Anonymous Feedback Research Articles

On attaining user-friendly hand gesture interfaces to control existing GUIs

BackgroundHand gesture interfaces are dedicated programs that principally perform hand tracking and hand gesture prediction to provide alternative controls and interaction methods. They take advantage of one of the most natural ways of interaction and communication, proposing novel input and showing great potential in the field of the human-computer interaction. Developing a flexible and rich hand gesture interface is known to be a time-consuming and arduous task. Previously published studies have demonstrated the significance of the finite-state-machine (FSM) approach when mapping detected gestures to GUI actions. MethodsIn our hand gesture interface, we broadened the FSM approach by utilizing gesture-specific attributes, such as distance between hands, distance from the camera, and time of occurrences, to enable users to perform unique GUI actions. These attributes are obtained from hand gestures detected by the RealSense SDK employed in our hand gesture interface. By means of these gesture-specific attributes, users can activate static gestures and perform them as dynamic gestures. We also provided supplementary features to enhance the efficiency, convenience, and user-friendliness of our hand gesture interface. Moreover, we developed a complementary application for recording hand gestures by capturing hand keypoints in depth and color images to facilitate the generation of hand gesture datasets. ResultsWe conducted a small-scale user survey with fifteen subjects to test and evaluate our hand gesture interface. Anonymous feedback obtained from the users indicates that our hand gesture interface is adequately facile and self-explanatory to use. In addition, we received constructive feedback about minor flaws regarding the responsiveness of the interface. ConclusionsWe proposed a hand gesture interface along with key concepts to attain user-friendliness and effectiveness in the control of existing GUIs.

Iterative approach to journal club

To identify, evaluate and refine a journal club (JC) format that increases faculty and resident engagement. An initial needs assessment followed by a trial of three JC formats: traditional single...

Improving English Learners’ Speaking through Mobile-assisted Peer Feedback

In this article, we report on an action case study on the use of mobile-assisted peer feedback to improve second language (L2) speakers’ English performance. Drawing on the learning-oriented assessment (LOA) framework (Carless, 2007), the study made in-class use of a newly developed mobile app with the provision of peer feedback. The study was conducted with 25 Business School students in an English for Specific Purposes course at a Hong Kong university. A mixed-methods approach was adopted, including a questionnaire survey, a focus group discussion after the class and a teacher journal. In addition to the participants’ general attitudes, two broad themes were found in relation to the participants’ learning experience, namely the use of peer feedback and the affordances and constraints of technology. Results showed that students generally agreed on the positive effects of mobile-assisted peer feedback (e.g. real-time and anonymous feedback), while they recognized some limitations such as the small screen size of their phones and the limited number of given rubrics. Finally, we discuss the implications from different perspectives based on the reported themes.

An experimental study of cooperative learning in advanced financial accounting courses

ABSTRACTStudies of cooperative learning have been documented extensively in the education and psychology literature. Much of the research on cooperative learning indicates that it leads to improvements in achievement, communication and interpersonal skills. This study compares grades on quiz assignments and exam performance of students in a traditional lecture format to those in a lab environment to determine the effectiveness of the cooperative learning process. Attitudes from an end of semester survey provide anonymous feedback regarding the course and use of cooperative teams. The results of this study are mixed when compared with previous literature, which suggests cooperative learning leads to improved academic performance. Students in the cooperative cohort achieved higher quiz scores but performed worse than students in the traditional cohort on exams. These results are explained and the implications of the study and use of cooperative teams are discussed.

Applying Self-Regulated Learning and Self-Determination Theory to Optimize the Performance of a Concert Cellist.

