workload. Therefore, teachers are increasingly promoting two other alternative methods that are gradually gaining importance. These methods are peer feedback and self-assessment. This study investigates ESL students’ perceptions toward teacher feedback, peer feedback and self-assessment in students’ writing process. Questionnaires, adapted from the instruments in the literature, were administered to 107 randomly selected students in a private local university in Malaysia. Students found feedback given to the content and organization of their writing more useful than feedback provided for their vocabulary and grammar. It was also found that students perceived feedback from teacher, peers and self-assessment all as highly useful. Additionally the results indicated while there was no significant difference (p > .05 between the students’ perceptions toward teacher feedback and self-assessment, they were both perceived as significantly more useful (p < .001 than peer feedback. The students also perceived explicit feedback as significantly more useful (p < .001 than implicit feedback. The results of this study have implications for English language learning-teaching practitioners and researchers. They shed light on the options preferred by students in revising their writing in ESL writing classrooms. Future research on the effects of teacher feedback, peer feedback and self-assessment on students’ writing performance will provide better insight on the preferred methods in ESL writing classrooms in similar settings.

At the threshold of american personalism: providing the personal access to God’s Word in Elizabethan Bible translations

Directory of Open Access Journals (Sweden)

Vasyl O. Patsan

2016-01-01

Full Text Available The article is aimed at defining the ways to the exposure of theistic basis of personhood which were paved by the personalist philosophy founded in the USA in the late nineteenth – early twentieth centuries. Having become an initiator of historical-philosophical reconstructing the genesis of American personalism in Ukraine, the author actualizes the problem of perceiving the Scripture text by the personalistic trend sprung from the Protestant soil in North America. The article substantiates the approach to reflecting this process based upon the meta-ontology of personality expounded by patristic trinitology at the turn of Antiquity and the Middle Ages and disclosed for rational consciousness of the modern era by the personalistic mode of thinking appealed to Orthodox theology. Prepared by the previous results of the author’s elaboration of the actualized problematics (represented in his publications in Ukrainian and foreign periodical scientific editions the article focuses on the theological foundations of the personalist philosophy of the USA connecting its unsteadiness with the departure of Protestantism from Christian dogmata affirming personal principle of being, Absolute Personality of God and godlikeness of the human person uncovered by the Revelation. Correlating horizons of personalistic perception of God Breathed Book with reconstructions of the Bible topology of personhood which were performed in the Scripture translations providing the personal access to God’s Word, the author analyzes the transmission of Biblical concepts of personal being in English Scripture versions appeared during the reign of Elizabeth I (the Geneva Bible, the Bishops’ Bible, initially accepted by the Protestant denominations of North America and formed the Biblical background of personalistic thinking in the New World. The study reveals the premises of reducing the spiritual source of personality to personalized ratio in the doctrine of the classical

Peer Feedback in Learning a Foreign Language in Facebook

NARCIS (Netherlands)

Akbari, E.; Simons, P.R.J.; Pilot, A.; Naderi, Ahmad

2017-01-01

Feedback can have different forms and functions depending on its objectives as well as its provider: teacher feedback, student feedback, peer feedback, written feedback, oral feedback, etc. One of the most constructive forms of feedback may be peer feedback, since it involves group learning (Van

INDIRECT WRITTEN CORRECTIVE FEEDBACK, REVISION, AND LEARNING

Directory of Open Access Journals (Sweden)

Fatemeh Poorebrahim

2017-01-01

Full Text Available Corrective feedback, the necessity of providing it, and how it should be provided has been one of the hot topics in the area of ELT. Amid continuing controversies over whether providing feedback helps L2 learners improve their writing accuracy, many research studies have been undertaken to compare the relative effectiveness of different types of feedback. However, the difference between two types of indirect corrective feedback, namely indication and indication plus location, have not been properly examined yet. Motivated to narrow this gap, this study is designed to compare two groups of Iranian learners, each revising their papers based on one of the aforementioned options. For data analysis, a series of independent samples t tests were employed. The results revealed that the difference between the two groups in their reduction of errors from the original draft to the revision of each task followed a growing trend and became significant. Nonetheless, the difference in accuracy of new pieces of writing fell short of significance. Finally, it was found that error reduction in revision stage cannot be considered as learning. The results of the study, discussed in relation to that of others, implicate that the purpose for which feedback is provided is essential in determining the type of feedback; more explicit feedback is better for revising purposes while more implicit feedback is good for learning purposes.

'Peer feedback' voor huisartsopleiders

NARCIS (Netherlands)

Damoiseaux, R A M J; Truijens, L

2016-01-01

In medical specialist training programmes it is common practice for residents to provide feedback to their medical trainers. The problem is that due to its anonymous nature, the feedback often lacks the specificity necessary to improve the performance of trainers. If anonymity is to be abolished,

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

Science.gov (United States)

Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten

2010-10-01

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

Medicaid Personal Care Services for Children with Intellectual Disabilities: What Assistance Is Provided? When Is Assistance Provided?

Science.gov (United States)

Elliot, Timothy R.; Patnaik, Ashweeta; Naiser, Emily; Fournier, Constance J.; McMaughan, Darcy K.; Dyer, James A.; Phillips, Charles D.

2014-01-01

We report on the nature and timing of services provided to children with an intellectual disability (ID) identified by a new comprehensive assessment and care planning tool used to evaluate children's needs for Medicaid Personal Care Services (PCS) in Texas. The new assessment procedure resulted from a legal settlement with the advocacy community.…

Multisource feedback to graduate nurses: a multimethod study.

Science.gov (United States)

McPhee, Samantha; Phillips, Nicole M; Ockerby, Cherene; Hutchinson, Alison M

2017-11-01

(1) To explore graduate nurses' perceptions of the influence of multisource feedback on their performance and (2) to explore perceptions of Clinical Nurse Educators involved in providing feedback regarding feasibility and benefit of the approach. Graduate registered nurses are expected to provide high-quality care for patients in demanding and unpredictable clinical environments. Receiving feedback is essential to their development. Performance appraisals are a common method used to provide feedback and typically involve a single source of feedback. Alternatively, multisource feedback allows the learner to gain insight into performance from a variety of perspectives. This study explores multisource feedback in an Australian setting within the graduate nurse context. Multimethod study. Eleven graduates were given structured performance feedback from four raters: Nurse Unit Manager, Clinical Nurse Educator, preceptor and a self-appraisal. Thirteen graduates received standard single-rater appraisals. Data regarding perceptions of feedback for both groups were obtained using a questionnaire. Semistructured interviews were conducted with nurses who received multisource feedback and the educators. In total, 94% (n = 15) of survey respondents perceived feedback was important during the graduate year. Four themes emerged from interviews: informal feedback, appropriateness of raters, elements of delivery and creating an appraisal process that is 'more real'. Multisource feedback was perceived as more beneficial compared to single-rater feedback. Educators saw value in multisource feedback; however, perceived barriers were engaging raters and collating feedback. Some evidence exists to indicate that feedback from multiple sources is valued by graduates. Further research in a larger sample and with more experienced nurses is required. Evidence resulting from this study indicates that multisource feedback is valued by both graduates and educators and informs graduates

The Effect of Information Feedback in Construction Bidding

Directory of Open Access Journals (Sweden)

Alexander Soo

2010-07-01

Full Text Available  With the goal to achieve efficiency in bidding competitions, many codes of bidding procedure recommend clients provide contractors with bidding feedback information. Contractors strive to bid competitively via learning based on their experiences in past bidding attempts. The level of bidding feedback information, however, varies across clients. In many cases, clients do not provide feedback or provide insufficient feedback to contractors. Focussing on two information feedback conditions (full and partial, we examine: (i the changes in bidding trend over time, and (ii the effects of bidding feedback information on bidders’ competitiveness in bidding. Data were gathered using a bidding experiment that involved student (inexperienced bidders with a construction project management background. The results show that the variations in bids over time for full information feedback condition are statistically significant, but not for bids from bidders with partial bidding feedback information. Bidders with full bidding feedback information are more competitive than those with partial bidding feedback information. The findings add to both our theoretical and empirical understanding of construction bidding: an understanding of the process of changes in the price of building work, and how the process can be manipulated through the release of bidding feedback information.

An Analysis of Personal and Professional Development in the United States Navy

OpenAIRE

Filiz, Caner; Jean-Pierre, Markelly

2012-01-01

Employee development is among the most important functions of any organization. Since employees are arguably an organizations most important asset, organizations have an incentive to invest in, direct, and promote the development of their employees. As an organization, the U.S. Navy, too, provides for the personal and professional development of naval personnel. This thesis reviews the Navys personal and professional development program and examines possible use of 360-degree feedback in the ...

Feedback on composition: a case study of a remedial sixth-grader Feedback on composition: a case study of a remedial sixth-grader

Directory of Open Access Journals (Sweden)

Marilda C. Cavalcanti

2008-04-01

Full Text Available This paper reports on a case study conducted in Brazil, aimed at investigating the relationship between what a Portuguese native-language teacher provided as feedback on compositions in a remedial sixth-grade class and what the students thought about and did with that feedback. The study called for the teacher to fill out a questionnaire and to provide verbal report protocol data while making comments on the composition of a selected student. The student also provided a verbal report protocol concerning his reactions to the feedback, and all the students in the class filled out a questionnaire about their handling of the feedback. This paper reports on a case study conducted in Brazil, aimed at investigating the relationship between what a Portuguese native-language teacher provided as feedback on compositions in a remedial sixth-grade class and what the students thought about and did with that feedback. The study called for the teacher to fill out a questionnaire and to provide verbal report protocol data while making comments on the composition of a selected student. The student also provided a verbal report protocol concerning his reactions to the feedback, and all the students in the class filled out a questionnaire about their handling of the feedback.

Toward Personal and Emotional Connectivity in Mobile Higher Education through Asynchronous Formative Audio Feedback

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Rasi, Päivi; Vuojärvi, Hanna

2018-01-01

This study aims to develop asynchronous formative audio feedback practices for mobile learning in higher education settings. The development was conducted in keeping with the principles of design-based research. The research activities focused on an inter-university online course, within which the use of instructor audio feedback was tested,…

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

Science.gov (United States)

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

2011-05-01

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

Ambulatory Feedback System

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Finger, Herbert; Weeks, Bill

1985-01-01

This presentation discusses instrumentation that will be used for a specific event, which we hope will carry on to future events within the Space Shuttle program. The experiment is the Autogenic Feedback Training Experiment (AFTE) scheduled for Spacelab 3, currently scheduled to be launched in November, 1984. The objectives of the AFTE are to determine the effectiveness of autogenic feedback in preventing or reducing space adaptation syndrome (SAS), to monitor and record in-flight data from the crew, to determine if prediction criteria for SAS can be established, and, finally, to develop an ambulatory instrument package to mount the crew throughout the mission. The purpose of the Ambulatory Feedback System (AFS) is to record the responses of the subject during a provocative event in space and provide a real-time feedback display to reinforce the training.

The benefits and harms of providing parents with weight feedback as part of the national child measurement programme: a prospective cohort study

Science.gov (United States)

2014-01-01

Background Small-scale evaluations suggest that the provision of feedback to parents about their child’s weight status may improve recognition of overweight, but the effects on lifestyle behaviour are unclear and there are concerns that informing parents that their child is overweight may have harmful effects. The aims of this study were to describe the benefits and harms of providing weight feedback to parents as part of a national school-based weight-screening programme in England. Methods We conducted a pre-post survey of 1,844 parents of children aged 4–5 and 10–11 years who received weight feedback as part of the 2010–2011 National Child Measurement Programme. Questionnaires assessed general knowledge about the health risks associated with child overweight, parental recognition of overweight and the associated health risks in their child, child lifestyle behaviour, child self-esteem and weight-related teasing, parental experience of the feedback, and parental help-seeking behaviour. Differences in the pre-post proportions of parents reporting each outcome were assessed using a McNemar’s test. Results General knowledge about child overweight as a health issue was high at baseline and increased further after weight feedback. After feedback, the proportion of parents that correctly recognised their child was overweight increased from 21.9% to 37.7%, and more than a third of parents of overweight children sought further information regarding their child’s weight. However, parent-reported changes in lifestyle behaviours among children were minimal, and limited to increases in physical activity in the obese children only. There was some suggestion that weight feedback had a greater impact upon changing parental recognition of the health risks associated with child overweight in non-white ethnic groups. Conclusions In this population-based sample of parents of children participating in the National Child Measurement Programme, provision of weight feedback

Sex Differences, Positive Feedback and Intrinsic Motivation.

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Deci, Edward L.; And Others

The paper presents two experiments which test the "change in feelings of competence and self-determination" proposition of cognitive evaluation theory. This proposition states that when a person receives feedback about his performance on an intrinsically motivated activity this information will affect his sense of competence and…

Providing Graduated Corrective Feedback in an Intelligent Computer-Assisted Language Learning Environment

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Ai, Haiyang

2017-01-01

Corrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying…

A Web of applicant attraction: person-organization fit in the context of Web-based recruitment.

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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.

Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback.

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van Schaik, Sandrijn M; O'Sullivan, Patricia S; Eva, Kevin W; Irby, David M; Regehr, Glenn

2016-02-01

Receptiveness to interprofessional feedback, which is important for optimal collaboration, may be influenced by 'in-group or out-group' categorisation, as suggested by social identity theory. We used an experimental design to explore how nurses and resident physicians perceive feedback from people within and outside their own professional group. Paediatric residents and nurses participated in a simulation-based team exercise. Two nurses and two physicians wrote anonymous performance feedback for each participant. Participants each received a survey containing these feedback comments with prompts to rate (i) the usefulness (ii) the positivity and (iii) their agreement with each comment. Half of the participants received feedback labelled with the feedback provider's profession (two comments correctly labelled and two incorrectly labelled). Half received unlabelled feedback and were asked to guess the provider's profession. For each group, we performed separate three-way anovas on usefulness, positivity and agreement ratings to examine interactions between the recipient's profession, actual provider profession and perceived provider profession. Forty-five out of 50 participants completed the survey. There were no significant interactions between profession of the recipient and the actual profession of the feedback provider for any of the 3 variables. Among participants who guessed the source of the feedback, we found significant interactions between the profession of the feedback recipient and the guessed source of the feedback for both usefulness (F1,48 = 25.6; p feedback they guessed to be from nurses were higher than ratings of feedback they guessed to be from physicians, and vice versa. Among participants who received labelled feedback, we noted a similar interaction between the profession of the feedback recipient and labelled source of feedback for usefulness ratings (F1,92 = 4.72; p feedback to the in-group than to the out-group. This finding has potential

Climate Feedback: Bringing the Scientific Community to Provide Direct Feedback on the Credibility of Climate Media Coverage

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Vincent, E. M.; Matlock, T.; Westerling, A. L.

2015-12-01

While most scientists recognize climate change as a major societal and environmental issue, social and political will to tackle the problem is still lacking. One of the biggest obstacles is inaccurate reporting or even outright misinformation in climate change coverage that result in the confusion of the general public on the issue.In today's era of instant access to information, what we read online usually falls outside our field of expertise and it is a real challenge to evaluate what is credible. The emerging technology of web annotation could be a game changer as it allows knowledgeable individuals to attach notes to any piece of text of a webpage and to share them with readers who will be able to see the annotations in-context -like comments on a pdf.Here we present the Climate Feedback initiative that is bringing together a community of climate scientists who collectively evaluate the scientific accuracy of influential climate change media coverage. Scientists annotate articles sentence by sentence and assess whether they are consistent with scientific knowledge allowing readers to see where and why the coverage is -or is not- based on science. Scientists also summarize the essence of their critical commentary in the form of a simple article-level overall credibility rating that quickly informs readers about the credibility of the entire piece.Web-annotation allows readers to 'hear' directly from the experts and to sense the consensus in a personal way as one can literaly see how many scientists agree with a given statement. It also allows a broad population of scientists to interact with the media, notably early career scientists.In this talk, we will present results on the impacts annotations have on readers -regarding their evaluation of the trustworthiness of the information they read- and on journalists -regarding their reception of scientists comments.Several dozen scientists have contributed to this effort to date and the system offers potential to

Performance Feedback: Individual Based Reflections and the Effect on Motivation

OpenAIRE

Kaymaz, Kurtulus

2011-01-01

There is also enough scientific research proved the positive effect of performance on motivation. The common idea is that the performance feedback improve the technical and behavioral effectiveness of employees which then reflect on the job motivation. Around this idea, performance feedback effect motivation via reducing the performance ambiguity, improving the manager-subordinate relationships, making more easy to achieve goals, supporting the personal development and adapting to change. In ...

Sensory feedback in upper limb prosthetics.

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Antfolk, Christian; D'Alonzo, Marco; Rosén, Birgitta; Lundborg, Göran; Sebelius, Fredrik; Cipriani, Christian

2013-01-01

One of the challenges facing prosthetic designers and engineers is to restore the missing sensory function inherit to hand amputation. Several different techniques can be employed to provide amputees with sensory feedback: sensory substitution methods where the recorded stimulus is not only transferred to the amputee, but also translated to a different modality (modality-matched feedback), which transfers the stimulus without translation and direct neural stimulation, which interacts directly with peripheral afferent nerves. This paper presents an overview of the principal works and devices employed to provide upper limb amputees with sensory feedback. The focus is on sensory substitution and modality matched feedback; the principal features, advantages and disadvantages of the different methods are presented.

Effects of postidentification feedback on eyewitness identification and nonidentification confidence.

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Semmler, Carolyn; Brewer, Neil; Wells, Gary L

2004-04-01

Two experiments investigated new dimensions of the effect of confirming feedback on eyewitness identification confidence using target-absent and target-present lineups and (previously unused) unbiased witness instructions (i.e., "offender not present" option highlighted). In Experiment 1, participants viewed a crime video and were later asked to try to identify the thief from an 8-person target-absent photo array. Feedback inflated witness confidence for both mistaken identifications and correct lineup rejections. With target-present lineups in Experiment 2, feedback inflated confidence for correct and mistaken identifications and lineup rejections. Although feedback had no influence on the confidence-accuracy correlation, it produced clear overconfidence. Confidence inflation varied with the confidence measure reference point (i.e., retrospective vs. current confidence) and identification response latency.

28 CFR 58.25 - Qualifications for approval as providers of a personal financial management instructional course.

Science.gov (United States)

2010-07-01

... of a personal financial management instructional course. 58.25 Section 58.25 Judicial Administration... Qualifications for approval as providers of a personal financial management instructional course. (a) Definition... personal financial management instructional course must be in compliance with all applicable laws and...

Feedback and assessment for clinical placements: achieving the right balance

Directory of Open Access Journals (Sweden)

Burgess A

2015-05-01

Full Text Available Annette Burgess, Craig Mellis Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Abstract: During clinical placements, the provision of feedback forms an integral part of the learning process and enriches students' learning experiences. The purpose of feedback is to improve the learner's knowledge, skills, or behavior. Receipt of accurate feedback can help to narrow the gap between actual and desired performance. Effective and regular feedback has the potential to reinforce good practice and motivate the learner toward the desired outcome. Despite the obvious role of feedback in effective teaching and learning, a common complaint from students is that they do not receive adequate feedback. Unfortunately, skills in giving and receiving feedback are rarely taught to students or clinicians. This study aims to provide an understanding of the role of feedback within the learning process, consider consequences of inadequate or poorly given feedback, consider the barriers to the feedback process, provide practical guidelines for providing feedback, and consider the need for student and faculty development in feedback skills. Keywords: medical students, formative, summative, assessment

Emotional feedback for mobile devices

CERN Document Server

Seebode, Julia

2015-01-01

This book investigates the functional adequacy as well as the affective impression made by feedback messages on mobile devices. It presents an easily adoptable experimental setup to examine context effects on various feedback messages, and applies it to auditory, tactile and auditory-tactile feedback messages. This approach provides insights into the relationship between the affective impression and functional applicability of these messages as well as an understanding of the influence of unimodal components on the perception of multimodal feedback messages. The developed paradigm can also be extended to investigate other aspects of context and used to investigate feedback messages in modalities other than those presented. The book uses questionnaires implemented on a Smartphone, which can easily be adopted for field studies to broaden the scope even wider. Finally, the book offers guidelines for the design of system feedback.

Useful but Different: Resident Physician Perceptions of Interprofessional Feedback.

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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 feedback provider profession, F(7, 847) = 73.7, p 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.

Artificial proprioceptive feedback for myoelectric control.

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Pistohl, Tobias; Joshi, Deepak; Ganesh, Gowrishankar; Jackson, Andrew; Nazarpour, Kianoush

2015-05-01

The typical control of myoelectric interfaces, whether in laboratory settings or real-life prosthetic applications, largely relies on visual feedback because proprioceptive signals from the controlling muscles are either not available or very noisy. We conducted a set of experiments to test whether artificial proprioceptive feedback, delivered noninvasively to another limb, can improve control of a two-dimensional myoelectrically-controlled computer interface. In these experiments, participants were required to reach a target with a visual cursor that was controlled by electromyogram signals recorded from muscles of the left hand, while they were provided with an additional proprioceptive feedback on their right arm by moving it with a robotic manipulandum. Provision of additional artificial proprioceptive feedback improved the angular accuracy of their movements when compared to using visual feedback alone but did not increase the overall accuracy quantified with the average distance between the cursor and the target. The advantages conferred by proprioception were present only when the proprioceptive feedback had similar orientation to the visual feedback in the task space and not when it was mirrored, demonstrating the importance of congruency in feedback modalities for multi-sensory integration. Our results reveal the ability of the human motor system to learn new inter-limb sensory-motor associations; the motor system can utilize task-related sensory feedback, even when it is available on a limb distinct from the one being actuated. In addition, the proposed task structure provides a flexible test paradigm by which the effectiveness of various sensory feedback and multi-sensory integration for myoelectric prosthesis control can be evaluated.

An ethnographic investigation of healthcare providers' approaches to facilitating person-centredness in group-based diabetes education

DEFF Research Database (Denmark)

Stenov, Vibeke; Hempler, Nana Folmann; Reventlow, Susanne

2017-01-01

AIM: To investigate approaches among healthcare providers (HCPs) that support or hinder person-centredness in group-based diabetes education programmes targeting persons with type 2 diabetes. METHODS: Ethnographic fieldwork in a municipal and a hospital setting in Denmark. The two programmes....... Applying person-centredness in practice requires continuous training and supervision, but HCPs often have minimum support for developing person-centred communication skills. Techniques based on motivational communication, psychosocial methods and facilitating group processes are effective person...

Cadence Feedback With ECE PEDO to Monitor Physical Activity Intensity: A Pilot Study.