The professional practice of classical music performers has been better understood and enhanced across the last two decades through research aimed at tailoring rehearsing strategies that support the development of a sense of self as an agentic and proactive learner. One approach focuses on helping students make use of various tools that can enhance their learning, particularly in terms of what they do, feel and think when practicing and performing music. This study expands literature on expertise development by embracing the idea that this line of research would benefit from additional studies where the researcher forms part of the research process as an active participant who generates data, especially when these researchers are “members” of the social world they study, and therefore have insider knowledge. Thus, this case study is focused on the first author, a professional cellist who is also a researcher in the educational psychology of music, as the only participant. It extends current research by providing a detailed longitudinal mapping of a professional cellist’s preparation across nine profiled concerts in five countries of classical-romantic repertoire and a commercial recording that resulted from 100 weeks of dedicated practice. Anonymous feedback from the audiences and interviews with an expert musician who followed the concerts and the CD recording was also collected. For the data analysis, traditional psychometric measurements were applied to test the internal consistency of the time series data as well as the relationship between variables. In addition, the application of Leximancer analysis of the self-reflections allowed the researchers to probe self-regulated learning (SRL) and self-determination theory (SDT) processes in ways that uniquely mapped, over time, her differing motivations to perform at a high level. Specifically, we report that the cellist’s psychological needs and her motivational resources changed across time within the social context of performing music publicly, and that the various self-regulatory processes she drew upon impacted (both positively and negatively) on her ongoing actions, thoughts and feelings. Implications of the study are relevant for all forms of expertise development research, and especially for understandings about the nature of skill development in the context of learning to perform demanding literature in music.

Management strategies for patients with advanced rectal cancer and liver metastases using modified Delphi methodology: results from the PelvEx Collaborative.

A total of 15-20% of patients with rectal cancer have liver metastases on presentation. The management of these patients is controversial. Heterogeneity in management strategies is considerable, with management often being dependent on local resources and available expertise. Members of the PelvEx Collaborative were invited to participate in the generation of a consensus statement on the optimal management of patients with advanced rectal cancer with liver involvement. Fifteen statements were created for topical discussion on diagnostic and management issues. Panellists were asked to vote on statements and anonymous feedback was given. A collaborative meeting was used to discuss any nuances and clarify any obscurity. Consensus was considered when >85% agreement on a statement was achieved. A total of 135 participants were involved in the final round of the Delphi questionnaire. Nine of the 15 statements reached consensus regarding the management of patients with advanced rectal cancer and oligometastatic liver disease. Routine use of liver MRI was not recommended for patients with locally advanced rectal cancer, unless there was concern for metastatic disease on initial computed tomography staging scan. Induction chemotherapy was advocated as first-line treatment in those with synchronous liver metastases in locally advanced rectal cancer. In the presence of symptomatic primary disease, a diverting stoma may be required to facilitate induction chemotherapy. Overall, only one-quarter of the panellists would consider simultaneous pelvic exenteration and liver resection. This Delphi process highlights the diverse treatment of advanced rectal cancer with liver metastases and provides recommendations from an experienced international group regarding the multidisciplinary management approach.

Radiology Interest Groups: A Recipe for Success.

Radiology Interest Groups (RIGs) are valuable for medical students and the radiology profession. The purpose of this study is to identify key components of a successful RIG and to discuss how to optimize available resources to increase student engagement in radiology. Anonymous feedback forms (n = 478) completed by preclinical medical students attending 20 RIG events between September 2016 and May 2019 were analyzed. A five-point Likert-type scale was used to determine event effectiveness, and important themes reflecting student perspectives were identified using thematic analysis of freeform comments. Based on Likert feedback, 75% to 78% of students had a positive experience of RIG events and believed sessions were relevant to their studies. 31% to 42% of students believed these events increased their interest or insight into radiology and influenced their career choice. Four representative themes were identified by qualitative analysis of written feedback: engagement, professional development, mentorship, and suggestions for improvement. These themes provided insight into student perspectives of our RIG, and, along with experience from the RIG organizers, the authors present elements perceived to have contributed to these positive results. Thematic analysis of feedback reveals that students consider interactive events, contribution to professional development, and the opportunity for mentorship valuable elements of a RIG. From the perspective of the organizing committee, we embody these aspects through careful planning, innovative events, and consistent debriefing. In this way, our RIG promotes the future of the radiology profession and serves as a practical model for other similar organizations.