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Ardic, Fusun; Göcer, Esra

2016-03-01

The purpose of this study was to examine the monitoring capabilities of the equipment for clever exercise pedometer (ECE PEDO) that provides audible feedback when the person exceeds the upper and lower limits of the target step numbers per minute and to compare step counts with Yamax SW-200 (YX200) as the criterion pedometer.A total of 30 adult volunteers (15 males and 15 females) were classified as normal weight (n = 10), overweight (n = 10), and obese (n = 10). After the submaximal exercise test on a treadmill, the moderate intensity for walking was determined by using YX200 pedometer and then the number of steps taken in a minute was measured. Lower and upper limits of steps per minute (cadence) were recorded in ECE PEDO providing audible feedback when the person's walking speed gets out of the limits. Volunteers walked for 30 minutes in the individual step count range by attaching the ECE PEDO and YX200 pedometer on both sides of the waist belt in the same session. Step counts of the volunteers were recorded. Wilcoxon, Spearman correlation, and Bland-Altman analyses were performed to show the relationship and agreement between the results of 2 devices.Subjects took an average of 3511 ± 426 and 3493 ± 399 steps during 30 minutes with ECE PEDO and criterion pedometer, respectively. About 3500 steps taken by ECE PEDO reflected that this pedometer has capability of identifying steps per minute to meet moderate intensity of physical activity. There was a strong correlation between step counts of both devices (P PEDO and YX200 pedometer in the Bland-Altman analysis.Although both devices showed a strong similarity in counting steps, the ECE PEDO provides monitoring of intensity such that a person can walk in a specified time with a desired speed.

Determinants of feedback retention in soccer players

Directory of Open Access Journals (Sweden)

Januário Nuno

2016-06-01

Full Text Available 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.

EFFECTS OF THREE FEEDBACK CONDITIONS ON AEROBIC SWIM SPEEDS

Directory of Open Access Journals (Sweden)

Pedro Pérez Soriano

2009-03-01

Full Text Available The purpose of this study was twofold: (a to develop an underwater chronometer capable to provide feedback while the athlete is swimming, as well as being a control tool for the coach, and (b to analyse its feedback effect on swim pace control compared with feedback provided by the coach and with no feedback, in 25 m and 50 m swimming pools. 30 male swimmers of national level volunteer to participate. Each swimmer swam 3 x 200 m at aerobic speed (AS and 3 x 200 m just under the anaerobic threshold speed (AnS, each swam repetition with a different feedback condition: chronometer, coach and without feedback. Results (a validate the chronometer system developed and (b show that swimmers pace control is affected by the type of feedback provided, the swim speed elected and the size of the swimming pool

The role of feedback in ameliorating burnout.

Science.gov (United States)

Gordon, Emily K; Baranov, Dimitry Y; Fleisher, Lee A

2018-06-01

Assessment of the current literature surrounding interventions directed toward the prevention of burnout in the field of medicine and particularly in anesthesiology. Recently, burnout has been noted to lead to medication errors and subsequently increased harm to our patients. On a personal level, burnout can lead to depression and even suicide amongst physicians. Strategies to prevent burnout amongst anesthesiologists that have been studied in the literature include multisource feedback, mentorship and early recognition. There remains no clear or definitive intervention to prevent burnout for physicians. However, changing our environment to embrace mentorship, the continual exchange of feedback and the fostering self-care could startlingly improve our work environment.

Effectiveness of Feedback in First Year Physics

DEFF Research Database (Denmark)

Bearden, Ian; Voigt, Karen A; Mathiasen, Helle

How can we provide better and more effective feedback to our students? How can we encourage students to use feedback effectively? We will present results of a study of first year physics students addressing these questions and comparing the effectiveness of written and screencast feedback....

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

Science.gov (United States)

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

2013-01-01

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

The Making Assessment Count (MAC consortium maximising assessment and feedback design by working together

Directory of Open Access Journals (Sweden)

Mark JP Kerrigan

2011-02-01

Full Text Available The Making Assessment Count (MAC project started at the University of Westminster in 2008. It sought to align staff and student expectations of feedback and support greater use of feed-forward approaches. A baseline analysis of staff views in the School of Life Sciences suggested that students did not make strategic use of the feedback they received. A similar analysis of the student position revealed that as a group they felt that the feedback provided to them was often insufficiently helpful. To address this dichotomy, a MAC process was developed in the School of Life Sciences and trialled with a cohort of about 350 first year undergraduate students. The process was based on a student-centred, three-stage model of feedback: Subject specific, Operational, and Strategic (SOS model. The student uses the subject tutor's feedback on an assignment to complete an online self-review questionnaire delivered by a simple tool. The student answers are processed by a web application called e-Reflect to generate a further feedback report. Contained within this report are personalised graphical representations of performance, time management, satisfaction and other operational feedback designed to help the student reflect on their approach to preparation and completion of future work. The student then writes in an online learning journal, which is shared with their personal tutor to support the personal tutorial process and the student's own development plan (PDP. Since the initial development and implementation of the MAC process within Life Sciences at Westminster, a consortium of universities has worked together to maximise the benefits of the project outcomes and collaboratively explore how the SOS model and e-Reflect can be exploited in different institutional and subject contexts. This paper presents and discusses an evaluation of the use of the MAC process within Life Sciences at Westminster from both staff and student perspective. In addition, the

The role and impact of personal faith and religion among genetic service providers.

Science.gov (United States)

Geller, Gail; Micco, Ellyn; Silver, Rachel J; Kolodner, Ken; Bernhardt, Barbara A

2009-02-15

This paper describes the impact of genetic service providers' personal faith and religious values on their experiences interacting with colleagues and patients. We surveyed 480 clinical geneticists (MDs), genetic counselors (GCs), and genetic nurses randomly selected from their professional associations, and then interviewed a sample of survey respondents. Outcomes included religiosity, coping with distress through spiritual beliefs, and personal value conflicts (PVCs). Two hundred fourteen providers completed the survey out of an estimated 348 eligible (61% response rate). Importance attributed to regular attendance at religious services ranged from 39% (not at all important) to 27% (very important). Reliance on religion and spiritual beliefs as a source of comfort ranged from 48% (never) to 33% (sometimes or often). Religiosity varied by discipline with 58% of nurses thinking regular attendance at religious services was moderately or very important as compared to 47% of GCs and 30% of MDs (P = 0.006). Ten percent of respondents had difficulty reconciling their own faith with being a genetics professional, 14% felt the need to hide their own faith from their colleagues or patients, 7% thought their professional stance was not consistent with their personal values, and 4% felt ostracized by the genetics community because of their personal beliefs. The experience of such PVCs was positively correlated with religiosity (r = 0.35; P religion among genetics professionals. (c) 2009 Wiley-Liss, Inc.

Trait self-esteem and neural activities related to self-evaluation and social feedback

Science.gov (United States)

Yang, Juan; Xu, Xiaofan; Chen, Yu; Shi, Zhenhao; Han, Shihui

2016-01-01

Self-esteem has been associated with neural responses to self-reflection and attitude toward social feedback but in different brain regions. The distinct associations might arise from different tasks or task-related attitudes in the previous studies. The current study aimed to clarify these by investigating the association between self-esteem and neural responses to evaluation of one’s own personality traits and of others’ opinion about one’s own personality traits. We scanned 25 college students using functional MRI during evaluation of oneself or evaluation of social feedback. Trait self-esteem was measured using the Rosenberg self-esteem scale after scanning. Whole-brain regression analyses revealed that trait self-esteem was associated with the bilateral orbitofrontal activity during evaluation of one’s own positive traits but with activities in the medial prefrontal cortex, posterior cingulate, and occipital cortices during evaluation of positive social feedback. Our findings suggest that trait self-esteem modulates the degree of both affective processes in the orbitofrontal cortex during self-reflection and cognitive processes in the medial prefrontal cortex during evaluation of social feedback. PMID:26842975

Trait self-esteem and neural activities related to self-evaluation and social feedback.

Science.gov (United States)

Yang, Juan; Xu, Xiaofan; Chen, Yu; Shi, Zhenhao; Han, Shihui

2016-02-04

Self-esteem has been associated with neural responses to self-reflection and attitude toward social feedback but in different brain regions. The distinct associations might arise from different tasks or task-related attitudes in the previous studies. The current study aimed to clarify these by investigating the association between self-esteem and neural responses to evaluation of one's own personality traits and of others' opinion about one's own personality traits. We scanned 25 college students using functional MRI during evaluation of oneself or evaluation of social feedback. Trait self-esteem was measured using the Rosenberg self-esteem scale after scanning. Whole-brain regression analyses revealed that trait self-esteem was associated with the bilateral orbitofrontal activity during evaluation of one's own positive traits but with activities in the medial prefrontal cortex, posterior cingulate, and occipital cortices during evaluation of positive social feedback. Our findings suggest that trait self-esteem modulates the degree of both affective processes in the orbitofrontal cortex during self-reflection and cognitive processes in the medial prefrontal cortex during evaluation of social feedback.

Motivation and emotion predict medical students' attention to computer-based feedback.

Science.gov (United States)

Naismith, Laura M; Lajoie, Susanne P

2017-12-14

Students cannot learn from feedback unless they pay attention to it. This study investigated relationships between the personal factors of achievement goal orientations, achievement emotions, and attention to feedback in BioWorld, a computer environment for learning clinical reasoning. Novice medical students (N = 28) completed questionnaires to measure their achievement goal orientations and then thought aloud while solving three endocrinology patient cases and reviewing corresponding expert solutions. Questionnaires administered after each case measured participants' experiences of five feedback emotions: pride, relief, joy, shame, and anger. Attention to individual text segments of the expert solutions was modelled using logistic regression and the method of generalized estimating equations. Participants did not attend to all of the feedback that was available to them. Performance-avoidance goals and shame positively predicted attention to feedback, and performance-approach goals and relief negatively predicted attention to feedback. Aspects of how the feedback was displayed also influenced participants' attention. Findings are discussed in terms of their implications for educational theory as well as the design and use of computer learning environments in medical education.

Effectiveness of a Training Program in Supervisors' Ability to Provide Feedback on Residents' Communication Skills

Science.gov (United States)

Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Baroffio, Anne; Dolmans, Diana; van der Vleuten, Cees

2013-01-01

Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are scarce as well as studies that go beyond…

Stroke patients' utilisation of extrinsic feedback from computer-based technology in the home: a multiple case study realistic evaluation.

Science.gov (United States)

Parker, Jack; Mawson, Susan; Mountain, Gail; Nasr, Nasrin; Zheng, Huiru

2014-06-05

Evidence indicates that post-stroke rehabilitation improves function, independence and quality of life. A key aspect of rehabilitation is the provision of appropriate information and feedback to the learner.Advances in information and communications technology (ICT) have allowed for the development of various systems to complement stroke rehabilitation that could be used in the home setting. These systems may increase the provision of rehabilitation a stroke survivor receives and carries out, as well as providing a learning platform that facilitates long-term self-managed rehabilitation and behaviour change. This paper describes the application of an innovative evaluative methodology to explore the utilisation of feedback for post-stroke upper-limb rehabilitation in the home. Using the principles of realistic evaluation, this study aimed to test and refine intervention theories by exploring the complex interactions of contexts, mechanisms and outcomes that arise from technology deployment in the home. Methods included focus groups followed by multi-method case studies (n = 5) before, during and after the use of computer-based equipment. Data were analysed in relation to the context-mechanism-outcome hypotheses case by case. This was followed by a synthesis of the findings to answer the question, 'what works for whom and in what circumstances and respects?' Data analysis reveals that to achieve desired outcomes through the use of ICT, key elements of computer feedback, such as accuracy, measurability, rewarding feedback, adaptability, and knowledge of results feedback, are required to trigger the theory-driven mechanisms underpinning the intervention. In addition, the pre-existing context and the personal and environmental contexts, such as previous experience of service delivery, personal goals, trust in the technology, and social circumstances may also enable or constrain the underpinning theory-driven mechanisms. Findings suggest that the theory-driven mechanisms

Auditory feedback improves heart rate moderation during moderate-intensity exercise.

Science.gov (United States)

Shaykevich, Alex; Grove, J Robert; Jackson, Ben; Landers, Grant J; Dimmock, James

2015-05-01

The objective of this study is to determine whether exposure to automated HR feedback can produce improvements in the ability to regulate HR during moderate-intensity exercise and to evaluate the persistence of these improvements after feedback is removed. Twenty healthy adults performed 10 indoor exercise sessions on cycle ergometers over 5 wk after a twice-weekly schedule. During these sessions (FB), participants received auditory feedback designed to maintain HR within a personalized, moderate-intensity training zone between 70% and 80% of estimated maximum HR. All feedback was delivered via a custom mobile software application. Participants underwent an initial assessment (PREFB) to measure their ability to maintain exercise intensity defined by the training zone without use of feedback. After completing the feedback training, participants performed three additional assessments identical to PREFB at 1 wk (POST1), 2 wk (POST2), and 4 wk (POST3) after their last feedback session. Time in zone (TIZ), defined as the ratio of the time spent within the training zone divided by the overall time of exercise, rate of perceived exertion, instrumental attitudes, and affective attitudes were then evaluated to assess results using two-way, mixed-model ANOVA with sessions and gender as factors. Training with feedback significantly improved TIZ (P moderate-intensity exercise in healthy adults.

Psychological Assessment with the DSM-5 Alternative Model for Personality Disorders: Tradition and Innovation.

Science.gov (United States)

Waugh, Mark H; Hopwood, Christopher J; Krueger, Robert F; Morey, Leslie C; Pincus, Aaron L; Wright, Aidan G C

2017-04-01

The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) Section III Alternative Model for Personality Disorders (AMPD; APA, 2013) represents an innovative system for simultaneous psychiatric classification and psychological assessment of personality disorders (PD). The AMPD combines major paradigms of personality assessment and provides an original, heuristic, flexible, and practical framework that enriches clinical thinking and practice. Origins, emerging research, and clinical application of the AMPD for diagnosis and psychological assessment are reviewed. The AMPD integrates assessment and research traditions, facilitates case conceptualization, is easy to learn and use, and assists in providing patient feedback. New as well as existing tests and psychometric methods may be used to operationalize the AMPD for clinical assessments.

Genetic test feedback with weight control advice: study protocol for a randomized controlled trial

Directory of Open Access Journals (Sweden)

Meisel Susanne F

2012-12-01

Full Text Available Abstract Background Genetic testing for risk of weight gain is already available over the internet despite uncertain benefits and concerns about adverse emotional or behavioral effects. Few studies have assessed the effect of adding genetic test feedback to weight control advice, even though one of the proposed applications of genetic testing is to stimulate preventive action. This study will investigate the motivational effect of adding genetic test feedback to simple weight control advice in a situation where weight gain is relatively common. Methods/design First-year university students (n = 800 will be randomized to receive either 1 their personal genetic test result for a gene (FTO related to weight gain susceptibility in addition to a leaflet with simple weight control advice (‘Feedback + Advice’ group, FA, or 2 only the leaflet containing simple weight control advice (‘Advice Only’ group, AO. Motivation to avoid weight gain and active use of weight control strategies will be assessed one month after receipt of the leaflet with or without genetic test feedback. Weight and body fat will be measured at baseline and eight months follow-up. We will also assess short-term psychological reactions to the genetic test result. In addition, we will explore interactions between feedback condition and gene test status. Discussion We hope to provide a first indication of the clinical utility of weight-related genetic test feedback in the prevention context. Trial registration Current controlled trials ISRCTN91178663

Blackouts as a Moderator of Young Adult Veteran Response to Personalized Normative Feedback for Heavy Drinking.

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Miller, Mary Beth; DiBello, Angelo M; Carey, Kate B; Pedersen, Eric R

2018-06-01

Blackouts-or periods of alcohol-induced amnesia for all or part of a drinking event-have been identified as independent predictors of alcohol-related harm that may be used to identify individuals who would benefit from intervention. However, little is known about the prevalence and impact of blackouts among Veterans. This study examined blackouts as a moderator of young adult veteran response to a brief, online personalized normative feedback (PNF) intervention for heavy drinking. Veterans scoring ≥3/4 (women/men) on the Alcohol Use Disorders Identification Test completed a baseline and 1-month assessment as part of a larger intervention trial (N = 571; 83% male; age M = 28.9, SD = 3.3). Participants were randomized to alcohol PNF (n = 285) or a video game attention control (n = 286). Hierarchical regression was used to examine the interaction between intervention condition and blackouts on alcohol-related outcomes at 1-month follow-up. At baseline, 26% of participants reported loss of memory for drinking events in the past 30 days. The interaction between condition and blackouts was significant, such that PNF participants who had experienced blackouts at baseline reported greater decreases in drinking quantity at 1 month than those who had not, and only PNF participants who had experienced baseline blackouts reported a decrease in alcohol problems at follow-up. PNF appears to be particularly effective for individuals who have experienced alcohol-induced blackout, perhaps because blackouts prime them for feedback on their alcohol use. While other negative consequences may also prime individuals for behavior change, blackouts are posited as a particularly useful screening tool because they are prevalent among young adults, have a strong association with alcohol-related harm, and are assessed in widely used clinical measures. Copyright © 2018 by the Research Society on Alcoholism.

Using Feedback Requests to Actively Involve Assessees in Peer Assessment: Effects on the Assessor's Feedback Content and Assessee's Agreement with Feedback

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Voet, Michiel; Gielen, Mario; Boelens, Ruth; De Wever, Bram

2018-01-01

Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for…

Personalized Multi-Student Improvement Based on Bayesian Cybernetics

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Kaburlasos, Vassilis G.; Marinagi, Catherine C.; Tsoukalas, Vassilis Th.

2008-01-01

This work presents innovative cybernetics (feedback) techniques based on Bayesian statistics for drawing questions from an Item Bank towards personalized multi-student improvement. A novel software tool, namely "Module for Adaptive Assessment of Students" (or, "MAAS" for short), implements the proposed (feedback) techniques. In conclusion, a pilot…

Feedback data sources that inform physician self-assessment.

Science.gov (United States)

Lockyer, Jocelyn; Armson, Heather; Chesluk, Benjamin; Dornan, Timothy; Holmboe, Eric; Loney, Elaine; Mann, Karen; Sargeant, Joan

2011-01-01

Self-assessment is a process of interpreting data about one's performance and comparing it to explicit or implicit standards. To examine the external data sources physicians used to monitor themselves. Focus groups were conducted with physicians who participated in three practice improvement activities: a multisource feedback program; a program providing patient and chart audit data; and practice-based learning groups. We used grounded theory strategies to understand the external sources that stimulated self-assessment and how they worked. Data from seven focus groups (49 physicians) were analyzed. Physicians used information from structured programs, other educational activities, professional colleagues, and patients. Data were of varying quality, often from non-formal sources with implicit (not explicit) standards. Mandatory programs elicited variable responses, whereas data and activities the physicians selected themselves were more likely to be accepted. Physicians used the information to create a reference point against which they could weigh their performance using it variably depending on their personal interpretation of its accuracy, application, and utility. Physicians use and interpret data and standards of varying quality to inform self-assessment. Physicians may benefit from regular and routine feedback and guidance on how to seek out data for self-assessment.

Feedback in the OSCE: What Do Residents Remember?

Science.gov (United States)

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

2016-01-01

The move to competency-based education has heightened the importance of direct observation of clinical skills and effective feedback. The Objective Structured Clinical Examination (OSCE) is widely used for assessment and affords an opportunity for both direct observation and feedback to occur simultaneously. For feedback to be effective, it should include direct observation, assessment of performance, provision of feedback, reflection, decision making, and use of feedback for learning and change. If one of the goals of feedback is to engage students to think about their performance (i.e., reflection), it would seem imperative that they can recall this feedback both immediately and into the future. This study explores recall of feedback in the context of an OSCE. Specifically, the purpose of this study was to (a) determine the amount and the accuracy of feedback that trainees remember immediately after an OSCE, as well as 1 month later, and (b) assess whether prompting immediate recall improved delayed recall. Internal medicine residents received 2 minutes of verbal feedback from physician examiners in the context of an OSCE. The feedback was audio-recorded and later transcribed. Residents were randomly allocated to the immediate recall group (immediate-RG; n = 10) or the delayed recall group (delayed-RG; n = 8). The immediate-RG completed a questionnaire prompting recall of feedback received immediately after the OSCE, and then again 1 month later. The delayed-RG completed a questionnaire only 1 month after the OSCE. The total number and accuracy of feedback points provided by examiners were compared to the points recalled by residents. Results comparing recall at 1 month between the immediate-RG and the delayed-RG were also studied. Physician examiners provided considerably more feedback points (M = 16.3) than the residents recalled immediately after the OSCE (M = 2.61, p feedback points recalled upon completion of the OSCE (2.61) compared to 1 month later (M = 1

Developing personal values: trainees' attitudes toward strikes by health care providers.

Science.gov (United States)

Li, Su-Ting T; Srinivasan, Malathi; Der-Martirosian, Claudia; Kravitz, Richard L; Wilkes, Michael S

2011-05-01

Worldwide, health care providers use strikes and job actions to influence policy. For health care providers, especially physicians, strikes create an ethical tension between an obligation to care for current patients (e.g., to provide care and avoid abandonment) and an obligation to better care for future patients by seeking system improvements (e.g., improvements in safety, to access, and in the composition and strength of the health care workforce). This tension is further intensified when the potential benefit of a strike involves professional self-interest and the potential risk involves patient harm or death. By definition, trainees are still forming their professional identities and values, including their opinions on fair wages, health policy, employee benefits, professionalism, and strikes. In this article, the authors explore these ethical tensions, beginning with a discussion of reactions to a potential 2005 nursing strike at the University of California, Davis, Medical Center. The authors then propose a conceptual model describing factors that may influence health care providers' decisions to strike (including personal ethics, personal agency, and strike-related context). In particular, the authors explore the relationship between training level and attitudes toward taking a job action, such as going on strike. Because trainees' attitudes toward strikes continue to evolve during training, the authors maintain that open discussion around the ethics of health care professionals' strikes and other methods of conflict resolution should be included in medical education to enhance professionalism and systems-based practice training. The authors include sample case vignettes to help initiate these important discussions. Copyright © by the Association of American medical Colleges.

Haptically facilitated bimanual training combined with augmented visual feedback in moderate to severe hemiplegia.

Science.gov (United States)

Boos, Amy; Qiu, Qinyin; Fluet, Gerard G; Adamovich, Sergei V

2011-01-01

This study describes the design and feasibility testing of a hand rehabilitation system that provides haptic assistance for hand opening in moderate to severe hemiplegia while subjects attempt to perform bilateral hand movements. A cable-actuated exoskeleton robot assists the subjects in performing impaired finger movements but is controlled by movement of the unimpaired hand. In an attempt to combine the neurophysiological stimuli of bilateral movement and action observation during training, visual feedback of the impaired hand is replaced by feedback of the unimpaired hand, either by using a sagittaly oriented mirror or a virtual reality setup with a pair of virtual hands presented on a flat screen controlled with movement of the unimpaired hand, providing a visual image of their paretic hand moving normally. Joint angles for both hands are measured using data gloves. The system is programmed to maintain a symmetrical relationship between the two hands as they respond to commands to open and close simultaneously. Three persons with moderate to severe hemiplegia secondary to stroke trained with the system for eight, 30 to 60 minute sessions without adverse events. Each demonstrated positive motor adaptations to training. The system was well tolerated by persons with moderate to severe upper extremity hemiplegia. Further testing of its effects on motor ability with a broader range of clinical presentations is indicated.

Social closeness and feedback modulate susceptibility to the framing effect

Science.gov (United States)

Sip, Kamila E.; Smith, David V.; Porcelli, Anthony J.; Kar, Kohitij; Delgado, Mauricio R.

2014-01-01

Although, we often seek social feedback from others to help us make decisions, little is known about how social feedback affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision making is modulated by social feedback valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity to keep (gain frame) or lose (loss frame) part of an initial endowment. Periodically, participants were provided with positive (e.g., “Nice!”) or negative (e.g., “Lame!”) feedback about their choices. Such feedback was provided by either a confederate (Experiment 1), or a gender-matched close friend (Experiment 2). As expected, the framing effect was observed in both experiments. Critically, an individual’s susceptibility to the framing effect was modulated by the valence of the social feedback, but only when the feedback provider was a close friend. This effect was reflected in the activation patterns of ventromedial prefrontal cortex and posterior cingulate cortex, regions involved in complex decision making. Taken together, these results highlight social closeness as an important factor in understanding the impact of social feedback on neural mechanisms of decision making. PMID:25074501

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

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

2014-12-01

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

Interface Prostheses With Classifier-Feedback-Based User Training.

Science.gov (United States)

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

Response distortion in personality measurement: born to deceive, yet capable of providing valid self-assessments?

Directory of Open Access Journals (Sweden)

STEPHAN DILCHERT

2006-09-01

Full Text Available This introductory article to the special issue of Psychology Science devoted to the subject of “Considering Response Distortion in Personality Measurement for Industrial, Work and Organizational Psychology Research and Practice” presents an overview of the issues of response distortion in personality measurement. It also provides a summary of the other articles published as part of this special issue addressing social desirability, impression management, self-presentation, response distortion, and faking in personality measurement in industrial, work, and organizational settings.

PNF 2.0? Initial evidence that gamification can increase the efficacy of brief, web-based personalized normative feedback alcohol interventions.

Science.gov (United States)

Boyle, Sarah C; Earle, Andrew M; LaBrie, Joseph W; Smith, Daniel J

2017-04-01

Gamified interventions exploit the motivational characteristics of a game in order to provide prevention information and promote behavior change. Despite the modest effect sizes observed in increasingly popular web-based personalized normative feedback (PNF) alcohol interventions for college students, previous research has yet to consider how gamification might be used to enhance efficacy. This study examines whether a novel, gamified PNF intervention format, which includes a point-based reward system, the element of chance, and personal icons to visually represent users, is more effective in reducing short-term alcohol use than the standard web-based style of PNF currently used on college campuses. Two-hundred and thirty-seven college students were randomly assigned to receive either a standard brief, web-based PNF alcohol intervention or the same alcohol intervention components delivered within a Facebook-connected social game called CampusGANDR (Gamified Alcohol Norm Discovery and Readjustment). In both study conditions participants answered identical questions about their perceptions of peer drinking norms and own drinking and then received the same PNF slides. Two weeks following PNF delivery, participants again reported their perceptions of peers' alcohol use and own drinking. Students in the CampusGANDR condition reported significantly reduced peer drinking norms and alcohol use at the two-week follow-up relative to students who received identical PNF delivered by standard online survey. Further, a mediation model demonstrated that this effect was driven by larger reductions in perceived drinking norms among participants assigned to receive CampusGANDR, relative to control. As web-based PNF is becoming an increasingly universal prevention strategy, findings from this study suggest gamification may represent one method by which intervention efficacy could be substantially improved. The potential methodological and economic benefits associated with gamified

Object discrimination using electrotactile feedback.

Science.gov (United States)

Arakeri, Tapas J; Hasse, Brady A; Fuglevand, Andrew J

2018-04-09

A variety of bioengineering systems are being developed to restore tactile sensations in individuals who have lost somatosensory feedback because of spinal cord injury, stroke, or amputation. These systems typically detect tactile force with sensors placed on an insensate hand (or prosthetic hand in the case of amputees) and deliver touch information by electrically or mechanically stimulating sensate skin above the site of injury. Successful object manipulation, however, also requires proprioceptive feedback representing the configuration and movements of the hand and digits. Therefore, we developed a simple system that simultaneously provides information about tactile grip force and hand aperture using current amplitude-modulated electrotactile feedback. We evaluated the utility of this system by testing the ability of eight healthy human subjects to distinguish among 27 objects of varying sizes, weights, and compliances based entirely on electrotactile feedback. The feedback was modulated by grip-force and hand-aperture sensors placed on the hand of an experimenter (not visible to the subject) grasping and lifting the test objects. We were also interested to determine the degree to which subjects could learn to use such feedback when tested over five consecutive sessions. The average percentage correct identifications on day 1 (28.5%  ±  8.2% correct) was well above chance (3.7%) and increased significantly with training to 49.2%  ±  10.6% on day 5. Furthermore, this training transferred reasonably well to a set of novel objects. These results suggest that simple, non-invasive methods can provide useful multisensory feedback that might prove beneficial in improving the control over prosthetic limbs.

Real-time orbit feedback at the APS

International Nuclear Information System (INIS)

Carwardine, J.

1998-01-01

A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30Hz by a factor of four to below 5 microm rms horizontally and 2 microm rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion

Developing students' teaching through peer observation and feedback.

Science.gov (United States)

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.

Ask and you shall receive: desire and receipt of feedback via Facebook predicts disordered eating concerns.

Science.gov (United States)

Hummel, Alexandra C; Smith, April R

2015-05-01

The current study examined whether certain types of Facebook content (i.e., status updates, comments) relate to eating concerns and attitudes. We examined the effects of seeking and receiving negative feedback via Facebook on disordered eating concerns in a sample of 185 undergraduate students followed for approximately 4 weeks. Results indicated that individuals with a negative feedback seeking style who received a high number of comments on Facebook were more likely to report disordered eating attitudes four weeks later. Additionally, individuals who received extremely negative comments in response to their personally revealing status updates were more likely to report disordered eating concerns four weeks later. Results of the current study provide preliminary evidence that seeking and receiving negative feedback via social networking sites can increase risk for disordered eating attitudes, and suggest that reducing maladaptive social networking usage may be an important target for prevention and intervention efforts aimed at reducing disordered eating attitudes. © 2014 Wiley Periodicals, Inc.

Feedback Codes and Action Plans: Building the Capacity of First-Year Students to Apply Feedback to a Scientific Report

Science.gov (United States)

Bird, Fiona L.; Yucel, Robyn

2015-01-01

Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their…

Feedback systems for linear colliders

CERN Document Server

Hendrickson, L; Himel, Thomas M; Minty, Michiko G; Phinney, N; Raimondi, Pantaleo; Raubenheimer, T O; Shoaee, H; Tenenbaum, P G

1999-01-01

Feedback systems are essential for stable operation of a linear collider, providing a cost-effective method for relaxing tight tolerances. In the Stanford Linear Collider (SLC), feedback controls beam parameters such as trajectory, energy, and intensity throughout the accelerator. A novel dithering optimization system which adjusts final focus parameters to maximize luminosity contributed to achieving record performance in the 1997-98 run. Performance limitations of the steering feedback have been investigated, and improvements have been made. For the Next Linear Collider (NLC), extensive feedback systems are planned as an intregal part of the design. Feedback requiremetns for JLC (the Japanese Linear Collider) are essentially identical to NLC; some of the TESLA requirements are similar but there are significant differences. For NLC, algorithms which incorporate improvements upon the SLC implementation are being prototyped. Specialized systems for the damping rings, rf and interaction point will operate at hi...

Personalized physiological medicine.

Science.gov (United States)

Ince, Can

2017-12-28

This paper introduces the concept of personalized physiological medicine that is specifically directed at the needs of the critically ill patient. This differs from the conventional view of personalized medicine, characterized by biomarkers and gene profiling, instead focusing on time-variant changes in the pathophysiology and regulation of various organ systems and their cellular and subcellular constituents. I propose that personalized physiological medicine is composed of four pillars relevant to the critically ill patient. Pillar 1 is defined by the frailty and fitness of the patient and their physiological reserve to cope with the stress of critical illness and therapy. Pillar 2 involves monitoring of the key physiological variables of the different organ systems and their response to disease and therapy. Pillar 3 concerns the evaluation of the success of resuscitation by assessment of the hemodynamic coherence between the systemic and microcirculation and parenchyma of the organ systems. Finally, pillar 4 is defined by the integration of the physiological and clinical data into a time-learning adaptive model of the patient to provide feedback about the function of organ systems and to guide and assess the response to disease and therapy. I discuss each pillar and describe the challenges to research and development that will allow the realization of personalized physiological medicine to be practiced at the bedside for critically ill patients.

Characteristics of People Providing Family Placements to Adult Persons with Intellectual Disabilities

Science.gov (United States)

McConkey, Roy; McConaghie, Jayne; Roberts, Paul; King, Diana

2005-01-01

The success of family placement schemes depends largely on the recruitment of suitable people who are willing to offer placements in their own home yet little research has been undertaken of their characteristics and the reasons for their involvement. Thirty providers of family based placements to adult persons with intellectual disabilities were…

Developing a Web-Based Developmental Feedback Program

National Research Council Canada - National Science Library

Douglas, Matthew

2003-01-01

Developmental feedback programs provide an opportunity to improve leadership practices by giving leaders feedback about their performance from a number of sources, This thesis expanded on Capt Doug Patton's pilot study (2002...

Amount of kinematic feedback affects learning of speech motor skills.

Science.gov (United States)

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

2012-01-01

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

Real-time orbit feedback at the APS

International Nuclear Information System (INIS)

Carwardine, J.A.; Lenkszus, F.R.

1998-01-01

A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30 Hz by a factor of four to below 5 μm rms horizontally and 2 μm rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion. copyright 1998 American Institute of Physics

Real-time orbit feedback at the APS.

Energy Technology Data Exchange (ETDEWEB)

Carwardine, J.

1998-06-18

A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30Hz by a factor of four to below 5{micro}m rms horizontally and 2{micro}m rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion.

Interaction in Spoken Word Recognition Models: Feedback Helps

Science.gov (United States)

Magnuson, James S.; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D.

2018-01-01

Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis. PMID:29666593

Interaction in Spoken Word Recognition Models: Feedback Helps.

Science.gov (United States)

Magnuson, James S; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D

2018-01-01

Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis.

Interaction in Spoken Word Recognition Models: Feedback Helps

Directory of Open Access Journals (Sweden)

James S. Magnuson

2018-04-01

Full Text Available Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis.

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

Science.gov (United States)

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).

Doctors' perceptions of why 360-degree feedback does (not) work: a qualitative study.

Science.gov (United States)

Overeem, Karlijn; Wollersheim, Hub; Driessen, Erik; Lombarts, Kiki; van de Ven, Geertje; Grol, Richard; Arah, Onyebuchi

2009-09-01

Delivery of 360-degree feedback is widely used in revalidation programmes. However, little has been done to systematically identify the variables that influence whether or not performance improvement is actually achieved after such assessments. This study aims to explore which factors represent incentives, or disincentives, for consultants to implement suggestions for improvement from 360-degree feedback. In 2007, 109 consultants in the Netherlands were assessed using 360-degree feedback and portfolio learning. We carried out a qualitative study using semi-structured interviews with 23 of these consultants, purposively sampled based on gender, hospital, work experience, specialty and views expressed in a previous questionnaire. A grounded theory approach was used to analyse the transcribed tape-recordings. We identified four groups of factors that can influence consultants' practice improvement after 360-degree feedback: (i) contextual factors related to workload, lack of openness and social support, lack of commitment from hospital management, free-market principles and public distrust; (ii) factors related to feedback; (iii) characteristics of the assessment system, such as facilitators and a portfolio to encourage reflection, concrete improvement goals and annual follow-up interviews, and (iv) individual factors, such as self-efficacy and motivation. It appears that 360-degree feedback can be a positive force for practice improvement provided certain conditions are met, such as that skilled facilitators are available to encourage reflection, concrete goals are set and follow-up interviews are carried out. This study underscores the fact that hospitals and consultant groups should be aware of the existing lack of openness and absence of constructive feedback. Consultants indicated that sharing personal reflections with colleagues could improve the quality of collegial relationships and heighten the chance of real performance improvement.

An integrative model linking feedback environment and organizational citizenship behavior.

Science.gov (United States)

Peng, Jei-Chen; Chiu, Su-Fen

2010-01-01

Past empirical evidence has suggested that a positive supervisor feedback environment may enhance employees' organizational citizenship behavior (OCB). In this study, we aim to extend previous research by proposing and testing an integrative model that examines the mediating processes underlying the relationship between supervisor feedback environment and employee OCB. Data were collected from 259 subordinate-supervisor dyads across a variety of organizations in Taiwan. We used structural equation modeling to test our hypotheses. The results demonstrated that supervisor feedback environment influenced employees' OCB indirectly through (1) both positive affective-cognition and positive attitude (i.e., person-organization fit and organizational commitment), and (2) both negative affective-cognition and negative attitude (i.e., role stressors and job burnout). Theoretical and practical implications are discussed.

Multisource feedback analysis of pediatric outpatient teaching.

Science.gov (United States)

Tiao, Mao-Meng; Huang, Li-Tung; Huang, Ying-Hsien; Tang, Kuo-Shu; Chen, Chih-Jen

2013-11-01

This study aims to evaluate the outpatient communication skills of medical students via multisource feedback, which may be useful to map future directions in improving physician-patient communication. Family respondents of patients, a nurse, a clinical teacher, and a research assistant evaluated video-recorded medical students' interactions with outpatients by using multisource feedback questionnaires; students also assessed their own skills. The questionnaire was answered based on the video-recorded interactions between outpatients and the medical students. A total of 60 family respondents of the 60 patients completed the questionnaires, 58 (96.7%) of them agreed with the video recording. Two reasons for reluctance were "personal privacy" issues and "simply disagree" with the video recording. The average satisfaction score of the 58 students was 85.1 points, indicating students' performance was in the category between satisfied and very satisfied. The family respondents were most satisfied with the "teacher"s attitude," followed by "teaching quality". In contrast, the family respondents were least satisfied with "being open to questions". Among the 6 assessment domains of communication skills, the students scored highest on "explaining" and lowest on "giving recommendations". In the detailed assessment by family respondents, the students scored lowest on "asking about life/school burden". In the multisource analysis, the nurses' mean score was much higher and the students' mean self-assessment score was lower than the average scores on all domains. The willingness and satisfaction of family respondents were high in this study. Students scored the lowest on giving recommendations to patients. Multisource feedback with video recording is useful in providing more accurate evaluation of students' communication competence and in identifying the areas of communication that require enhancement.

Map of dermatology: 'first-impression' user feedback and agenda for further development.

Science.gov (United States)

Kamel Boulos, Maged N

2006-09-01

Map of Dermatology (http://healthcybermap.org/dermap/) is a free web resource that enables users to search for images of skin conditions by body region and morphology rather than by condition name, which is much more useful and natural in answering questions about unknown clinical presentations/diagnoses, especially for non-specialists. This paper presents responses received from twelve users, including specialist dermatologists, non-specialists (some with interests in health informatics), and lay persons, who provided their 'first-impression' feedback on Map of Dermatology by responding to a very short e-mail questionnaire covering service usefulness and interface usability. The paper also provides a brief review of the gaps in current online dermatology information service provision in general. The overall user feedback received was very positive. An exploratory discussion of the arguments and possibilities for radically improving Map of Dermatology to produce 'the ultimate web-based dermatology diagnostic tool' is also provided, together with some desiderata and preliminary 'design and feature specifications' for such a tool based on users' suggestions, the gaps highlighted in other existing online dermatology tools, and the author's own reflections and experience. When successfully developed, the proposed tool is expected to have significant potential for efficiently and effectively addressing many of the currently unmet educational needs of clinicians.

Searching for Prototypical Facial Feedback Signals

NARCIS (Netherlands)

Heylen, Dirk K.J.; Bevacqua, E.; Tellier, M.; Pelachaud, C.; Pelachaud, C.; Martin, J-C.; André, E.; Chollet, G.; Pelé, D.

2007-01-01

Embodied conversational agents should be able to provide feedback on what a human interlocutor is saying. We are compiling a list of facial feedback expressions that signal attention and interest, grounding and attitude. As expressions need to serve many functions at the same time and most of the

Educators' Perceptions of Automated Feedback Systems

Science.gov (United States)

Debuse, Justin C. W.; Lawley, Meredith; Shibl, Rania

2008-01-01

Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to…

Feedback-linearization and feedback-feedforward decentralized control for multimachine power system

Energy Technology Data Exchange (ETDEWEB)

De Tuglie, Enrico [Dipartimento di Ingegneria dell' Ambiente, e per lo Sviluppo Sostenibile - DIASS, Politecnico di Bari, Viale del Turismo 8, 74100 Taranto (Italy); Iannone, Silvio Marcello; Torelli, Francesco [Dipartimento di Elettrotecnica, ed Elettronica - DEE, Politecnico di Bari, Via Re David 200, 70125 Bari (Italy)

2008-03-15

In this paper a decentralized nonlinear controller for large-scale power systems is investigated. The proposed controller design is based on the input-output feedback linearization methodology. In order to overcome computational difficulties in adopting such methodology, the overall interconnected nonlinear system, given as n-order, is analyzed as a cascade connection of an n{sub 1}-order nonlinear subsystem and an n{sub 2}-order linear subsystem. The controller design is obtained by applying input-output feedback linearization to the nonlinear subsystem and adopting a tracking control scheme, based on feedback-feedforward technique, for the linear subsystem. In the assumed system model, which is characterised by an interconnected structure between generating units, a decentralised adaptive controller is implemented by decentralizing these constraints. The use of a totally decentralised controller implies a system performance decay with respect to performance when the system is equipped with a centralised controller. Fortunately, the robustness of the proposed controller, based on input-output feedback procedure, guarantees good performance in terms of disturbance even when disturbances are caused by decentralization of interconnection constraints. Test results, provided on the IEEE 30 bus test system, demonstrate the effectiveness and practical applicability of proposed methodology. (author)

Physician performance feedback in a Canadian academic center.

Science.gov (United States)

Garvin, Dennis; Worthington, James; McGuire, Shaun; Burgetz, Stephanie; Forster, Alan J; Patey, Andrea; Gerin-Lajoie, Caroline; Turnbull, Jeffrey; Roth, Virginia

2017-10-02

Purpose This paper aims at the implementation and early evaluation of a comprehensive, formative annual physician performance feedback process in a large academic health-care organization. Design/methodology/approach A mixed methods approach was used to introduce a formative feedback process to provide physicians with comprehensive feedback on performance and to support professional development. This initiative responded to organization-wide engagement surveys through which physicians identified effective performance feedback as a priority. In 2013, physicians primarily affiliated with the organization participated in a performance feedback process, and physician satisfaction and participant perceptions were explored through participant survey responses and physician leader focus groups. Training was required for physician leaders prior to conducting performance feedback discussions. Findings This process was completed by 98 per cent of eligible physicians, and 30 per cent completed an evaluation survey. While physicians endorsed the concept of a formative feedback process, process improvement opportunities were identified. Qualitative analysis revealed the following process improvement themes: simplify the tool, ensure leaders follow process, eliminate redundancies in data collection (through academic or licensing requirements) and provide objective quality metrics. Following physician leader training on performance feedback, 98 per cent of leaders who completed an evaluation questionnaire agreed or strongly agreed that the performance feedback process was useful and that training objectives were met. Originality/value This paper introduces a physician performance feedback model, leadership training approach and first-year implementation outcomes. The results of this study will be useful to health administrators and physician leaders interested in implementing physician performance feedback or improving physician engagement.

Pupillary and affective responses to maternal feedback and the development of borderline personality disorder symptoms.

Science.gov (United States)

Scott, Lori N; Zalewski, Maureen; Beeney, Joseph E; Jones, Neil P; Stepp, Stephanie D

2017-08-01

Etiological models propose that a biological vulnerability to emotional reactivity plays an important role in the development of borderline personality disorder (BPD). However, the physiological and phenomenological components of emotional reactivity that predict the course of BPD symptoms in adolescence are poorly understood. This prospective study examines pupillary and affective responses to maternal feedback as predictors of BPD symptom development in adolescent girls over 18 months. Fifty-seven 16-year-old girls completed a laboratory task in which they heard recorded clips of their own mothers making critical or praising statements about them, as well as neutral statements that did not pertain to them. Changes in girls' pupil dilation and subjective affect were assessed throughout the task. The results demonstrated that greater pupillary response to maternal criticism predicted increases in BPD symptoms over time. In addition, greater pupillary and positive affective responses to maternal praise were associated with higher BPD symptoms at age 16 and faster decreases in BPD symptoms over time, but only among girls who heard clips that were rated by independent observers as less praising. The results suggest that emotional reactivity can serve as either a risk or a protective factor depending on context, with differential effects of reactivity to criticism versus praise.

The impact of expert- and peer feedback on communication skills of undergraduate dental students - a single-blinded, randomized, controlled clinical trial.

Science.gov (United States)

Krause, Felix; Schmalz, Gerhard; Haak, Rainer; Rockenbauch, Katrin

2017-12-01

To evaluate the effect of peer- and expert feedback on communication skills of undergraduate dental students. All students of the first clinical treatment course (n=46) were randomly assigned into two groups. For three times a medical-dental interview/consultation of each student with a real patient was videotaped. After every consultation the videos were assessed either by a person experienced in communication (expert group) or by a fellow student (peer group), giving the students feedback regarding their chairside performed communication skills. Before and after the feedback-interventions all students conducted an interview with simulated patients, which was rated using a validated global rating and analyzed statistically. Global ratings mean scores after feedback-intervention were significantly improved (p0.05). During this study students improved their communication skills in dentist-patient interactions. The communication experience of the feedback provider seems not to have any impact on the communication skills in undergraduate dental students. The clinical courses in dentistry offer the opportunity to implement peer-feedback interventions in real treatment situation as part of communication training to longitudinally improve communication skills. Copyright © 2017 Elsevier B.V. All rights reserved.

Nonlinear output feedback control of underwater vehicle propellers using feedback form estimated axial flow velocity

DEFF Research Database (Denmark)

Fossen, T. I.; Blanke, Mogens

2000-01-01

Accurate propeller shaft speed controllers can be designed by using nonlinear control theory and feedback from the axial water velocity in the propeller disc. In this paper, an output feedback controller is derived, reconstructing the axial flow velocity from vehicle speed measurements, using...... a three-state model of propeller shaft speed, forward (surge) speed of the vehicle, and the axial flow velocity. Lyapunov stability theory is used to prove that a nonlinear observer combined with an output feedback integral controller provide exponential stability. The output feedback controller...... compensates for variations in thrust due to time variations in advance speed. This is a major problem when applying conventional vehicle-propeller control systems, The proposed controller is simulated for an underwater vehicle equipped with a single propeller. The simulations demonstrate that the axial water...

An ethnographic investigation of healthcare providers' approaches to facilitating person-centredness in group-based diabetes education.

Science.gov (United States)

Stenov, Vibeke; Hempler, Nana Folmann; Reventlow, Susanne; Wind, Gitte

2017-08-22

To investigate approaches among healthcare providers (HCPs) that support or hinder person-centredness in group-based diabetes education programmes targeting persons with type 2 diabetes. Ethnographic fieldwork in a municipal and a hospital setting in Denmark. The two programmes included 21 participants and 10 HCPs and were observed over 5 weeks. Additionally, 10 in-depth semi-structured interviews were conducted with patients (n = 7) and HCPs (n = 3). Data were analysed using systematic text condensation. Hindering approaches included a teacher-centred focus on delivering disease-specific information. Communication was dialog based, but HCPs primarily asked closed-ended questions with one correct answer. Additional hindering approaches included ignoring participants with suboptimal health behaviours and a tendency to moralize that resulted in feelings of guilt among participants. Supporting approaches included letting participants set the agenda using broad, open-ended questions. Healthcare providers are often socialized into a biomedical approach and trained to be experts. However, person-centredness involves redefined roles and responsibilities. Applying person-centredness in practice requires continuous training and supervision, but HCPs often have minimum support for developing person-centred communication skills. Techniques based on motivational communication, psychosocial methods and facilitating group processes are effective person-centred approaches in a group context. Teacher-centredness undermined person-centredness because HCPs primarily delivered disease-specific recommendations, leading to biomedical information overload for participants. © 2017 Nordic College of Caring Science.

Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, December 2015

International Nuclear Information System (INIS)

Cabellos, Oscar; De Saint Jean, Cyrille; Hursin, Mathieu; Pelloni, Sandro; Ivanov, Evgeny; Kodeli, Ivan; Leconte, Pierre; Palmiotti, Giuseppe; Salvatores, Massimo; Sobes, Vladimir; Yokoyama, Kenji

2015-12-01

The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the fifth formal Subgroup 39 meeting held at the Institute Curie, Paris, France, on 4 December 2015. It comprises a Summary Record of the meeting, and all the available presentations (slides) given by the participants: A - Sensitivity methods: - 1: Short update on deliverables (K. Yokoyama); - 2: Does one shot Bayesian is equivalent to successive update? Bayesian inference: some matrix linear algebra (C. De Saint Jean); - 3: Progress in Methodology (G. Palmiotti); - SG39-3: Use of PIA approach. Possible application to neutron propagation experiments (S. Pelloni); - 4: Update on sensitivity coefficient methods (E. Ivanov); - 5: Stress test for U-235 fission (H. Wu); - 6: Methods and approaches development at ORNL for providing feedback from integral benchmark experiments for improvement of nuclear data files (V. Sobes); B - Integral experiments: - 7a: Update on SEG analysis (G. Palmiotti); - 7b:Status of MANTRA (G. Palmiotti); - 7c: Possible new experiments at NRAD (G. Palmiotti); - 8: B-eff experiments (I. Kodeli); - 9: On going CEA activities related to dedicated integral experiments for nuclear date validation in the Fast energy range (P. Leconte); - 10: PROTEUS Experiments: an update (M. Hursin); - 11: Short updates on neutron propagation experiments, STEK, CIELO status (O. Cabellos)

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

Science.gov (United States)

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

2012-01-01

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

Feedback stabilization of plasma instabilities

International Nuclear Information System (INIS)

Cap, F.F.

1977-01-01

This paper reviews the theoretical and experimental aspects of feedback stabilization. After giving an outline of a general theoretical model for electrostatic instabilities the author provides a theoretical analysis of the suppression of various types of instability. Experiments which have been carried out on the feedback stabilization of various types of plasma instability are reported. An extensive list of references is given. (B.R.H.)

Neural correlates of feedback processing in toddlers

NARCIS (Netherlands)

Meyer, M.; Bekkering, H.; Janssen, D.J.C.; Bruijn, E.R.A. de; Hunnius, S.

2014-01-01

External feedback provides essential information for successful learning. Feedback is especially important for learning in early childhood, as toddlers strongly rely on external signals to determine the consequences of their actions. In adults, many electrophysiological studies have elucidated

Improving the Effectiveness of Peer Feedback for Learning

Science.gov (United States)

Gielen, Sarah; Peeters, Elien; Dochy, Filip; Onghena, Patrick; Struyven, Katrien

2010-01-01

The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43…

Audio Feedback -- Better Feedback?

Science.gov (United States)

Voelkel, Susanne; Mello, Luciane V.

2014-01-01

National Student Survey (NSS) results show that many students are dissatisfied with the amount and quality of feedback they get for their work. This study reports on two case studies in which we tried to address these issues by introducing audio feedback to one undergraduate (UG) and one postgraduate (PG) class, respectively. In case study one…

The role of formative feedback in promoting higher order thinking ...

African Journals Online (AJOL)

The role of formative feedback in promoting higher order thinking skills in ... activities, task characteristics, validating students' thinking, and providing feedback. ... Keywords: classroom environment, formative assessment, formative feedback, ...

Personality assessment of substance-dependent patients in a therapeutic community.

Science.gov (United States)

Moffett, L A; Steinberg, S L; Rohde, P

1996-01-01

The design and implementation of a personality assessment system for severely substance-dependent men in a therapeutic community (TC) are described. The system was designed from a treatment utility perspective (Hayes, Nelson, & Jarrett, 1987) and uses the Personality Research Form E (Jackson, 1984) to provide each patient with feedback (a) describing his normal personality traits, (b) predicting his probable pattern of adjustment to the treatment setting, and (c) prescribing specific actions he can take to address potentially problematic behaviors. Discussing the the results with the patient helps him cope with the TC. Reviewing the assessment results with the staff promotes their empathy for the patient as a person whose behavior can be understood as an interaction of his personality with the specific demands of the TC rather than seeing the patient in exclusively pathological terms. Specific suggestions for behavior change guide both the patient and the staff and are potentially useful in various treatment settings.

Effective Instructor Feedback: Perceptions of Online Graduate Students

Directory of Open Access Journals (Sweden)

Beverley Getzlaf

2009-07-01

Full Text Available This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students’ perceptions of the content of effective instructor feedback (“what should be included in effective feedback?” and the process of effective instructor feedback (“how should effective feedback be provided?”. The participants were students completing health-related graduate courses offered exclusively online. Data were collected via a survey that included open ended questions inviting participants to share their perspectives regarding effective online instructor feedback. Thematic analysis revealed five major themes: student involvement/individualization, gentle guidance, being positively constructive, timeliness and future orientation. We conclude that effective instructor feedback has positive outcomes for the students. Future studies are warranted to investigate strategies to make feedback a mutual process between instructor and student that supports an effective feedback cycle.

Enhanced jump performance when providing augmented feedback compared to an external or internal focus of attention.

Science.gov (United States)

Keller, Martin; Lauber, Benedikt; Gottschalk, Marius; Taube, Wolfgang

2015-01-01

Factors such as an external focus of attention (EF) and augmented feedback (AF) have been shown to improve performance. However, the efficacy of providing AF to enhance motor performance has never been compared with the effects of an EF or an internal focus of attention (IF). Therefore, the aim of the present study was to identify which of the three conditions (AF, EF or IF) leads to the highest performance in a countermovement jump (CMJ). Nineteen volunteers performed 12 series of 8 maximum CMJs. Changes in jump height between conditions and within the series were analysed. Jump heights differed between conditions (P jump heights at the end of the series in AF (+1.60%) and lower jump heights at the end of the series in EF (-1.79%) and IF (-1.68%) were observed. Muscle activity did not differ between conditions. The differences between conditions and within the series provide evidence that AF leads to higher performance and better progression within one series than EF and IF. Consequently, AF seems to outperform EF and IF when maximising jump height.

Academic Detailing with Provider Audit and Feedback Improve Prescribing Quality for Older Veterans.

Science.gov (United States)

Vandenberg, Ann E; Echt, Katharina V; Kemp, Lawanda; McGwin, Gerald; Perkins, Molly M; Mirk, Anna K

2018-03-01

Suboptimal prescribing persists as a driver of poor quality care of older veterans and is associated with risk of hospitalization and emergency department visits. We adapted a successful medication management model, Integrated Management and Polypharmacy Review of Vulnerable Elders (IMPROVE), from an urban geriatric specialty clinic to rural community-based clinics that deliver primary care. The goals were to promote prescribing quality and safety for older adults, including reduced prescribing of potentially inappropriate medications (PIMs). We augmented the original model, which involved a pharmacist-led, one-on-one medication review with high-risk older veterans, to provide rural primary care providers (PCPs) and pharmacists with educational outreach through academic detailing and tools to support safe geriatric prescribing practices, as well as individual audit and feedback on prescribing practice and confidential peer benchmarking. Twenty PCPs and 4 pharmacists at 4 rural Georgia community-based outpatient clinics participated. More than 7,000 older veterans were seen in more than 20,000 PCP encounters during the 14-month intervention period. Implementation of the IMPROVE intervention reduced PIM prescribing incidence from 9.6 new medications per 100 encounters during baseline to 8.7 after the intervention (P = .009). IMPROVE reduced PIM prevalence (proportion of encounters involving veterans who were taking at least 1 PIM) from 22.6% to 16.7% (P < .001). These approaches were effective in reducing PIMs prescribed to older veterans in a rural setting and constitute a feasible model for disseminating geriatric best practices to the primary care setting. © 2018, Copyright the Authors Journal compilation © 2018, The American Geriatrics Society.

Operation of the transverse feedback system at the CERN SPS

International Nuclear Information System (INIS)

Bossart, R.; Louwerse, R.; Mourier, J.; Vos, L.

1987-01-01

To prevent transverse instabilities at high beam intensity in the SPS, the transverse feedback system for damping the betatron oscillations has been upgraded for larger damping decrements and for increased system's bandwidth. The feedback loop now contains a digital delay line cancellor, so that the damper works with a velocity feedback Δx/Δt, unaffected by the closed orbit position x at the pick-up station. The digital processing of the feedback signal facilitates nonlinear feedback techniques such as antidamping and ''band-bang'' feedback. The ''bang-bang'' feedback provides the maximum possible damping rate of the injection oscillations in the SPS-collider, in order to minimize the emittance increase caused by filamentation. The antidamping nonlinearity provides small continuous beam oscillations of 50 μm amplitude for tracking the machine tune Q with a phase locked loop

Personal Branding Through Fashion Blogging

Directory of Open Access Journals (Sweden)

Yuanita Safitri

2017-01-01

Full Text Available The objective of this research was to analyze personal branding development from personal brand identity, personal brand positioning, and personal brand assessment. The object of this research was Diana Rikasari's blog “Hot Chocolate and Mint”. She is one of prominent influence and fashion blogger from Indonesia. The research used the qualitative method with data collection by virtual observation from June until August 2016. Rikasari’s personal branding showed on her blog was the fashionably smart woman who had entrepreneurship competence. This research finds out that Diana Rikasari success to make her personal identity by her blog profile and blog posting. Her positioning is clear as Indonesian modern woman. The personal brand assessment can be seen through the achievements and feedbacks on her blog post, both positive or negative.

Feedback effects on students' writing motivation, process, and performance

NARCIS (Netherlands)

Duijnhouwer, H.

2010-01-01

Many students’ writing capacities remain insufficient during college years (Kellogg & Whiteford, 2009). Teachers try to improve students’ writing skills by providing them with feedback on their texts. Remarkably, research on the effects of feedback provided on written products is scarce (Graham &

First national intercomparison of personal dosimetry for dosimetry service providers in paec

International Nuclear Information System (INIS)

Akhter, J.; Ahmed, S.S.

2006-12-01

Health Physics Division, PINSTECH, has conducted an intercomparison exercise for PAEC organizations which are responsible for providing personal dosimetry services for the assessment of occupational doses of radiation workers. The exercise was on voluntary basis and it was designed to harmonize the procedure of individual dose monitoring techniques in terms of new ICRP operational quantities of personal dose equivalent Hp (10) for photons. Cobalt-60 and Cesium-137 protection level sources were used for irradiation. The dosimeters were exposed to radiation in the range of 0.46 to 24.20 mSv. Irradiations were performed in Secondary Standard Dosimetry Laboratory (SSDL) at HPD, PINSTECH according to IAEA/WHO standards. The performance of the participating laboratories was judged by trumpet curve that provides the acceptable limits on overall accuracy for occupational dose monitoring at 95% confidence level according to international standards. The response of measured dose/standard true dose (Hm/Ht lies in the range of 0.66 to 1.11 for 60CO and 0.84 to 1.17 for 137CS. This report describes the procedure and results of the intercomparison exercise. (author)

Corticocortical feedback increases the spatial extent of normalization.

Science.gov (United States)

Nassi, Jonathan J; Gómez-Laberge, Camille; Kreiman, Gabriel; Born, Richard T

2014-01-01

Normalization has been proposed as a canonical computation operating across different brain regions, sensory modalities, and species. It provides a good phenomenological description of non-linear response properties in primary visual cortex (V1), including the contrast response function and surround suppression. Despite its widespread application throughout the visual system, the underlying neural mechanisms remain largely unknown. We recently observed that corticocortical feedback contributes to surround suppression in V1, raising the possibility that feedback acts through normalization. To test this idea, we characterized area summation and contrast response properties in V1 with and without feedback from V2 and V3 in alert macaques and applied a standard normalization model to the data. Area summation properties were well explained by a form of divisive normalization, which computes the ratio between a neuron's driving input and the spatially integrated activity of a "normalization pool." Feedback inactivation reduced surround suppression by shrinking the spatial extent of the normalization pool. This effect was independent of the gain modulation thought to mediate the influence of contrast on area summation, which remained intact during feedback inactivation. Contrast sensitivity within the receptive field center was also unaffected by feedback inactivation, providing further evidence that feedback participates in normalization independent of the circuit mechanisms involved in modulating contrast gain and saturation. These results suggest that corticocortical feedback contributes to surround suppression by increasing the visuotopic extent of normalization and, via this mechanism, feedback can play a critical role in contextual information processing.

Peer Feedback in Second Language Writing (2005-2014)

Science.gov (United States)

Yu, Shulin; Lee, Icy

2016-01-01

This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005-2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer…

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

Science.gov (United States)

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…

Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts

Science.gov (United States)

Fernández-Toro, María; Furnborough, Concha

2014-01-01

Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means…

Mobility and orientation aid for blind persons using artificial vision

International Nuclear Information System (INIS)

Costa, Gustavo; Gusberti, Adrian; Graffigna, Juan Pablo; Guzzo, MartIn; Nasisi, Oscar

2007-01-01

Blind or vision-impaired persons are limited in their normal life activities. Mobility and orientation of blind persons is an ever-present research subject because no total solution has yet been reached for these activities that pose certain risks for the affected persons. The current work presents the design and development of a device conceived on capturing environment information through stereoscopic vision. The images captured by a couple of video cameras are transferred and processed by configurable and sequential FPGA and DSP devices that issue action signals to a tactile feedback system. Optimal processing algorithms are implemented to perform this feedback in real time. The components selected permit portability; that is, to readily get used to wearing the device

Mobility and orientation aid for blind persons using artificial vision

Energy Technology Data Exchange (ETDEWEB)

Costa, Gustavo; Gusberti, Adrian; Graffigna, Juan Pablo; Guzzo, MartIn; Nasisi, Oscar [Facultad de Ingenieria, Universidad Nacional de San Juan, San Juan (Argentina)

2007-11-15

Blind or vision-impaired persons are limited in their normal life activities. Mobility and orientation of blind persons is an ever-present research subject because no total solution has yet been reached for these activities that pose certain risks for the affected persons. The current work presents the design and development of a device conceived on capturing environment information through stereoscopic vision. The images captured by a couple of video cameras are transferred and processed by configurable and sequential FPGA and DSP devices that issue action signals to a tactile feedback system. Optimal processing algorithms are implemented to perform this feedback in real time. The components selected permit portability; that is, to readily get used to wearing the device.

Mobility and orientation aid for blind persons using artificial vision

Science.gov (United States)

Costa, Gustavo; Gusberti, Adrián; Graffigna, Juan Pablo; Guzzo, Martín; Nasisi, Oscar

2007-11-01

Blind or vision-impaired persons are limited in their normal life activities. Mobility and orientation of blind persons is an ever-present research subject because no total solution has yet been reached for these activities that pose certain risks for the affected persons. The current work presents the design and development of a device conceived on capturing environment information through stereoscopic vision. The images captured by a couple of video cameras are transferred and processed by configurable and sequential FPGA and DSP devices that issue action signals to a tactile feedback system. Optimal processing algorithms are implemented to perform this feedback in real time. The components selected permit portability; that is, to readily get used to wearing the device.

RF feedback simulation results for PEP-II

International Nuclear Information System (INIS)

Tighe, R.; Corredoura, P.

1995-06-01

A model of the RF feedback system for PEP-II has been developed to provide time-domain simulation and frequency-domain analysis of the complete system. The model includes the longitudinal beam dynamics, cavity fundamental resonance, feedback loops, and the nonlinear klystron operating near saturation. Transients from an ion clearing gap and a reference phase modulation from the longitudinal feedback system are also studied. Growth rates are predicted and overall system stability examined

The challenge of giving written thesis feedback to nursing students.

Science.gov (United States)

Tuvesson, Hanna; Borglin, Gunilla

2014-11-01

Providing effective written feedback on nursing student's assignments can be a challenging task for any assessor. Additionally, as the student groups tend to become larger, written feedback is likely to gain an overall more prominent position than verbal feedback. Lack of formal training or regular discussion in the teaching faculty about the skill set needed to provide written feedback could negatively affect the students' learning abilities. In this brief paper, we discuss written feedback practices, whilst using the Bachelor of Science in Nursing thesis as an example. Our aim is to highlight the importance of an informed understanding of the impact written feedback can have on students. Creating awareness about this can facilitate the development of more strategic and successful written feedback strategies. We end by offering examples of some relatively simple strategies for improving this practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Health care access and quality for persons with disability: Patient and provider recommendations.

Science.gov (United States)

McClintock, Heather F; Kurichi, Jibby E; Barg, Frances K; Krueger, Alice; Colletti, Patrice M; Wearing, Krizia A; Bogner, Hillary R

2018-07-01

Significant disparities in health care access and quality persist between persons with disabilities (PWD) and persons without disabilities (PWOD). Little research has examined recommendations of patients and providers to improve health care for PWD. We sought to explore patient and health care provider recommendations to improve health care access and quality for PWD through focus groups in the physical world in a community center and in the virtual world in an online community. In all, 17 PWD, 4 PWOD, and 6 health care providers participated in 1 of 5 focus groups. Focus groups were conducted in the virtual world in Second Life ® with Virtual Ability, an online community, and in the physical world at Agape Community Center in Milwaukee, WI. Focus group data were analyzed using a grounded theory methodology. Themes that emerged in focus groups among PWD and PWOD as well as health care providers to improve health care access and quality for PWD were: promoting advocacy, increasing awareness and knowledge, improving communication, addressing assumptions, as well as modifying and creating policy. Many participants discussed political empowerment and engagement as central to health care reform. Both PWD and PWOD as well as health care providers identified common themes potentially important for improving health care for PWD. Patient and health care provider recommendations highlight a need for modification of current paradigms, practices, and approaches to improve the quality of health care provision for PWD. Participants emphasized the need for greater advocacy and political engagement. Copyright © 2018 Elsevier Inc. All rights reserved.

Feedback in online course for non-native English-speaking students

CERN Document Server

Olesova, Larisa

2013-01-01

Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students' higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the

Development and implementation of an objective structured clinical examination to provide formative feedback on communication and interpersonal skills in geriatric training.

Science.gov (United States)

O'Sullivan, Patricia; Chao, Serena; Russell, Matthew; Levine, Sharon; Fabiny, Anne

2008-09-01

Teaching and assessment of communication and interpersonal skills, one of the American Council for Graduate Medical Education-designated core competencies, is an important but difficult task in the training of physicians. Assessment of trainees offers an opportunity to provide explicit feedback on their skills and encourages learning. This article describes a pilot study in which clinician-educators affiliated with the geriatrics training programs at Beth Israel Deaconess Medical Center and Boston University Medical Center designed and piloted a novel Objective Structured Clinical Examination (OSCE) to assess the communication and interpersonal skills of medical, dental, and geriatric psychiatry fellows. The OSCE consisted of three stations where geriatricians and standardized patients evaluated candidates using specifically designed checklists and an abbreviated version of the Master Interview Rating Scale. Communication skills were assessed through performance of specific "real life" clinical tasks, such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills were assessed through the effect of the communication between doctor and standardized patient on fostering trust, relieving anxiety, and establishing a therapeutic relationship. This pilot study demonstrated that the OSCE format of assessment provides a valid means of evaluating the communication and interpersonal skills of interdisciplinary geriatric trainees and provides a valuable forum for formative assessment and feedback. Given that geriatricians and non geriatricians involved in elder care both need communication and interpersonal skills, this novel OSCE can be used for assessment of these skills in trainees in diverse healthcare subspecialties.

The value of feedback in forecasting competitions

OpenAIRE

George Athanasopoulos; Rob J Hyndman

2011-01-01

In this paper we challenge the traditional design used for forecasting competitions. We implement an online competition with a public leaderboard that provides instant feedback to competitors who are allowed to revise and resubmit forecasts. The results show that feedback significantly improves forecasting accuracy.

Using a Feedback Environment to Improve Creative Performance: A Dynamic Affect Perspective

OpenAIRE

Gong, Zhenxing; Zhang, Na

2017-01-01

Prior research on feedback and creative performance has neglected the dynamic nature of affect and has focused only on the influence of positive affect. We argue that creative performance is the result of a dynamic process in which a person experiences a phase of negative affect and subsequently enters a state of high positive affect that is influenced by the feedback environment. Hierarchical regression was used to analyze a sample of 264 employees from seven industry firms. The results indi...

An Analysis of Personal Technology Use by Service Members and Military Behavioral Health Providers.

Science.gov (United States)

Edwards-Stewart, Amanda; Smolenski, Derek J; Reger, Greg M; Bush, Nigel; Workman, Don E

2016-07-01

Personal technology use is ubiquitous in the United States today and technology, in general, continues to change the face of health care. However, little is known about the personal technology use of military service members and the behavioral health care providers that treat them. This study reports the technology use of 1,101 active duty service members and 45 behavioral health care providers at a large military installation. Participants reported Internet usage; ownership of smartphones, tablets, and e-readers; usage of mobile applications (apps); and basic demographic information. Compared with providers, service members reported higher rates of smartphone ownership, were more likely to own Android smartphones than iPhones, and spent more time gaming. Both groups spent a comparable amount of time using social media. With the exception of gaming, however, differences between service members and providers were not statistically significant when demographics were matched and controlled. Among service members, younger respondents (18-34) were statistically more likely than older respondents (35-58) to own smartphones, spend time gaming, and engage in social media. Our findings can help inform provider's technology-based education and intervention of their patients and guide the development of new technologies to support the psychological health of service members. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices.

Science.gov (United States)

Ramani, Subha; Könings, Karen D; Mann, Karen V; Pisarski, Emily E; van der Vleuten, Cees P M

2018-03-06

To explore resident and faculty perspectives on what constitutes feedback culture, their perceptions of how institutional feedback culture (including politeness concepts) might influence the quality and impact of feedback, feedback seeking, receptivity, and readiness to engage in bidirectional feedback. Using a constructivist grounded theory approach, five focus group discussions with internal medicine residents, three focus group discussions with general medicine faculty, and eight individual interviews with subspecialist faculty were conducted at Brigham and Women's Hospital between April and December 2016. Discussions and interviews were audiotaped and transcribed verbatim; concurrent data collection and analysis were performed using the constant comparative approach. Analysis was considered through the lens of politeness theory and organizational culture. Twenty-nine residents and twenty-two general medicine faculty participated in focus group discussions, and eight subspecialty faculty participated in interviews. The institutional feedback culture was described by participants as: (1) a culture of politeness, in which language potentially damaging to residents' self-esteem was discouraged, and (2) a culture of excellence, in which the institution's outstanding reputation and pedigree of trainees inhibited constructive feedback. Three key themes situated within this broader cultural context were discovered: normalizing constructive feedback to promote a culture of growth, overcoming the mental block to feedback seeking, and hierarchical culture impeding bidirectional feedback. An institutional feedback culture of excellence and politeness may impede honest, meaningful feedback and may impact feedback seeking, receptivity, and bidirectional feedback exchanges. It is essential to understand the institutional feedback culture before it can be successfully changed.

Clinical performance feedback and quality improvement opportunities for perioperative physicians

Directory of Open Access Journals (Sweden)

Kaye AD

2014-05-01

Full Text Available Alan David Kaye,1 Olutoyin J Okanlawon,2 Richard D Urman21Department of Anesthesiology, Louisiana State University School of Medicine, New Orleans, LA, 2Department of Anesthesiology, Perioperative and Pain Medicine, Brigham and Women's Hospital, Boston MA, USAAbstract: Clinical performance feedback is an important component of the ongoing development and education of health care practitioners. For physicians, feedback about their clinical practice and outcomes is central to developing both confidence and competence at all stages of their medical careers. Cultural and financial infrastructures need to be in place, and the concept of feedback needs to be readily embraced and encouraged by clinical leadership and other stakeholders. The "buy-in" includes the expectation and view that feedback occurs on a routine basis, and those engaged in the process are both encouraged to participate and held accountable. Feedback must be part of an overarching quality improvement and physician education agenda; it is not meant to be an isolated, fragmented initiative that is typically undermined by lack of resources or systemic barriers to gaining improvement within programs. Effective feedback should be an integral part of clinical practice. Anesthesiologists and other perioperative physicians are identifying specialty-specific indicators that can be used when creating a broader quality improvement agenda. Placing a more immediate formal feedback strategy that focuses on goal-oriented behavior is rapidly becoming a mainstay. Physicians may use their individual feedback reports for reflection and designing personal development plans as lifelong learners and leaders in improving patient care.Keywords: physician education, outcomes measurement, performance improvement, anesthesiology

A Content Analysis of Peer Feedback in Triadic Supervision

Science.gov (United States)

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

2015-01-01

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

[A model for multi-source feedback in postgraduate medical education based on validation and best practise].

Science.gov (United States)

Eriksen, Gitte Valsted; Malling, Bente

2014-04-14

In Denmark multi-source feedback is used in formative assessment of trainees' performance regarding the roles: communicator, collaborator, professional and manager. A web-based model was developed and evaluated useful, time-effective, acceptable and feasible. The model comprises a validated questionnaire usable in all specialities, personal feedback from an educated feedback facilitator, identification of areas for improvement and a mandatory written plan for the trainees' further professional development. The model is implemented at all hospitals in the Northern Educational Region in Denmark.

Diabetes in homeless persons: barriers and enablers to health as perceived by patients, medical, and social service providers.

Science.gov (United States)

Elder, Nancy C; Tubb, Matthew R

2014-01-01

The ways homelessness and diabetes affect each other is not well known. The authors sought to understand barriers and enablers to health for homeless people with diabetes as perceived by homeless persons and providers. The authors performed semistructured interviews with a sample of participants (seven homeless persons, six social service providers, and five medical providers) in an urban Midwest community. Data analysis was performed with the qualitative editing method. Participants described external factors (chaotic lifestyle, diet/food availability, access to care, and medications) and internal factors (competing demands, substance abuse, stress) that directly affect health. Social service providers were seen as peripheral to diabetes care, although all saw their primary functions as valuable. These factors and relationships are appropriately modeled in a complex adaptive chronic care model, where the framework is bottom up and stresses adaptability, self-organization, and empowerment. Adapting the care of homeless persons with diabetes to include involvement of patients and medical and social service providers must be emergent and responsive to changing needs.

Corticocortical feedback increases the spatial extent of normalization

Science.gov (United States)

Nassi, Jonathan J.; Gómez-Laberge, Camille; Kreiman, Gabriel; Born, Richard T.

2014-01-01

Normalization has been proposed as a canonical computation operating across different brain regions, sensory modalities, and species. It provides a good phenomenological description of non-linear response properties in primary visual cortex (V1), including the contrast response function and surround suppression. Despite its widespread application throughout the visual system, the underlying neural mechanisms remain largely unknown. We recently observed that corticocortical feedback contributes to surround suppression in V1, raising the possibility that feedback acts through normalization. To test this idea, we characterized area summation and contrast response properties in V1 with and without feedback from V2 and V3 in alert macaques and applied a standard normalization model to the data. Area summation properties were well explained by a form of divisive normalization, which computes the ratio between a neuron's driving input and the spatially integrated activity of a “normalization pool.” Feedback inactivation reduced surround suppression by shrinking the spatial extent of the normalization pool. This effect was independent of the gain modulation thought to mediate the influence of contrast on area summation, which remained intact during feedback inactivation. Contrast sensitivity within the receptive field center was also unaffected by feedback inactivation, providing further evidence that feedback participates in normalization independent of the circuit mechanisms involved in modulating contrast gain and saturation. These results suggest that corticocortical feedback contributes to surround suppression by increasing the visuotopic extent of normalization and, via this mechanism, feedback can play a critical role in contextual information processing. PMID:24910596

Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, November 2013

International Nuclear Information System (INIS)

De Saint Jean, C.; Dupont, E.; ); Dyrda, J.; Hursin, M.; Pelloni, S.; Ishikawa, M.; Ivanov, E.; Ivanova, T.; Kim, D.H.; Ee, Y.O.; Kodeli, I.; Leal, L.; Leichtle, D.; Palmiotti, G.; Salvatores, M.; Pronyaev, V.; Simakov, S.; )

2013-11-01

The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the first formal Subgroup 39 meeting held at the NEA, Issy-les-Moulineaux, France, on 28-29 November 2013. It comprises a Summary Record of the meeting and all the available presentations (slides) given by the participants: A - Recent data adjustments performances and trends: 1 - Recommendations from ADJ2010 adjustment (M. Ishikawa); 2 - Feedback on CIELO isotopes from ENDF/B-VII.0 adjustment (G. Palmiotti); 3 - Sensitivity and uncertainty results on FLATTOP-Pu (I. Kodeli); 4 - SG33 benchmark: Comparative adjustment results (S. Pelloni) 5 - Integral benchmarks for data assimilation: selection of a consistent set and establishment of integral correlations (E. Ivanov); 6 - PROTEUS experimental data (M. Hursin); 7 - Additional information on High Conversion Light Water Reactor (HCLWR aka FDWR-II) experiments (14 January 2014); 8 - Data assimilation of benchmark experiments for homogenous thermal/epithermal uranium systems (J. Dyrda); B - Methodology issues: 1 - Adjustment methodology issues (G. Palmiotti); 2 - Marginalisation, methodology issues and nuclear data parameter adjustment (C. De Saint Jean); 3 - Nuclear data parameter adjustment (G. Palmiotti). A list of issues and actions conclude the document

Preface: Multiscale feedbacks in ecogeomorphology

Science.gov (United States)

Wheaton, Joseph M.; Gibbins, Chris; Wainwright, John; Larsen, Laurel G.; McElroy, Brandon

2011-01-01

Geomorphic systems are known to exhibit nonlinear responses to physical–biological feedbacks (Thornes, 1985; Baas, 2002; Reinhardt et al., 2010). These responses make understanding and/or predicting system response to change highly challenging. With growing concerns over ecosystem health, a pressing need exists for research that tries to elucidate these feedbacks (Jerolmack, 2008; Darby, 2010; National Research Council, 2010). A session was convened at the Fall 2008 meeting of the American Geophysical Union (AGU) to provide an outlet for some of this truly interdisciplinary and original research, which is central to understanding geomorphic and ecological dynamics. The session attracted over 39 contributions, which were divided into two well-attended oral sessions and a very busy poster session. This special issue presents new research from the AGU session, which highlights clear physical–biological feedbacks. The aim is to bring together contrasting perspectives on biological and geomorphic feedbacks in a diversity of physiographic settings, ranging from wetlands and estuaries, through rivers, to uplands. These papers highlight biological and physical feedbacks which involve the modulation or amplification of geomorphic processes. These papers will be of interest to a core geomorphology audience, and should also draw attention from the fields of ecohydraulics, hydroecology, ecohydrology, ecomorphology, biogeochemistry and biogeography, and biogeomorphology as well as the more traditional fields of hydrology, ecology and biology. In this preface to the special issue, we a) review past contributions to the emerging field of ecogeomorphology and related disciplines, b) provide some context for how this topical special issue came to fruition, and c) summarize the contributions to this special issue.

Randomized controlled trial to evaluate the effects of personalized prediction and adaptation tools on treatment outcome in outpatient psychotherapy: study protocol.

Science.gov (United States)

Lutz, Wolfgang; Zimmermann, Dirk; Müller, Viola N L S; Deisenhofer, Anne-Katharina; Rubel, Julian A

2017-08-24

Psychotherapy is successful for the majority of patients, but not for every patient. Hence, further knowledge is needed on how treatments should be adapted for those who do not profit or deteriorate. In the last years prediction tools as well as feedback interventions were part of a trend to more personalized approaches in psychotherapy. Research on psychometric prediction and feedback into ongoing treatment has the potential to enhance treatment outcomes, especially for patients with an increased risk of treatment failure or drop-out. The research project investigates in a randomized controlled trial the effectiveness as well as moderating and mediating factors of psychometric feedback to therapists. In the intended study a total of 423 patients, who applied for a cognitive-behavioral therapy at the psychotherapy clinic of the University Trier and suffer from a depressive and/or an anxiety disorder (SCID interviews), will be included. The patients will be randomly assigned either to one therapist as well as to one of two intervention groups (CG, IG2). An additional intervention group (IG1) will be generated from an existing archival data set via propensity score matching. Patients of the control group (CG; n = 85) will be monitored concerning psychological impairment but therapists will not be provided with any feedback about the patients assessments. In both intervention groups (IG1: n = 169; IG2: n = 169) the therapists are provided with feedback about the patients self-evaluation in a computerized feedback portal. Therapists of the IG2 will additionally be provided with clinical support tools, which will be developed in this project, on the basis of existing systems. Therapists will also be provided with a personalized treatment recommendation based on similar patients (Nearest Neighbors) at the beginning of treatment. Besides the general effectiveness of feedback and the clinical support tools for negatively developing patients, further mediating and

Identifying preferred format and source of exercise information in persons with multiple sclerosis that can be delivered by health-care providers.

Science.gov (United States)

Learmonth, Yvonne C; Adamson, Brynn C; Balto, Julia M; Chiu, Chung-Yi; Molina-Guzman, Isabel M; Finlayson, Marcia; Riskin, Barry J; Motl, Robert W

2017-10-01

There is increasing recognition of the benefits of exercise in individuals with multiple sclerosis (MS), yet the MS population does not engage in sufficient amounts of exercise to accrue health benefits. There has been little qualitative inquiry to establish the preferred format and source for receiving exercise information from health-care providers among persons with MS. We sought to identify the desired and preferred format and source of exercise information for persons with MS that can be delivered through health-care providers. Participants were adults with MS who had mild or moderate disability and participated in a range of exercise levels. All participants lived in the Midwest of the United States. Fifty semi-structured interviews were conducted and analysed using thematic analysis. Two themes emerged, (i) approach for receiving exercise promotion and (ii) ideal person for promoting exercise. Persons with MS want to receive exercise information through in-person consultations with health-care providers, print media and electronic media. Persons with MS want to receive exercise promotion from health-care providers with expertise in MS (ie neurologists) and with expertise in exercise (eg physical therapists). These data support the importance of understanding how to provide exercise information to persons with MS and identifying that health-care providers including neurologists and physical therapists should be involved in exercise promotion. © 2017 The Authors Health Expectations Published by John Wiley & Sons Ltd.

Residential Feedback Devices and Programs. Opportunities for Natural Gas

Energy Technology Data Exchange (ETDEWEB)

Kerr, R. [Building America Partnership for Improved Residential Construction (BA-PIRC), Cocoa, FL (United States); Tondro, M. [Building America Partnership for Improved Residential Construction (BA-PIRC), Cocoa, FL (United States)

2012-12-01

Behavior-based approaches have been a growing interest in the energy efficiency field over recent years and the use of residential energy feedback has garnered particular interest. By providing an increased level of detail, feedback can greatly increase a consumer’s understanding of how energy is used in their home. This project reviewed the existing body of research on electricity feedback to identify parallel lessons for gas, discussed the benefits and challenges of different types of feedback, and identifying three feedback options that show strong potential for natural gas savings.

Residential Feedback Devices and Programs: Opportunities for Natural Gas

Energy Technology Data Exchange (ETDEWEB)

Kerr, R.; Tondro, M.

2012-12-01

Behavior-based approaches have been a growing interest in the energy efficiency field over recent years and the use of residential energy feedback has garnered particular interest. By providing an increased level of detail, feedback can greatly increase a consumer's understanding of how energy is used in their home. This project reviewed the existing body of research on electricity feedback to identify parallel lessons for gas, discussed the benefits and challenges of different types of feedback, and identifying three feedback options that show strong potential for natural gas savings.

Relevance Feedback in Content Based Image Retrieval: A Review

Directory of Open Access Journals (Sweden)

Manesh B. Kokare

2011-01-01

Full Text Available This paper provides an overview of the technical achievements in the research area of relevance feedback (RF in content-based image retrieval (CBIR. Relevance feedback is a powerful technique in CBIR systems, in order to improve the performance of CBIR effectively. It is an open research area to the researcher to reduce the semantic gap between low-level features and high level concepts. The paper covers the current state of art of the research in relevance feedback in CBIR, various relevance feedback techniques and issues in relevance feedback are discussed in detail.

Personal values and attitudes toward people living with HIV among health care providers in Kazakhstan.

Science.gov (United States)

Tartakovsky, Eugene; Hamama, Liat

2013-01-01

Our study investigates the relationship between health care providers' personal value preferences and their attitudes toward people living with HIV (PLWH). The study was conducted among nurses (n = 38) and physicians (n = 87) working in HIV Centers in Kazakhstan. Significant relationships were found between the providers' personal value preferences and their attitudes toward PLWH: higher preferences for tradition and power values and lower preferences for benevolence values were associated with more negative attitudes toward PLWH. In addition, more years of experience working with PLWH was associated with more positive attitudes toward this population. Age, gender, family status, religiosity, occupation, and number of years working in health care were not related to the health care providers' attitudes toward PLWH. Theoretical and practical implications of the results obtained are discussed. Copyright © 2013 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

Tactile Feedback for Above-Device Gesture Interfaces

OpenAIRE

Freeman, Euan; Brewster, Stephen; Lantz, Vuokko

2014-01-01

Above-device gesture interfaces let people interact in the space above mobile devices using hand and finger movements. For example, users could gesture over a mobile phone or wearable without having to use the touchscreen. We look at how above-device interfaces can also give feedback in the space over the device. Recent haptic and wearable technologies give new ways to provide tactile feedback while gesturing, letting touchless gesture interfaces give touch feedback. In this paper we take a f...

Adaptive disengagement buffers self-esteem from negative social feedback.

Science.gov (United States)

Leitner, Jordan B; Hehman, Eric; Deegan, Matthew P; Jones, James M

2014-11-01

The degree to which self-esteem hinges on feedback in a domain is known as a contingency of self-worth, or engagement. Although previous research has conceptualized engagement as stable, it would be advantageous for individuals to dynamically regulate engagement. The current research examined whether the tendency to disengage from negative feedback accounts for variability in self-esteem. We created the Adaptive Disengagement Scale (ADS) to capture individual differences in the tendency to disengage self-esteem from negative outcomes. Results demonstrated that the ADS is reliable and valid (Studies 1 and 2). Furthermore, in response to negative social feedback, higher scores on the ADS predicted greater state self-esteem (Study 3), and this relationship was mediated by disengagement (Study 4). These findings demonstrate that adaptive disengagement protects self-esteem from negative outcomes and that the ADS is a valid measure of individual differences in the implementation of this process. © 2014 by the Society for Personality and Social Psychology, Inc.

The Use of a Pressure-Indicating Sensor Film to Provide Feedback upon Hydrogel-Forming Microneedle Array Self-Application In Vivo.

Science.gov (United States)

Vicente-Pérez, Eva M; Quinn, Helen L; McAlister, Emma; O'Neill, Shannon; Hanna, Lezley-Anne; Barry, Johanne G; Donnelly, Ryan F

2016-12-01

To evaluate the combination of a pressure-indicating sensor film with hydrogel-forming microneedle arrays, as a method of feedback to confirm MN insertion in vivo. Pilot in vitro insertion studies were conducted using a Texture Analyser to insert MN arrays, coupled with a pressure-indicating sensor film, at varying forces into excised neonatal porcine skin. In vivo studies involved twenty human volunteers, who self-applied two hydrogel-forming MN arrays, one with a pressure-indicating sensor film incorporated and one without. Optical coherence tomography was employed to measure the resulting penetration depth and colorimetric analysis to investigate the associated colour change of the pressure-indicating sensor film. Microneedle insertion was achieved in vitro at three different forces, demonstrating the colour change of the pressure-indicating sensor film upon application of increasing pressure. When self-applied in vivo, there was no significant difference in the microneedle penetration depth resulting from each type of array, with a mean depth of 237 μm recorded. When the pressure-indicating sensor film was present, a colour change occurred upon each application, providing evidence of insertion. For the first time, this study shows how the incorporation of a simple, low-cost pressure-indicating sensor film can indicate microneedle insertion in vitro and in vivo, providing visual feedback to assure the user of correct application. Such a strategy may enhance usability of a microneedle device and, hence, assist in the future translation of the technology to widespread clinical use.

Personalized feedback based on automatic activity recognition from mixed-source raw sensor data

NARCIS (Netherlands)

op den Akker, Harm; Jones, Valerie M.; Hermens, Hermanus J.

2009-01-01

We present a data set consisting of multiple wireless sensors that monitor movement and various types of bio signals, recorded from patients that suffer from Chronic Obstructive Pulmonary Disease (COPD). From this data, the goal is to derive appropriate feedback to the patient that will motivate

Effect of biased feedback on motor imagery learning in BCI-teleoperation system

Directory of Open Access Journals (Sweden)

Maryam eAlimardani

2014-04-01

Full Text Available Feedback design is an important issue in motor imagery BCI systems. Regardless, to date it has not been reported how feedback presentation can optimize co-adaptation between a human brain and such systems. This paper assesses the effect of realistic visual feedback on users’ BC performance and motor imagery skills. We previously developed a tele-operation system for a pair of humanlike robotic hands and showed that BCI control of such hands along with first-person perspective visual feedback of movements can arouse a sense of embodiment in the operators. In the first stage of this study, we found that the intensity of this ownership illusion was associated with feedback presentation and subjects’ performance during BCI motion control. In the second stage, we probed the effect of positive and negative feedback bias on subjects’ BCI performance and motor imagery skills. Although the subject specific classifier, which was set up at the beginning of experiment, detected no significant change in the subjects’ online performance, evaluation of brain activity patterns revealed that subjects’ self-regulation of motor imagery features improved due to a positive bias of feedback and a possible occurrence of ownership illusion. Our findings suggest that in general training protocols for BCIs, manipulation of feedback can play an important role in the optimization of subjects’ motor imagery skills.

Feedback and Incentives

DEFF Research Database (Denmark)

Eriksson, Tor Viking; Poulsen, Anders; Villeval, Marie Claire

2009-01-01

This paper experimentally investigates the impact of different pay schemes and relative performance feedback policies on employee effort. We explore three feedback rules: no feedback on relative performance, feedback given halfway through the production period, and continuously updated feedback. ...... behind, and front runners do not slack off. But in both pay schemes relative performance feedback reduces the quality of the low performers' work; we refer to this as a "negative quality peer effect"....

Role of combined tactile and kinesthetic feedback in minimally invasive surgery.

Science.gov (United States)

Lim, Soo-Chul; Lee, Hyung-Kew; Park, Joonah

2014-10-18

Haptic feedback is of critical importance in surgical tasks. However, conventional surgical robots do not provide haptic feedback to surgeons during surgery. Thus, in this study, a combined tactile and kinesthetic feedback system was developed to provide haptic feedback to surgeons during robotic surgery. To assess haptic feasibility, the effects of two types of haptic feedback were examined empirically - kinesthetic and tactile feedback - to measure object-pulling force with a telesurgery robotics system at two desired pulling forces (1 N and 2 N). Participants answered a set of questionnaires after experiments. The experimental results reveal reductions in force error (39.1% and 40.9%) when using haptic feedback during 1 N and 2 N pulling tasks. Moreover, survey analyses show the effectiveness of the haptic feedback during teleoperation. The combined tactile and kinesthetic feedback of the master device in robotic surgery improves the surgeon's ability to control the interaction force applied to the tissue. Copyright © 2014 John Wiley & Sons, Ltd. Copyright © 2014 John Wiley & Sons, Ltd.

Persuasive performance feedback: the effect of framing on self-efficacy.

Science.gov (United States)

Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A

2013-01-01

Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user's current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual's self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual's performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors.

Persuasive Performance Feedback: The Effect of Framing on Self-Efficacy

Science.gov (United States)

Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A.

2013-01-01

Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user’s current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual’s self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual’s performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors. PMID:24551378

Using high-level construal and perceptions of changeability to promote self-change over self-protection motives in response to negative feedback.

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Belding, Jennifer N; Naufel, Karen Z; Fujita, Kentaro

2015-06-01

Diagnostic negative information presents people with a motivational dilemma. Although negative feedback can provide useful information with which to guide future self-improvement efforts, it also presents short-term affective costs. We propose that construal level, jointly with the perceived changeability of the feedback domain, determines whether people choose to accept or dismiss such information. Whereas low-level construal promotes short-term self-protection motivation (promoting dismissal), high-level construal promotes long-term self-change motivation (promoting acceptance)--to the extent that change is perceived as possible. Four studies support this hypothesis and examine underlying cognitive and motivational mechanisms. The present work may provide an integrative theoretical framework for understanding when people will be open to and accept negative diagnostic information, and has important practical implications for promoting self-change efforts. © 2015 by the Society for Personality and Social Psychology, Inc.

Auditory reafferences: the influence of real-time feedback on movement control.

Science.gov (United States)

Kennel, Christian; Streese, Lukas; Pizzera, Alexandra; Justen, Christoph; Hohmann, Tanja; Raab, Markus

2015-01-01

Auditory reafferences are real-time auditory products created by a person's own movements. Whereas the interdependency of action and perception is generally well studied, the auditory feedback channel and the influence of perceptual processes during movement execution remain largely unconsidered. We argue that movements have a rhythmic character that is closely connected to sound, making it possible to manipulate auditory reafferences online to understand their role in motor control. We examined if step sounds, occurring as a by-product of running, have an influence on the performance of a complex movement task. Twenty participants completed a hurdling task in three auditory feedback conditions: a control condition with normal auditory feedback, a white noise condition in which sound was masked, and a delayed auditory feedback condition. Overall time and kinematic data were collected. Results show that delayed auditory feedback led to a significantly slower overall time and changed kinematic parameters. Our findings complement previous investigations in a natural movement situation with non-artificial auditory cues. Our results support the existing theoretical understanding of action-perception coupling and hold potential for applied work, where naturally occurring movement sounds can be implemented in the motor learning processes.

Effects of feedback on residential electricity demand—Findings from a field trial in Austria

International Nuclear Information System (INIS)

Schleich, Joachim; Klobasa, Marian; Gölz, Sebastian; Brunner, Marc

2013-01-01

This paper analyzes the effects of providing feedback on electricity consumption in a field trial involving more than 1500 households in Linz, Austria. About half of these households received feedback together with information about electricity-saving measures (pilot group), while the remaining households served as a control group. Participation in the pilot group was random, but households were able to choose between two types of feedback: access to a web portal or written feedback by post. Results from cross section OLS regression suggest that feedback provided to the pilot group corresponds with electricity savings of around 4.5% for the average household. Our results from quantile regressions imply that for households in the 30th to the 70th percentile of electricity consumption, feedback on electricity consumption is statistically significant and effects are highest in absolute terms and as a share of electricity consumption. For percentiles below or above this range, feedback appears to have no effect. Finally, controlling for a potential endogeneity bias induced by non random participation in the feedback type groups, we find no difference in the effects of feedback provided via the web portal and by post. - Highlights: • We estimate the effects of feedback on household electricity use in a field trial in Linz, Austria. • Providing feedback on electricity use corresponds with average savings of around 4.5%. • Effects of feedback are most pronounced in the 30th to the 70th percentile. • Feedback provided via a web portal and by post appears equally effective

Optical feedback structures and methods of making

Science.gov (United States)

None

2014-11-18

An optical resonator can include an optical feedback structure disposed on a substrate, and a composite including a matrix including a chromophore. The composite disposed on the substrate and in optical communication with the optical feedback structure. The chromophore can be a semiconductor nanocrystal. The resonator can provide laser emission when excited.

Rationalizing Oral Corrective Feedback in Sudanese EFL Classrooms

Directory of Open Access Journals (Sweden)

Bashir Abuelnour Elbashir Hussein

2014-05-01

Full Text Available This study is primarily investigating teachers’ perceptions about the application of oral corrective feedback in Sudanese EFL classrooms. It attempts to explore and rationalize the application of oral feedback in an EFL context, specifically in Sudan. For this purpose, a questionnaire was designed and distributed to (70 EFL secondary school teachers. An observation checklist was also used during class visits to further support the qualitative data. The results showed that EFL teachers have different views about giving oral corrective feedback. The findings also revealed that recast is the most commonly used approach, followed by elicitation and metalinguistic feedback, respectively. Clarification requests were found to be the least commonly used approach. Regarding teaching language systems, it was found that recasts is the most common approach used in teaching vocabulary and pronunciation whereas metalinguistic is highly preferred in teaching grammar. The study concluded with some relevant recommendations: First, it is the responsibility of the concerned authorities to make the school environment a better place for learning; class size and learning aids are important to help facilitate the role of the teacher in offering good quality teaching where feedback is provided for every learner. Second, educators and experts should hold regular seminars and conferences, issue magazines and periodicals on feedback and other relevant ELT topics. Moreover, teachers should be trained on how to give feedback on oral production. Finally, teachers should push students towards pair/group work because by doing so this will provide opportunities for ST-ST and T-ST feedback.

The Effects of Physical Activity Feedback on Behavior and Awareness in Employees: Study Protocol for a Randomized Controlled Trial

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Karen Van Hoye

2012-01-01

Full Text Available Purpose. The SenseWear Armband (SWA is a multisensor activity monitor that can be used in daily life to assess an individual’s physical activity level (PAL. The primary goal of this study was to analyze the impact of different types of feedback on the PAL of Flemish employees. Methods/Design. We recruited 320 sedentary employees (age, 41.0 ± 10.7 years; BMI, 26.2 ± 4.2 kg/m2 to participate in the 12-month study. Participants were randomized into one of four intervention groups after being measured for 7 days and nights by means of the SWA: (1 a minimal intervention group received no feedback (MIG, ; (2 a pedometer group was provided only information on their daily step count (PG, ; (3 a display group received feedback on calories burned, steps taken, and minutes of physical activity by means of the SWA display (DG, ; (4 a coaching group also received the display and had weekly meetings with a Personal Coach (CoachG, . We hypothesize that participants receiving feedback (SG, DG, and CoachG will have a greater increase in physical activity outcome variables compared to participants of the minimal intervention group.

Perceived Insider Status and Feedback Reactions: A Dual Path of Feedback Motivation Attribution

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Weijiong Wu

2017-05-01

Full Text Available Many studies have evaluated how the characteristics of feedback receiver, feedback deliverer and feedback information influence psychological feedback reactions of the feedback receiver while largely neglecting that feedback intervention is a kind of social interaction process. To address this issue, this study proposes that employees’ perceived insider status (PIS, as a kind of employee-organization relationship, could also influence employees’ reactions to supervisory feedback. In particular, this study investigates the influence of PIS focusing on affective and cognitive feedback reactions, namely feedback satisfaction and feedback utility. Surveys were conducted in a machinery manufacturing company in the Guangdong province of China. Samples were collected from 192 employees. Data analysis demonstrated that PIS and feedback utility possessed a U-shaped relationship, whereas PIS and feedback satisfaction exhibited positively linear relationships. The analysis identified two kinds of mediating mechanisms related to feedback satisfaction and feedback utility. Internal feedback motivation attribution partially mediated the relationship between PIS and feedback satisfaction but failed to do the same with respect to the relationship between PIS and feedback utility. In contrast, external feedback motivation attribution partially mediated the relationship between PIS and feedback utility while failing to mediate the relationship between PIS and feedback satisfaction. Theoretical contributions and practical implications of the findings are discussed at the end of the paper.

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

Science.gov (United States)

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

Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback

When Feedback Is Cognitively-Demanding: The Importance of Working Memory Capacity

Science.gov (United States)

Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany

2015-01-01

Feedback is generally considered a beneficial learning tool, and providing feedback is a recommended instructional practice. However, there are a variety of feedback types with little guidance on how to choose the most effective one. We examined individual differences in working memory capacity as a potential moderator of feedback type. Second-…

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.

Science.gov (United States)

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

Adaptation effects in static postural control by providing simultaneous visual feedback of center of pressure and center of gravity.

Science.gov (United States)

Takeda, Kenta; Mani, Hiroki; Hasegawa, Naoya; Sato, Yuki; Tanaka, Shintaro; Maejima, Hiroshi; Asaka, Tadayoshi

2017-07-19

The benefit of visual feedback of the center of pressure (COP) on quiet standing is still debatable. This study aimed to investigate the adaptation effects of visual feedback training using both the COP and center of gravity (COG) during quiet standing. Thirty-four healthy young adults were divided into three groups randomly (COP + COG, COP, and control groups). A force plate was used to calculate the coordinates of the COP in the anteroposterior (COP AP ) and mediolateral (COP ML ) directions. A motion analysis system was used to calculate the coordinates of the center of mass (COM) in both directions (COM AP and COM ML ). The coordinates of the COG in the AP direction (COG AP ) were obtained from the force plate signals. Augmented visual feedback was presented on a screen in the form of fluctuation circles in the vertical direction that moved upward as the COP AP and/or COG AP moved forward and vice versa. The COP + COG group received the real-time COP AP and COG AP feedback simultaneously, whereas the COP group received the real-time COP AP feedback only. The control group received no visual feedback. In the training session, the COP + COG group was required to maintain an even distance between the COP AP and COG AP and reduce the COG AP fluctuation, whereas the COP group was required to reduce the COP AP fluctuation while standing on a foam pad. In test sessions, participants were instructed to keep their standing posture as quiet as possible on the foam pad before (pre-session) and after (post-session) the training sessions. In the post-session, the velocity and root mean square of COM AP in the COP + COG group were lower than those in the control group. In addition, the absolute value of the sum of the COP - COM distances in the COP + COG group was lower than that in the COP group. Furthermore, positive correlations were found between the COM AP velocity and COP - COM parameters. The results suggest that the novel visual feedback

Mental Health Care Providers' Views of Their Work with Consumers and Their Reports of Recovery-Orientation, Job Satisfaction, and Personal Growth.

Science.gov (United States)

Osborn, Lawrence A; Stein, Catherine H

2016-10-01

The research examined the role of mental health care providers' perceptions of their professional relationships with consumers in understanding their reports of agency recovery-oriented services and their own sense of job satisfaction and personal growth. Multidisciplinary community mental health care providers (N = 105) responded to an online self-report questionnaire. Providers' reports of higher levels of working alliance and greater provider directiveness in working with consumers was significantly related to providers' reports of higher levels of agency recovery-orientation and higher levels of personal growth. Providers' reports of working alliance accounted for the largest proportion of variance in providers' reports of job satisfaction. Mental health providers' perceptions of relationships with consumers are central to understanding providers' views of agency recovery-orientation and sense of professional and personal well-being.

Longitudinal feedback system for PEP

International Nuclear Information System (INIS)

Allen, M.A.; Cornacchia, M.; Millich, A.

1979-02-01

Whether the wide bandwidth longitudinal feedback system described in this paper is made to act on the individual modes in frequency domain or on the individual bunches in time domain, it represents a clean and efficient way of damping the longitudinal oscillations without influencing other beam parameters such as bunch shape or synchrotron frequency distribution. The frequency domain feedback presents the advantage of providing information on which modes are unstable and on their risetimes, which may be helpful in locating dangerous resonators in the ring

Effects of Feedback Frequency and Timing on Acquisition, Retention, and Transfer of Speech Skills in Acquired Apraxia of Speech

Science.gov (United States)

Hula, Shannon N. Austermann; Robin, Donald A.; Maas, Edwin; Ballard, Kirrie J.; Schmidt, Richard A.

2008-01-01

Purpose: Two studies examined speech skill learning in persons with apraxia of speech (AOS). Motor-learning research shows that delaying or reducing the frequency of feedback promotes retention and transfer of skills. By contrast, immediate or frequent feedback promotes temporary performance enhancement but interferes with retention and transfer.…

Ambient Persuasive Technology Needs Little Cognitive Effort: The Differential Effects of Cognitive Load on Lighting Feedback versus Factual Feedback

Science.gov (United States)

Ham, Jaap; Midden, Cees

Persuasive technology can influence behavior or attitudes by for example providing interactive factual feedback about energy conservation. However, people often lack motivation or cognitive capacity to consciously process such relative complex information (e.g., numerical consumption feedback). Extending recent research that indicates that ambient persuasive technology can persuade the user without receiving the user's conscious attention, we argue here that Ambient Persuasive Technology can be effective while needing only little cognitive resources, and in general can be more influential than more focal forms of persuasive technology. In an experimental study, some participants received energy consumption feedback by means of a light changing color (more green=lower energy consumption, vs. more red=higher energy consumption) and others by means of numbers indicating kWh consumption. Results indicated that ambient feedback led to more conservation than factual feedback. Also, as expected, only for participants processing factual feedback, additional cognitive load lead to slower processing of that feedback. This research sheds light on fundamental characteristics of Ambient Persuasive Technology and Persuasive Lighting, and suggests that it can have important advantages over more focal persuasive technologies without losing its persuasive potential.

METHODS OF STATISTICAL MONITORING OF PROFESSIONAL ORIENTATION WORK OF SOCIAL EDUCATORS IN PERSONAL LEARNING ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Oleksandr M. Korniiets

2012-12-01

Full Text Available The article deals with the application of social services WEB 2.0 for personal learning environment creation that is used for professional orientation work of social educator. The feedback is must be in personal learning environment for the effective professional orientation work. This feedback can be organized through statistical monitoring. The typical solution for organizing personal learning environment with built-in statistical surveys and statistical data processing is considered in the article. The possibilities of the statistical data collection and processing services on the example of Google Analytics are investigated.

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

Science.gov (United States)

Merrikhpour, Maryam; Donmez, Birsen

2017-07-01

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

Comprehensive feedback on trainee surgeons’ non-technical skills

Science.gov (United States)

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

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

Science.gov (United States)

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

2015-05-02

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

Group Projects in Interior Design Studio Classes: Peer Feedback Benefits

Science.gov (United States)

Jurado, Juan A.

2011-01-01

Group projects have been shown to be effective for providing peer feedback in classrooms. While students in regular enrollment classes benefit from peer feedback, low-enrollment classes face many challenges. This study compares peer feedback effectiveness between two interior design studio classes with different design projects. In one class,…

How does feedback in mini-CEX affect students' learning response?

Science.gov (United States)

Sudarso, Sulistiawati; Rahayu, Gandes Retno; Suhoyo, Yoyo

2016-12-19

This study was aimed to explore students' learning response toward feedback during mini-CEX encounter. This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill. Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.

Evolution of a web-based, prototype Personal Health Application for diabetes self-management.

Science.gov (United States)

Fonda, Stephanie J; Kedziora, Richard J; Vigersky, Robert A; Bursell, Sven-Erik

2010-10-01

Behaviors carried out by the person with diabetes (e.g., healthy eating, physical activity, judicious use of medication, glucose monitoring, coping and problem-solving, regular clinic visits, etc.) are of central importance in diabetes management. To assist with these behaviors, we developed a prototype PHA for diabetes self-management that was based on User-Centered Design principles and congruent with the anticipatory vision of Project Health Design (PHD). This article presents aspects of the prototype PHA's functionality as conceived under PHD and describes modifications to the PHA now being undertaken under new sponsorship, in response to user feedback and timing tests we have performed. In brief, the prototype Personal Health Application (PHA) receives data on the major diabetes management domains from a Personal Health Record (PHR) and analyzes and provides feedback based on clinically vetted educational content. The information is presented within "gadgets" within a portal-based website. The PHR used for the first implementation was the Common Platform developed by PHD. Key changes include a re-conceptualization of the gadgets by topic areas originally defined by the American Association of Diabetes Educators, a refocusing on low-cost approaches to diabetes monitoring and data entry, and synchronization with a new PHR, Microsoft® HealthVault™. Copyright © 2010 Elsevier Inc. All rights reserved.

Instruction, Feedback and Biometrics: The User Interface for Fingerprint Authentication Systems

Science.gov (United States)

Riley, Chris; Johnson, Graham; McCracken, Heather; Al-Saffar, Ahmed

Biometric authentication is the process of establishing an individual’s identity through measurable characteristics of their behaviour, anatomy or physiology. Biometric technologies, such as fingerprint systems, are increasingly being used in a diverse range of contexts from immigration control, to banking and personal computing. As is often the case with emerging technologies, the usability aspects of system design have received less attention than technical aspects. Fingerprint systems pose a number of challenges for users and past research has identified issues with correct finger placement, system feedback and instruction. This paper describes the development of an interface for fingerprint systems using an iterative, participative design approach. During this process, several different methods for the presentation of instruction and feedback were identified. The different types of instruction and feedback were tested in a study involving 82 participants. The results showed that feedback had a statistically significant effect on overall system performance, but instruction did not. The design recommendations emerging from this study, and the use of participatory design in this context, are discussed.

Cycling in the Absence of Task-related Feedback: Effects on Pacing and Performance

Directory of Open Access Journals (Sweden)

Benjamin Smits

2016-08-01

Full Text Available Introduction. To achieve personal goals in exercise task completion, exercisers have to regulate, distribute and manage their effort. In endurance sports, it has become very commonplace for athletes to consult task-related feedback on external devices to do so. The aim of the present study was to explore the importance of the presence of this information by examining the influence of the absence of commonly available task-related feedback on effort distribution and performance in experienced endurance athletes.Methods. A 20-km cycling time trial was performed. 20 Participants from a homogenous cyclist population were appointed to a group that did not receive any feedback (NoF, or a group that could consult task-related feedback (i.e., speed, heart rate, power output, cadence, elapsed time and elapsed distance continuously during their trial (FF.Results. The distribution of power output (PO differed between groups. Most evident is the spurt at the end of the trial of FF, which was not incorporated by NoF. Nevertheless, no between-group differences were found in performance time (FF: 28.86 +/- 3.68 min vs. NoF: 30.95 +/- 2.77 min and mean PO controlled by body mass (FF: 3.61 +/- .60 W/kg vs. NoF: 3.43 +/- .38 W/kg. Also, no differences in rating of perceived exertion scores were found.Conclusion. The current study provides a first indication that prior knowledge of task demands together with reliance on bodily and environmental information can be sufficient for experienced athletes to come to comparable time trial performances. This questions the necessity of the presence of in-race instantaneous task-related feedback via external devices for maximising performance. Moreover, it seems that different pacing strategies emerge depending on sources of information available to experienced athletes.

Advantages of coherent feedback for cooling quantum oscillators.

Science.gov (United States)

Hamerly, Ryan; Mabuchi, Hideo

2012-10-26

We model the cooling of open optical and optomechanical resonators via optical feedback in the linear quadratic Gaussian setting of stochastic control theory. We show that coherent feedback control schemes, in which the resonator is embedded in an interferometer to achieve all-optical feedback, can outperform the best possible linear quadratic Gaussian measurement-based schemes in the quantum regime of low steady-state excitation number. Such performance gains are attributed to the coherent controller's ability to process noncommuting output field quadratures simultaneously without loss of fidelity, and may provide important clues for the design of coherent feedback schemes for more general problems of nonlinear and robust control.

A feedback model of visual attention.

Science.gov (United States)

Spratling, M W; Johnson, M H

2004-03-01

Feedback connections are a prominent feature of cortical anatomy and are likely to have a significant functional role in neural information processing. We present a neural network model of cortical feedback that successfully simulates neurophysiological data associated with attention. In this domain, our model can be considered a more detailed, and biologically plausible, implementation of the biased competition model of attention. However, our model is more general as it can also explain a variety of other top-down processes in vision, such as figure/ground segmentation and contextual cueing. This model thus suggests that a common mechanism, involving cortical feedback pathways, is responsible for a range of phenomena and provides a unified account of currently disparate areas of research.

Social closeness and feedback modulate susceptibility to the framing effect

OpenAIRE

Sip, Kamila E.; Smith, David V.; Porcelli, Anthony J.; Kar, Kohitij; Delgado, Mauricio R.

2014-01-01

Although, we often seek social feedback from others to help us make decisions, little is known about how social feedback affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision making is modulated by social feedback valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity t...

Teacher Feedback during Active Learning: Current Practices in Primary Schools

Science.gov (United States)

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-01-01

Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

Linear feedback controls the essentials

CERN Document Server

Haidekker, Mark A

2013-01-01

The design of control systems is at the very core of engineering. Feedback controls are ubiquitous, ranging from simple room thermostats to airplane engine control. Helping to make sense of this wide-ranging field, this book provides a new approach by keeping a tight focus on the essentials with a limited, yet consistent set of examples. Analysis and design methods are explained in terms of theory and practice. The book covers classical, linear feedback controls, and linear approximations are used when needed. In parallel, the book covers time-discrete (digital) control systems and juxtapos

Novel matched amplifiers with low noise positive feedback. Part II: Resistive-capacitive feedback

Science.gov (United States)

Bruck, Y.; Zakharenko, V.

2010-02-01

This article is a continuation of consideration for an amplifier with resistive positive feedback (RPF) (Bruck (2008), 'Novel Matched LNA with Low Noise Positive Feedback. Part 1: General Features and Resistive Feedback', International Journal of Electronics, 95, 441-456). We propose here new configuration schematics of a transformer-less selective LNA with resistive-capacitive positive feedback (RCPF). A circuit of an amplifier with a transistor connected into a circuit with a common base (CB) configuration is analysed in detail. RCPF and RPF circuits are compared. It is shown that the LNA RCPF provides any pass-band, a good level of input and output matching, a minimum noise temperature which is significantly lower than that of the LNA RPF, a rather high linearity, and stability of amplification. The simulation results and some experimental data for the amplifiers intended for use in the LOFAR radiotelescope (Konovalenko et al. (2003), 'Thirty Element Array Antenna as a Prototype of a Huge Low-Frequency Radio Telescope,' Experimental Astronomy, 16, 149-164; Konovalenko (2007), 'Ukrainian Contribution to LOFAR', A scientific workshop, organised by LOFAR/ASTRON' Emmen, Netherlands, 23-27. http://www.lofar.org/workshop) are given. It is assumed that such devices are of a special interest for high-frequency integral circuits (IC).

Perioperative feedback in surgical training: A systematic review.

Science.gov (United States)

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

2017-07-01

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

Social Media and Peer Feedback: What Do Students Really Think about Using Wiki and Facebook as Platforms for Peer Feedback?

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Demirbilek, Muhammet

2015-01-01

Web 2.0 tools are becoming increasingly pervasive in higher education, and as a result, there is increasing interest in the use of online feedback activities. This study investigated students' actual experiences and perceptions using social media, Wiki and Facebook, tools to provide peer feedback on students' instructional material projects and to…

Electrocortical reactivity to social feedback in youth: A pilot study of the Island Getaway task

Directory of Open Access Journals (Sweden)

Autumn Kujawa

2014-10-01

Full Text Available Peer relationships become a major concern in adolescence, yet event-related potential (ERP measures of reactivity to social feedback in adolescence are limited. In this pilot study, we tested a novel task to elicit reactivity to social feedback in youth. Participants (10–15 years old; 57.9% male; N = 19 played a game that involved exchanging personal information with peers, voting to remove players from the game, and receiving rejection and acceptance feedback from peers. Results indicated that participants modified their voting behavior in response to peer feedback, and rejection feedback was associated with a negativity in the ERP wave compared to acceptance (i.e., the feedback negativity, FN. The FN predicted behavioral patterns, such that participants who showed greater neural reactivity to social feedback were less likely to reject co-players. Preliminary analyses suggest that the task may be a useful measure of individual differences: adolescents higher in social anxiety symptoms were less likely to reject peers and showed an enhanced FN to rejection vs. acceptance feedback, and higher depressive symptoms predicted an increased FN to rejection specifically. Results suggest that the FN elicited by social feedback may be a useful, economical neural measure of social processing across development and in clinical research.

Attention training through gaze-contingent feedback: Effects on reappraisal and negative emotions.

Science.gov (United States)

Sanchez, Alvaro; Everaert, Jonas; Koster, Ernst H W

2016-10-01

Reappraisal is central to emotion regulation but its mechanisms are unclear. This study tested the theoretical prediction that emotional attention bias is linked to reappraisal of negative emotion-eliciting stimuli and subsequent emotional responding using a novel attentional control training. Thirty-six undergraduates were randomly assigned to either the control or the attention training condition and were provided with different task instructions while they performed an interpretation task. Whereas control participants freely created interpretations, participants in the training condition were instructed to allocate attention toward positive words to efficiently create positive interpretations (i.e., recruiting attentional control) while they were provided with gaze-contingent feedback on their viewing behavior. Transfer to attention bias and reappraisal success was evaluated using a dot-probe task and an emotion regulation task which were administered before and after the training. The training condition was effective at increasing attentional control and resulted in beneficial effects on the transfer tasks. Analyses supported a serial indirect effect with larger attentional control acquisition in the training condition leading to negative attention bias reduction, in turn predicting greater reappraisal success which reduced negative emotions. Our results indicate that attentional mechanisms influence the use of reappraisal strategies and its impact on negative emotions. The novel attention training highlights the importance of tailored feedback to train attentional control. The findings provide an important step toward personalized delivery of attention training. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Develop a Prototype Personal Health Record Application (PHR-A) that Captures Information About Daily Living Important for Diabetes and Provides Decision Support with Actionable Advice for Diabetes Self Care

Science.gov (United States)

2015-09-01

management. All of the feedback and recommendations are focused on lifestyle . Some feedback provides information on the relationships among the various self...large, very large), and whether it was healthy, unhealthy , mixed, or you are not sure. Select Add Snack/Drink to open up additional space to

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Science.gov (United States)

Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. PMID:26086652

Effects of continuous visual feedback during sitting balance training in chronic stroke survivors.

Science.gov (United States)

Pellegrino, Laura; Giannoni, Psiche; Marinelli, Lucio; Casadio, Maura

2017-10-16

Postural control deficits are common in stroke survivors and often the rehabilitation programs include balance training based on visual feedback to improve the control of body position or of the voluntary shift of body weight in space. In the present work, a group of chronic stroke survivors, while sitting on a force plate, exercised the ability to control their Center of Pressure with a training based on continuous visual feedback. The goal of this study was to test if and to what extent chronic stroke survivors were able to learn the task and transfer the learned ability to a condition without visual feedback and to directions and displacement amplitudes different from those experienced during training. Eleven chronic stroke survivors (5 Male - 6 Female, age: 59.72 ± 12.84 years) participated in this study. Subjects were seated on a stool positioned on top of a custom-built force platform. Their Center of Pressure positions were mapped to the coordinate of a cursor on a computer monitor. During training, the cursor position was always displayed and the subjects were to reach targets by shifting their Center of Pressure by moving their trunk. Pre and post-training subjects were required to reach without visual feedback of the cursor the training targets as well as other targets positioned in different directions and displacement amplitudes. During training, most stroke survivors were able to perform the required task and to improve their performance in terms of duration, smoothness, and movement extent, although not in terms of movement direction. However, when we removed the visual feedback, most of them had no improvement with respect to their pre-training performance. This study suggests that postural training based exclusively on continuous visual feedback can provide limited benefits for stroke survivors, if administered alone. However, the positive gains observed during training justify the integration of this technology-based protocol in a well

Effect of overall feedback inhibition in unbranched biosynthetic pathways.

Science.gov (United States)

Alves, R; Savageau, M A

2000-11-01

We have determined the effects of control by overall feedback inhibition on the systemic behavior of unbranched metabolic pathways with an arbitrary pattern of other feedback inhibitions by using a recently developed numerical generalization of Mathematically Controlled Comparisons, a method for comparing the function of alternative molecular designs. This method allows the rigorous determination of the changes in systemic properties that can be exclusively attributed to overall feedback inhibition. Analytical results show that the unbranched pathway can achieve the same steady-state flux, concentrations, and logarithmic gains with respect to changes in substrate, with or without overall feedback inhibition. The analytical approach also shows that control by overall feedback inhibition amplifies the regulation of flux by the demand for end product while attenuating the sensitivity of the concentrations to the same demand. This approach does not provide a clear answer regarding the effect of overall feedback inhibition on the robustness, stability, and transient time of the pathway. However, the generalized numerical method we have used does clarify the answers to these questions. On average, an unbranched pathway with control by overall feedback inhibition is less sensitive to perturbations in the values of the parameters that define the system. The difference in robustness can range from a few percent to fifty percent or more, depending on the length of the pathway and on the metabolite one considers. On average, overall feedback inhibition decreases the stability margins by a minimal amount (typically less than 5%). Finally, and again on average, stable systems with overall feedback inhibition respond faster to fluctuations in the metabolite concentrations. Taken together, these results show that control by overall feedback inhibition confers several functional advantages upon unbranched pathways. These advantages provide a rationale for the prevalence of this

Energy saving by smart metering with consumption feedback; Energieeinsparung durch Smart Metering mit Verbrauchs-Feedback

Energy Technology Data Exchange (ETDEWEB)

Hoffmann, Patrick [Institut fuer ZukunftsEnergieSysteme (IZES), Saarbruecken (Germany); Friedrich, Malte [Institut fuer Soziologische Meinungsforschung (IsoMe), Berlin (Germany); Kerber-Clasen, Stefan [Institut fuer Sozialforschung und Sozialwirtschaft e.V., Saarbruecken (Germany); Frey, Guenther

2012-08-15

While the German legislative, e.g. in the EnWG (Power Industry Act) assumes that electricity consumption metering will contribute to energy conservation in any case, many studies have arrived at a different contribution: Only a combination of consumption metering and direct feedback methods will result in significant energy savings. A recent research project (''Moderne Energiesparsysteme fuer Haushalte'') analysed an energy conservation system of this type. The findings will provide socio-economic insight into the background of successful energy conservation, and they will show how feedback methods can be optimised.

31 CFR 539.306 - Goods, technology, or services produced or provided by a designated foreign person.

Science.gov (United States)

2010-07-01

... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false Goods, technology, or services..., technology, or services produced or provided by a designated foreign person. With respect to the prohibitions in §§ 539.201 and 539.202, the term goods, technology, or services produced or provided by a...

Bayesian feedback versus Markovian feedback in a two-level atom

International Nuclear Information System (INIS)

Wiseman, H.M.; Mancini, Stefano; Wang Jin

2002-01-01

We compare two different approaches to the control of the dynamics of a continuously monitored open quantum system. The first is Markovian feedback, as introduced in quantum optics by Wiseman and Milburn [Phys. Rev. Lett. 70, 548 (1993)]. The second is feedback based on an estimate of the system state, developed recently by Doherty and Jacobs [Phys. Rev. A 60, 2700 (1999)]. Here we choose to call it, for brevity, Bayesian feedback. For systems with nonlinear dynamics, we expect these two methods of feedback control to give markedly different results. The simplest possible nonlinear system is a driven and damped two-level atom, so we choose this as our model system. The monitoring is taken to be homodyne detection of the atomic fluorescence, and the control is by modulating the driving. The aim of the feedback in both cases is to stabilize the internal state of the atom as close as possible to an arbitrarily chosen pure state, in the presence of inefficient detection and other forms of decoherence. Our results (obtained without recourse to stochastic simulations) prove that Bayesian feedback is never inferior, and is usually superior, to Markovian feedback. However, it would be far more difficult to implement than Markovian feedback and it loses its superiority when obvious simplifying approximations are made. It is thus not clear which form of feedback would be better in the face of inevitable experimental imperfections

Pulsed feedback defers cellular differentiation.

Directory of Open Access Journals (Sweden)

Joe H Levine

2012-01-01

Full Text Available Environmental signals induce diverse cellular differentiation programs. In certain systems, cells defer differentiation for extended time periods after the signal appears, proliferating through multiple rounds of cell division before committing to a new fate. How can cells set a deferral time much longer than the cell cycle? Here we study Bacillus subtilis cells that respond to sudden nutrient limitation with multiple rounds of growth and division before differentiating into spores. A well-characterized genetic circuit controls the concentration and phosphorylation of the master regulator Spo0A, which rises to a critical concentration to initiate sporulation. However, it remains unclear how this circuit enables cells to defer sporulation for multiple cell cycles. Using quantitative time-lapse fluorescence microscopy of Spo0A dynamics in individual cells, we observed pulses of Spo0A phosphorylation at a characteristic cell cycle phase. Pulse amplitudes grew systematically and cell-autonomously over multiple cell cycles leading up to sporulation. This pulse growth required a key positive feedback loop involving the sporulation kinases, without which the deferral of sporulation became ultrasensitive to kinase expression. Thus, deferral is controlled by a pulsed positive feedback loop in which kinase expression is activated by pulses of Spo0A phosphorylation. This pulsed positive feedback architecture provides a more robust mechanism for setting deferral times than constitutive kinase expression. Finally, using mathematical modeling, we show how pulsing and time delays together enable "polyphasic" positive feedback, in which different parts of a feedback loop are active at different times. Polyphasic feedback can enable more accurate tuning of long deferral times. Together, these results suggest that Bacillus subtilis uses a pulsed positive feedback loop to implement a "timer" that operates over timescales much longer than a cell cycle.

Social closeness and feedback modulate susceptibility to the framing effect.

Science.gov (United States)

Sip, Kamila E; Smith, David V; Porcelli, Anthony J; Kar, Kohitij; Delgado, Mauricio R

2015-01-01

Although we often seek social feedback (SFB) from others to help us make decisions, little is known about how SFB affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision-making is modulated by SFB valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity to keep (gain frame) or lose (loss frame) part of an initial endowment. Periodically, participants were provided with positive (e.g., "Nice!") or negative (e.g., "Lame!") feedback about their choices. Such feedback was provided by either a confederate (Experiment 1) or a gender-matched close friend (Experiment 2). As expected, the framing effect was observed in both experiments. Critically, an individual's susceptibility to the framing effect was modulated by the valence of the SFB, but only when the feedback provider was a close friend. This effect was reflected in the activation patterns of ventromedial prefrontal cortex and posterior cingulate cortex, regions involved in complex decision-making. Taken together, these results highlight social closeness as an important factor in understanding the impact of SFB on neural mechanisms of decision-making.

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

Science.gov (United States)

Touron, Dayna R.; Hertzog, Christopher

2013-01-01

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

Interpreting Feedback: A Discourse Analysis of Teacher Feedback and Student Identity

Science.gov (United States)

Torres, J. T.; Anguiano, Carlos J.

2016-01-01

Feedback has typically been studied as a means of improving academic performance. Few studies inquire into the processes by which feedback shapes student identity. The authors carry out a discourse analysis of written comments to explore how feedback is discursively constructed by both teachers and students. Analysis of written feedback,…

How does feedback in mini-CEX affect students’ learning response?

Science.gov (United States)

Rahayu, Gandes Retno; Suhoyo, Yoyo

2016-01-01

Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill. Conclusions Feedback content and the way of providing feedback on mini-CEX stimulates the students’ internal processes to do a follow-up on feedback. However, another external factor also affects the students’ decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students’ learning response. PMID:28008136

Spatial weighting of Doppler reactivity feedback

International Nuclear Information System (INIS)

Carew, J.F.; Diamond, D.J.; Todosow, M.

1977-12-01

The spatial weighting of the local Doppler feedback implicit in the determination of the core Doppler feedback reactivity has been investigated. Using a detailed planar PDQ7-II PWR model with local fuel-temperature feedback, the core Doppler spatial weight factor, S, has been determined for various control patterns and power levels. Assuming power-squared weighting of the local Doppler feedback, a simple analytic expression for S has been derived and, based on comparison with the PDQ7-II results, provides a convenient and accurate representation of the Doppler spatial weight factor. The sensitivity of these results to variations in the fuel rod heat transfer coefficients, fuel loading and the magnitude of the Doppler coefficient has also been evaluated. The dependence of the local Doppler coefficient on moderator temperature, boron concentration and control rod density has been determined and found to be weak. Selected comparisons with vendor analyses have been made and indicate general agreement

Providing feedback following Leadership WalkRounds is associated with better patient safety culture, higher employee engagement and lower burnout.

Science.gov (United States)

Sexton, J Bryan; Adair, Kathryn C; Leonard, Michael W; Frankel, Terri Christensen; Proulx, Joshua; Watson, Sam R; Magnus, Brooke; Bogan, Brittany; Jamal, Maleek; Schwendimann, Rene; Frankel, Allan S

2018-04-01

There is a poorly understood relationship between Leadership WalkRounds (WR) and domains such as safety culture, employee engagement, burnout and work-life balance. This cross-sectional survey study evaluated associations between receiving feedback about actions taken as a result of WR and healthcare worker assessments of patient safety culture, employee engagement, burnout and work-life balance, across 829 work settings. 16 797 of 23 853 administered surveys were returned (70.4%). 5497 (32.7% of total) reported that they had participated in WR, and 4074 (24.3%) reported that they participated in WR with feedback. Work settings reporting more WR with feedback had substantially higher safety culture domain scores (first vs fourth quartile Cohen's d range: 0.34-0.84; % increase range: 15-27) and significantly higher engagement scores for four of its six domains (first vs fourth quartile Cohen's d range: 0.02-0.76; % increase range: 0.48-0.70). This WR study of patient safety and organisational outcomes tested relationships with a comprehensive set of safety culture and engagement metrics in the largest sample of hospitals and respondents to date. Beyond measuring simply whether WRs occur, we examine WR with feedback, as WR being done well . We suggest that when WRs are conducted, acted on, and the results are fed back to those involved, the work setting is a better place to deliver and receive care as assessed across a broad range of metrics, including teamwork, safety, leadership, growth opportunities, participation in decision-making and the emotional exhaustion component of burnout. Whether WR with feedback is a manifestation of better norms, or a cause of these norms, is unknown, but the link is demonstrably potent. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Providing feedback following Leadership WalkRounds is associated with better patient safety culture, higher employee engagement and lower burnout

Science.gov (United States)

Sexton, J Bryan; Adair, Kathryn C; Leonard, Michael W; Frankel, Terri Christensen; Proulx, Joshua; Watson, Sam R; Magnus, Brooke; Bogan, Brittany; Jamal, Maleek; Schwendimann, Rene; Frankel, Allan S

2018-01-01

Background There is a poorly understood relationship between Leadership WalkRounds (WR) and domains such as safety culture, employee engagement, burnout and work-life balance. Methods This cross-sectional survey study evaluated associations between receiving feedback about actions taken as a result of WR and healthcare worker assessments of patient safety culture, employee engagement, burnout and work-life balance, across 829 work settings. Results 16 797 of 23 853 administered surveys were returned (70.4%). 5497 (32.7% of total) reported that they had participated in WR, and 4074 (24.3%) reported that they participated in WR with feedback. Work settings reporting more WR with feedback had substantially higher safety culture domain scores (first vs fourth quartile Cohen’s d range: 0.34–0.84; % increase range: 15–27) and significantly higher engagement scores for four of its six domains (first vs fourth quartile Cohen’s d range: 0.02–0.76; % increase range: 0.48–0.70). Conclusion This WR study of patient safety and organisational outcomes tested relationships with a comprehensive set of safety culture and engagement metrics in the largest sample of hospitals and respondents to date. Beyond measuring simply whether WRs occur, we examine WR with feedback, as WR being done well. We suggest that when WRs are conducted, acted on, and the results are fed back to those involved, the work setting is a better place to deliver and receive care as assessed across a broad range of metrics, including teamwork, safety, leadership, growth opportunities, participation in decision-making and the emotional exhaustion component of burnout. Whether WR with feedback is a manifestation of better norms, or a cause of these norms, is unknown, but the link is demonstrably potent. PMID:28993441

Self-Directed Learning with Feedback

Science.gov (United States)

Choi, Youngeun; Anderson, William

2016-01-01

This article describes a weekly writing assignment named SelFeed (Self-Directed Learning with Feedback), in which students are asked to identify their own questions relevant to the lecture content and provide logical answers.

Online Personalization of Hearing Instruments

Directory of Open Access Journals (Sweden)

Bert de Vries

2008-09-01

Full Text Available Online personalization of hearing instruments refers to learning preferred tuning parameter values from user feedback through a control wheel (or remote control, during normal operation of the hearing aid. We perform hearing aid parameter steering by applying a linear map from acoustic features to tuning parameters. We formulate personalization of the steering parameters as the maximization of an expected utility function. A sparse Bayesian approach is then investigated for its suitability to find efficient feature representations. The feasibility of our approach is demonstrated in an application to online personalization of a noise reduction algorithm. A patient trial indicates that the acoustic features chosen for learning noise control are meaningful, that environmental steering of noise reduction makes sense, and that our personalization algorithm learns proper values for tuning parameters.

Research of three-dimensional transient reactivity feedback in fast reactor

International Nuclear Information System (INIS)

Xu Li; Shi Gong; Ma Dayuan; Yu Hong

2013-01-01

To solve the three-dimensional time-spatial kinetics feedback problems in fast reactor, a mathematical model of the direct reactivity feedback was proposed. Based on the NAS code for fast reactor and the reactivity feedback mechanism, a feedback model which combined the direct reactivity feedback and feedback reflected by the cross section variation was provided for the transient calculation. Furthermore, the fast reactor group collapsing system was added to the code, thus the real time group collapsing calculation could be realized. The isothermal elevated temperature test of CEFR was simulated by using the code. By comparing the calculation result with the test result of the temperature reactivity coefficient, the validity of the model and the code is verified. (authors)

Great Basin land managers provide detailed feedback about usefulness of two climate information web applications

Directory of Open Access Journals (Sweden)

Chad Zanocco

Full Text Available Land managers in the Great Basin are working to maintain or restore sagebrush ecosystems as climate change exacerbates existing threats. Web applications delivering climate change and climate impacts information have the potential to assist their efforts. Although many web applications containing climate information currently exist, few have been co-produced with land managers or have incorporated information specifically focused on land managers’ needs. Through surveys and interviews, we gathered detailed feedback from federal, state, and tribal sagebrush land managers in the Great Basin on climate information web applications targeting land management. We found that a managers are searching for weather and climate information they can incorporate into their current management strategies and plans; b they are willing to be educated on how to find and understand climate related web applications; c both field and administrative-type managers want data for timescales ranging from seasonal to decadal; d managers want multiple levels of climate information, from simple summaries, to detailed descriptions accessible through the application; and e managers are interested in applications that evaluate uncertainty and provide projected climate impacts. Keywords: Great Basin, Sagebrush, Land management, Climate change, Web application, Co-production

Providing Sources of Self-Efficacy Through Technology Enhanced Post-Stroke Rehabilitation in the Home.

Science.gov (United States)

Parker, Jack; Mawson, Susan

2017-01-01

This research explores the impact of receiving feedback through a Personalised Self-Managed Rehabilitation System (PSMrS) for home-based post-stroke rehabilitation on the users' self-efficacy; more specifically, mastery experiences and the interpretation of biomechanical data. Embedded within a realistic evaluation methodological approach, exploring the promotion of self-efficacy from the utilisation of computer-based technology to facilitate post-stroke upper-limb rehabilitation in the home included; semi-structured interviews, quantitative user data (activity and usage), observations and field notes. Data revealed that self-efficacy was linked with obtaining positive knowledge of results feedback. Encouragingly, this also transferred to functional activities such as, confidence to carry out kitchen tasks and bathroom personal activities. Findings suggest the PSMrS was able to provide key sources of self-efficacy by providing feedback which translated key biomechanical data to the users. Users could interpret and understand their performance, gain a sense of mastery and build their confidence which in some instances led to increased confidence to carry out functional activities. However, outcome expectations and socio-structural factors impacted on the self-efficacy associated with the use of the system. Increasing the understanding of how these factors promote or inhibit self-management and self-efficacy is therefore crucial to the successful adoption of technology solutions and promotion of self-efficacy.

Quality assurance feedback as a nursing management strategy.

Science.gov (United States)

Brannon, D; Bucher, J A

1989-01-01

Quality assurance and effective nurse management can be viewed as intersecting goals. Objective feedback derived from quality assurance data is a potentially powerful means of enhancing nurses' performance and job satisfaction. The use of automated information systems to provide such direct feedback offers the additional advantage of recognizing nurses as self-monitoring, self-correcting professionals. The need, opportunity, and challenge involved in meshing quality assurance with human resource management through computer-generated feedback are discussed in the context of the home health care setting.

Development and Evaluation of an Educational E-Tool to Help Patients With Non-Hodgkin's Lymphoma Manage Their Personal Care Pathway.

Science.gov (United States)

Stienen, Jozette Jc; Ottevanger, Petronella B; Wennekes, Lianne; Dekker, Helena M; van der Maazen, Richard Wm; Mandigers, Caroline Mpw; van Krieken, Johan Hjm; Blijlevens, Nicole Ma; Hermens, Rosella Pmg

2015-01-09

An overload of health-related information is available for patients on numerous websites, guidelines, and information leaflets. However, the increasing need for personalized health-related information is currently unmet. This study evaluates an educational e-tool for patients with non-Hodgkin's lymphoma (NHL) designed to meet patient needs with respect to personalized and complete health-related information provision. The e-tool aims to help NHL patients manage and understand their personal care pathway, by providing them with insight into their own care pathway, the possibility to keep a diary, and structured health-related information. Together with a multidisciplinary NHL expert panel, we developed an e-tool consisting of two sections: (1) a personal section for patients' own care pathway and their experiences, and (2) an informative section including information on NHL. We developed an ideal NHL care pathway based on the available (inter)national guidelines. The ideal care pathway, including date of first consultation, diagnosis, and therapy start, was used to set up the personal care pathway. The informative section was developed in collaboration with the patient association, Hematon. Regarding participants, 14 patients and 6 laymen were asked to evaluate the e-tool. The 24-item questionnaire used discussed issues concerning layout (6 questions), user convenience (3 questions), menu clarity (3 questions), information clarity (5 questions), and general impression (7 questions). In addition, the panel members were asked to give their feedback by email. A comprehensive overview of diagnostics, treatments, and aftercare can be established by patients completing the questions from the personal section. The informative section consisted of NHL information regarding NHL in general, diagnostics, therapy, aftercare, and waiting times. Regarding participants, 6 patients and 6 laymen completed the questionnaire. Overall, the feedback was positive, with at least 75

A Feedback Model for Data-Rich Learning Experiences

Science.gov (United States)

Pardo, Abelardo

2018-01-01

Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to…

Feedback på arbejdspladser

DEFF Research Database (Denmark)

Holdt Christensen, Peter

Feedback på arbejdspladser er vigtig. Men feedback er også et populært begreb mange taler med om uden dog at vide sig helt sikker på hvad det er. Formålet med denne bog er at bidrage til en bedre forståelse af hvad feedback er, hvordan det fungerer og dermed hvordan arbejdspladser bedst muligt bør...... understøtte feedback. Med udgangspunkt i forskningen identificeres centrale udfordringer ved feedback, bl.a. hvorfor det kan være svært at give præcis feedback, hvordan forholdet mellem lederen og den ansatte påvirker den feedback der gives, og hvad der kendetegner en feedback kultur. Bogen er skrevet til...... undervisere og studerende på videregående uddannelser samt praktikere der ønsker en systematisk og forskningsbaseret forståelse af feedback på arbejdspladser. Bogen er således ikke en kogebog til bedre feedback, men en analyse og diskussion af hvad forskningen ved om feedback, og bidrager med inspiration og...

Personal Health and Finance Quiz: A Tool for Outreach, Research, and Evaluation

Directory of Open Access Journals (Sweden)

Barbara O'Neill

2015-02-01

Full Text Available Rutgers Cooperative Extension developed an online self-assessment tool called the Personal Health and Finance Quiz available at http://njaes.rutgers.edu/money/health-finance-quiz/. Believed to be among the first public surveys to simultaneously query users about their health and personal finance practices, the quiz is part of Small Steps to Health and Wealth™ (SSHW, a Cooperative Extension program developed to motivate Americans to take action to improve both their health and personal finances (see http://njaes.rutgers.edu/sshw/. Respondents indicate one of four frequencies for performance of 20 daily activities and receive a Health, Finance, and Total score indicating their frequency of performing activities that health and financial experts recommend. In addition to providing users with personalized feedback, the quiz collects data for research about the health and financial practices of Americans to inform future Extension outreach and can be used as a pre-/post-test to evaluate the impact of SSHW programs. Initial research analyses are planned for 2015.

Random distributed feedback fibre lasers

Energy Technology Data Exchange (ETDEWEB)

Turitsyn, Sergei K., E-mail: s.k.turitsyn@aston.ac.uk [Aston Institute of Photonic Technologies, Aston University, Birmingham B4 7ET (United Kingdom); Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Babin, Sergey A. [Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Churkin, Dmitry V. [Aston Institute of Photonic Technologies, Aston University, Birmingham B4 7ET (United Kingdom); Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Vatnik, Ilya D.; Nikulin, Maxim [Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Podivilov, Evgenii V. [Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation)

2014-09-10

The concept of random lasers exploiting multiple scattering of photons in an amplifying disordered medium in order to generate coherent light without a traditional laser resonator has attracted a great deal of attention in recent years. This research area lies at the interface of the fundamental theory of disordered systems and laser science. The idea was originally proposed in the context of astrophysics in the 1960s by V.S. Letokhov, who studied scattering with “negative absorption” of the interstellar molecular clouds. Research on random lasers has since developed into a mature experimental and theoretical field. A simple design of such lasers would be promising for potential applications. However, in traditional random lasers the properties of the output radiation are typically characterized by complex features in the spatial, spectral and time domains, making them less attractive than standard laser systems in terms of practical applications. Recently, an interesting and novel type of one-dimensional random laser that operates in a conventional telecommunication fibre without any pre-designed resonator mirrors–random distributed feedback fibre laser–was demonstrated. The positive feedback required for laser generation in random fibre lasers is provided by the Rayleigh scattering from the inhomogeneities of the refractive index that are naturally present in silica glass. In the proposed laser concept, the randomly backscattered light is amplified through the Raman effect, providing distributed gain over distances up to 100 km. Although an effective reflection due to the Rayleigh scattering is extremely small (∼0.1%), the lasing threshold may be exceeded when a sufficiently large distributed Raman gain is provided. Such a random distributed feedback fibre laser has a number of interesting and attractive features. The fibre waveguide geometry provides transverse confinement, and effectively one-dimensional random distributed feedback leads to the

Random distributed feedback fibre lasers

International Nuclear Information System (INIS)

Turitsyn, Sergei K.; Babin, Sergey A.; Churkin, Dmitry V.; Vatnik, Ilya D.; Nikulin, Maxim; Podivilov, Evgenii V.

2014-01-01

The concept of random lasers exploiting multiple scattering of photons in an amplifying disordered medium in order to generate coherent light without a traditional laser resonator has attracted a great deal of attention in recent years. This research area lies at the interface of the fundamental theory of disordered systems and laser science. The idea was originally proposed in the context of astrophysics in the 1960s by V.S. Letokhov, who studied scattering with “negative absorption” of the interstellar molecular clouds. Research on random lasers has since developed into a mature experimental and theoretical field. A simple design of such lasers would be promising for potential applications. However, in traditional random lasers the properties of the output radiation are typically characterized by complex features in the spatial, spectral and time domains, making them less attractive than standard laser systems in terms of practical applications. Recently, an interesting and novel type of one-dimensional random laser that operates in a conventional telecommunication fibre without any pre-designed resonator mirrors–random distributed feedback fibre laser–was demonstrated. The positive feedback required for laser generation in random fibre lasers is provided by the Rayleigh scattering from the inhomogeneities of the refractive index that are naturally present in silica glass. In the proposed laser concept, the randomly backscattered light is amplified through the Raman effect, providing distributed gain over distances up to 100 km. Although an effective reflection due to the Rayleigh scattering is extremely small (∼0.1%), the lasing threshold may be exceeded when a sufficiently large distributed Raman gain is provided. Such a random distributed feedback fibre laser has a number of interesting and attractive features. The fibre waveguide geometry provides transverse confinement, and effectively one-dimensional random distributed feedback leads to the

Who Is Giving Feedback To Whom In Entrepreneurship Education?

DEFF Research Database (Denmark)

Trolle Elmholdt, Stine; Warhuus, Jan; Blenker, Per

evaluate and provide feedback on, with regard to both the teaching and the learning that takes place in these types of courses. We therefore ask: Who is giving feedback to whom in entrepreneurship education - and for what purpose?The intent of the paper is to develop and explore the system of feedback......The question we care about (objectives):When entrepreneurship is taught through the process of practicing entrepreneurship and based on experiential learning, a need arises for different forms of assessment, evaluation, and feedback procedures than those applied to traditional forms of higher...... is at play that involves both feedback among educators and students and between educators and students;3. that the complexity is further increased when it is acknowledged that the subject of the feedback may concern the learning, the teaching, the process, the object of the process (the entrepreneurial...

LFSC - Linac Feedback Simulation Code

Energy Technology Data Exchange (ETDEWEB)

Ivanov, Valentin; /Fermilab

2008-05-01

The computer program LFSC (Feedback Simulation Code>) is a numerical tool for simulation beam based feedback in high performance linacs. The code LFSC is based on the earlier version developed by a collective of authors at SLAC (L.Hendrickson, R. McEwen, T. Himel, H. Shoaee, S. Shah, P. Emma, P. Schultz) during 1990-2005. That code was successively used in simulation of SLC, TESLA, CLIC and NLC projects. It can simulate as pulse-to-pulse feedback on timescale corresponding to 5-100 Hz, as slower feedbacks, operating in the 0.1-1 Hz range in the Main Linac and Beam Delivery System. The code LFSC is running under Matlab for MS Windows operating system. It contains about 30,000 lines of source code in more than 260 subroutines. The code uses the LIAR ('Linear Accelerator Research code') for particle tracking under ground motion and technical noise perturbations. It uses the Guinea Pig code to simulate the luminosity performance. A set of input files includes the lattice description (XSIF format), and plane text files with numerical parameters, wake fields, ground motion data etc. The Matlab environment provides a flexible system for graphical output.

Evaluation of multimodal feedback effects on improving rowing competencies

Directory of Open Access Journals (Sweden)

Korman Maria

2011-12-01

Full Text Available This study focused on the selection and preliminary evaluation of different types of modal and information feedback in virtual environment to facilitate acquisition and transfer of a complex motor-cognitive skill of rowing. Specifically, we addressed the effectiveness of immediate information feedback provided visually as compared to sensory haptic feedback on the improvement in hands kinematics and changes in cognitive load during the course of learning the basic rowing technique. Several pilot experiments described in this report lead to the evaluation and optimization of the training protocol, to enhance facilitatory effects of adding visual and haptic feedback during training.

Integrating personality structure, personality process, and personality development

NARCIS (Netherlands)

Baumert, Anna; Schmitt, Manfred; Perugini, Marco; Johnson, Wendy; Blum, Gabriela; Borkenau, Peter; Costantini, Giulio; Denissen, J.J.A.; Fleeson, William; Grafton, Ben; Jayawickreme, Eranda; Kurzius, Elena; MacLeod, Colin; Miller, Lynn C.; Read, Stephen J.; Robinson, Michael D.; Wood, Dustin; Wrzus, Cornelia

2017-01-01

In this target article, we argue that personality processes, personality structure, and personality development have to be understood and investigated in integrated ways in order to provide comprehensive responses to the key questions of personality psychology. The psychological processes and

Smart building temperature control using occupant feedback

Science.gov (United States)

Gupta, Santosh K.

This work was motivated by the problem of computing optimal commonly-agreeable thermal settings in spaces with multiple occupants. In this work we propose algorithms that take into account each occupant's preferences along with the thermal correlations between different zones in a building, to arrive at optimal thermal settings for all zones of the building in a coordinated manner. In the first part of this work we incorporate active occupant feedback to minimize aggregate user discomfort and total energy cost. User feedback is used to estimate the users comfort range, taking into account possible inaccuracies in the feedback. The control algorithm takes the energy cost into account, trading it off optimally with the aggregate user discomfort. A lumped heat transfer model based on thermal resistance and capacitance is used to model a multi-zone building. We provide a stability analysis and establish convergence of the proposed solution to a desired temperature that minimizes the sum of energy cost and aggregate user discomfort. However, for convergence to the optimal, sufficient separation between the user feedback frequency and the dynamics of the system is necessary; otherwise, the user feedback provided do not correctly reflect the effect of current control input value on user discomfort. The algorithm is further extended using singular perturbation theory to determine the minimum time between successive user feedback solicitations. Under sufficient time scale separation, we establish convergence of the proposed solution. Simulation study and experimental runs on the Watervliet based test facility demonstrates performance of the algorithm. In the second part we develop a consensus algorithm for attaining a common temperature set-point that is agreeable to all occupants of a zone in a typical multi-occupant space. The information on the comfort range functions is indeed held privately by each occupant. Using occupant differentiated dynamically adjusted prices as

Written Teacher Feedback: Aspects of Quality, Benefits and Challenges

DEFF Research Database (Denmark)

Holmeier, Monika; Grob, Regula; Nielsen, Jan Alexis

2018-01-01

was provided based on rubrics and templates for open comments. For this purpose, written teacher feedback itself, student artefacts and data from questionnaires were analysed. Furthermore, the benefits and challenges that teachers noticed in using written feedback will be examined. Finally......, it will be discussed which means of support for teachers seem necessary in order to foster the implementation of written teacher feedback as part of formative assessment in inquiry-based science education....

Responding to personalised social norms feedback from a web-based alcohol reduction intervention for students: Analysis of think-aloud verbal protocols.

Science.gov (United States)

Marley, S; Bekker, H L; Bewick, B M

2016-09-01

Web-based interventions enable organisations to deliver personalised individually tailored brief feedback to individuals without the need of a third party. Web-based interventions are effective in reducing alcohol consumption among university students. There is a paucity of evidence to indicate those who access web-based personalised feedback interventions respond in a way consistent with hypothesised active ingredients. This research uses the think-aloud technique to explore how students respond to instant web-based personalised normative feedback. Between-subjects experimental design employing qualitative methods. Twenty-one UK university students generated think-aloud transcripts while completing a web-based intervention (Unitcheck). This was followed by a semi-structured interview. One coding frame was developed to classify all utterances. Narrative synthesis revealed five meta-themes: active thinking about alcohol use; comparisons with others; beliefs and knowledge about alcohol consumption; inter-relationship between personal codes and context; and engagement with Unitcheck. Students willingly engaged with the online assessment and personalised feedback. Students consciously engaged with the intervention and this engagement prompted students to actively consider their own behaviour, knowledge, perceptions, and to reflect on future behaviour. The ability of web-based personalised feedback interventions to effect change in individual's behaviours is likely related to their ability to encourage cognitive engagement and active processing of the information provided.

Generalized fast feedback system in the SLC

International Nuclear Information System (INIS)

Hendrickson, L.; Allison, S.; Gromme, T.; Himel, T.; Krauter, K.; Rouse, F.; Sass, R.; Shoaee, H.

1991-11-01

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

The psychological effects of providing personal care to a partner: a multidimensional perspective

Directory of Open Access Journals (Sweden)

Thomas Hansen

2013-07-01

Full Text Available The expected increasing demand for informal care in aging societies underscores the importance of understanding the psychological implications of caregiving. This study explores the effect of providing regular help with personal care to a partner on different aspects of psychological well-being. We use cross-sectional data from the Norwegian Life Course, Ageing and Generation study (n. ~15,000; age 40-84 and two-wave panel data from the Norwegian study on Life Course, Ageing and Generation (n. ~3000; age 40-84. To separate the effects of providing care from those of the partner’s disability, caregivers are contrasted with non-caregivers with both disabled and nondisabled partners. We separate outcomes into cognitive well-being (life satisfaction, psychological functioning (self-esteem, mastery, and affective well-being (happiness, depression, loneliness. Findings show that caregiving has important cross-sectional and longitudinal detrimental psychological effects. These effects are fairly consistent across all aspects of well-being, demonstrating that caregiving has a broad-based negative impact. Among women, however, these effects are similar to if not weaker than the effects of a partner’s disability. Caregiving effects are constant by age, education, and employment status, but stronger among caregivers with health problems. Providing personal care to a partner is associated with marked adverse psychological effects for men and women irrespective of age and socio-economic status. Hence, no socio-demographic group is immune from caregiving stress, so programs should be targeted generally. The results also suggest that the health needs of caregivers demand more attention.

Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback.

Science.gov (United States)

Chou, Calvin L; Masters, Dylan E; Chang, Anna; Kruidering, Marieke; Hauer, Karen E

2013-11-01

Although feedback is a critical component of learning, recent data suggest that learners may discount feedback they receive. The emotional threat inherent in feedback can contribute to its ineffectiveness, particularly for sensitive topics like communication skills. Longitudinal relationships among peers may increase their sense of safety and soften the perceived threat of feedback to allow students to give, receive and potentially more effectively incorporate feedback. We studied the effects of prior shared learning experiences among medical students in the delivery and receipt of feedback on clinical (communication) skills. During a formative clinical skills examination, we divided Year 3 students at a US medical school into two subgroups comprising, respectively, small-group classmates from a 2-year longitudinal pre-clerkship clinical skills course (with prior peer-learning relationships), and peers with no prior shared small-group coursework. Students in both subgroups observed peers in a simulated clinical case and then provided feedback, which was videotaped, transcribed and coded. Feedback recipients also completed a survey on their perceptions of the feedback. Students valued the feedback they received and intended to enact it, regardless of whether they had prior peer-learning relationships. Coding of feedback revealed high specificity. Feedback providers who had prior peer-learning relationships with recipients provided more specific corrective feedback on communication skills than those with no such relationships (p = 0.014); there was no significant difference between subgroups in the provision of reinforcing feedback on communication skills. Year 3 medical student peers can deliver specific feedback on clinical skills; prior peer-learning relationships in pre-clerkship clinical skills courses enrich the provision of specific corrective feedback about communication skills. Feedback between peers with pre-existing peer-learning relationships represents

A Portable Gait Asymmetry Rehabilitation System for Individuals with Stroke Using a Vibrotactile Feedback

Directory of Open Access Journals (Sweden)

Muhammad Raheel Afzal

2015-01-01

Full Text Available Gait asymmetry caused by hemiparesis results in reduced gait efficiency and reduced activity levels. In this paper, a portable rehabilitation device is proposed that can serve as a tool in diagnosing gait abnormalities in individuals with stroke and has the capability of providing vibration feedback to help compensate for the asymmetric gait. Force-sensitive resistor (FSR based insoles are used to detect ground contact and estimate stance time. A controller (Arduino provides different vibration feedback based on the gait phase measurement. It also allows wireless interaction with a personal computer (PC workstation using the XBee transceiver module, featuring data logging capabilities for subsequent analysis. Walking trials conducted with healthy young subjects allowed us to observe that the system can influence abnormality in the gait. The results of trials showed that a vibration cue based on temporal information was more effective than intensity information. With clinical experiments conducted for individuals with stroke, significant improvement in gait symmetry was observed with minimal disturbance caused to the balance and gait speed as an effect of the biofeedback. Future studies of the long-term rehabilitation effects of the proposed system and further improvements to the system will result in an inexpensive, easy-to-use, and effective rehabilitation device.

The Use of Indirect Focused Corrective Feedback with Metalinguistic Clues in the Acquisition of the Suffix -s in the Third Person Singular in Pre-Service EFLl Teachers from a Chilean University

Directory of Open Access Journals (Sweden)

Mabel Andrea Ortiz

2016-06-01

Full Text Available This article addresses one of the frequent problems in pre-service teachers of English in Chile: the omission of suffix –s in the third person singular during the writing of an academic text. It has been observed that the grammatical competence of these prospective teachers is insufficient to meet the demands of academic writing. This issue reveals a situation that is shared by students who show proficiency in their communicative competence but not in their grammatical competence. The prospective teacher of English as a Foreign Language should master both competences. Therefore, attention should be equally given to both. The paper also describes the usefulness of corrective feedback strategies, specifically indirect focused corrective feedback with metalinguistic clues to address specific, frequent grammatical problems, such as the omission of suffix -s in students who show advanced proficiency in their communicative competence.

Ontology-Based Generation of Dynamic Feedback on Physical Activity

NARCIS (Netherlands)

Wieringa, Wilko; op den Akker, Harm; Jones, Valerie M.; Hermens, Hermanus J.; op den Akker, Hendrikus J.A.

2011-01-01

This article describes a new, AI-inspired telemedicine system for providing feedback on daily activity. Optimising daily levels of physical activity is an important focus in the treatment of chronic illnesses. An ambulatory monitoring and feedback system has been developed to monitor activity and

Analysis of Peer Review Comments: QM Recommendations and Feedback Intervention Theory

Science.gov (United States)

Schwegler, Andria F.; Altman, Barbara W.

2015-01-01

Because feedback is a critical component of the continuous improvement cycle of the Quality Matters (QM) peer review process, the present research analyzed the feedback that peer reviewers provided to course developers after a voluntary, nonofficial QM peer review of online courses. Previous research reveals that the effects of feedback on…

Exploring Student Perceptions of Audiovisual Feedback via Screencasting in Online Courses

Science.gov (United States)

Mathieson, Kathleen

2012-01-01

Using Moore's (1993) theory of transactional distance as a framework, this action research study explored students' perceptions of audiovisual feedback provided via screencasting as a supplement to text-only feedback. A crossover design was employed to ensure that all students experienced both text-only and text-plus-audiovisual feedback and to…

Informational feedback and self-esteem among male and female athletes.

Science.gov (United States)

Kamal, A F; Blais, C; McCarrey, M; Laramee, D; Ekstrand, K

1992-06-01

The self-esteem of male and female competitive athletes was compared after each was provided either positive or negative (verbal) informational feedback on a nonathletic task, a series of single-solution anagrams. Subjects were 50 men and 50 women, aged 18 to 25 years, who were tested on the semantic differential to estimate athletes' self-esteem before and after receiving the informational feedback. Over-all, female athletes responded more strongly to both feedback conditions, with both groups being more influenced by negative rather than by positive feedback.

The BGC Feedbacks Scientific Focus Area 2016 Annual Progress Report

Energy Technology Data Exchange (ETDEWEB)

Hoffman, Forrest M. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Riley, William J. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Randerson, James T. [Univ. of California, Irvine, CA (United States)

2016-06-01

The BGC Feedbacks Project will identify and quantify the feedbacks between biogeochemical cycles and the climate system, and quantify and reduce the uncertainties in Earth System Models (ESMs) associated with those feedbacks. The BGC Feedbacks Project will contribute to the integration of the experimental and modeling science communities, providing researchers with new tools to compare measurements and models, thereby enabling DOE to contribute more effectively to future climate assessments by the U.S. Global Change Research Program (USGCRP) and the Intergovernmental Panel on Climate Change (IPCC).

A review of invasive and non-invasive sensory feedback in upper limb prostheses.

Science.gov (United States)

Svensson, Pamela; Wijk, Ulrika; Björkman, Anders; Antfolk, Christian

2017-06-01

The constant challenge to restore sensory feedback in prosthetic hands has provided several research solutions, but virtually none has reached clinical fruition. A prosthetic hand with sensory feedback that closely imitates an intact hand and provides a natural feeling may induce the prosthetic hand to be included in the body image and also reinforces the control of the prosthesis. Areas covered: This review presents non-invasive sensory feedback systems such as mechanotactile, vibrotactile, electrotactile and combinational systems which combine the modalities; multi-haptic feedback. Invasive sensory feedback has been tried less, because of the inherent risk, but it has successfully shown to restore some afferent channels. In this review, invasive methods are also discussed, both extraneural and intraneural electrodes, such as cuff electrodes and transverse intrafascicular multichannel electrodes. The focus of the review is on non-invasive methods of providing sensory feedback to upper-limb amputees. Expert commentary: Invoking embodiment has shown to be of importance for the control of prosthesis and acceptance by the prosthetic wearers. It is a challenge to provide conscious feedback to cover the lost sensibility of a hand, not be overwhelming and confusing for the user, and to integrate technology within the constraint of a wearable prosthesis.