Bridging the gap: Responding to resident burnout and restoring well-being.

There is an increasing awareness of high burnout found among physicians. Resident physicians particularly face heightened stress due to inherent pressures of training in addition to systemic challenges common to healthcare. It is crucial that medical training programs and organizations create a culture which promotes physician well-being. We conducted an evaluation of a quality assurance pilot program aimed at creating a safe space for increasing burnout awareness and well-being among resident physicians. The program was voluntary, offered to psychiatry residents enrolled at McMaster University, and comprised an online resilience curriculum, peer groups, and wellness newsletters. Data analysis took place between December 15, 2018 and July 15, 2019. The educational goals were evaluated by outcome measures obtained over time in aggregated response data through residents’ anonymous survey feedback. All aspects of the triad received positive feedback, with peer groups being perceived as most helpful. Of all residents, 31% (n = 22) engaged in all three aspects of the program; the majority were female (83%) and senior residents (63%). While 48% reported burnout upon enrollment, there was an average 50% stress reduction perceived post-attendance. This project has shown that peer groups can make a difference in the daily experience of psychiatry residents at our institution.

Why it’s important to give and invite feedback

You’ve mentioned on Twitter that you solicit anonymous feedback from your lab group, and your lab members also provide peer-to-peer feedback. Why do you think it’s important to engage in this kind ...

Anonymity, veracity and power in online patient feedback: A quantitative and qualitative analysis of staff responses to patient comments on the 'Care Opinion' platform in Scotland.

ObjectiveTo analyse how staff in one Scottish hospital respond to anonymised patient feedback posted on the nationally endorsed feedback platform Care Opinion; and to understand staff experiences of, and attitudes towards, engaging with Care Opinion data.MethodsThis was a multi-method study comprising: (a) numerical and thematic analysis of stories posted during a six-month period, using a published framework; (b) thematic analysis of interviews with a range of 10 hospital staff responsible for organisational responses to feedback.ResultsSeventy-seven stories were published during the six-month period. All received a response, with a mean response time of 3.9 days. Ninety-six responses were made in total, from 20 staff members. Personalisation and tailoring was mostly assessed as performing well against the published framework. Only two ‘changes made’ were reported. While staff interviewed were mostly understanding of why patients might prefer giving anonymised feedback, some found it uncomfortable and challenging. Participants described instances where they might seek to de-anonymise the individual, in order to pass on personal thanks to the relevant staff member, or to investigate the issue raised and seek resolution offline. Patients did not always want to identify themselves; this could sometimes lead staff to query the veracity or importance of issues raised. Sometimes staff could identify individuals anyway, including one described as ‘our regular person’.ConclusionsStaff used to engaging directly with patients and families, both clinically and in dealing with feedback, need support in dealing with anonymous feedback, and the uncomfortable situation of unequal power it may create.

Developing students’ English writing quality through the incorporation of anonymous online peer feedback

Developing students’ English writing quality through the incorporation of anonymous online peer feedback

Impact of a standardized reporting format on the quality of MRI reports for rectal cancer staging.

Background and Aims:Besides providing a surgical roadmap, rectal MRI plays a major role in treatment planning. We recently started using a structured template for reporting rectal cancer via MRI. We study the impact of using this template at our hospital in terms of number of essential imaging parameters described in the reports as compared to the pre-template free-text reports.Methods:A structured rectal MRI reporting template was created in consensus with members of the colorectal tumour board and was introduced in the department, which included 14 essential parameters to be mentioned in the reports. We conducted a retrospective analysis of rectal MRI reports of 100 cases with histologically proven rectal cancer, comprising 50 consecutive free-text reports before the template was introduced and 50 consecutive structured reports after its introduction, checking for the presence or absence of inclusion of the 14 parameters. An anonymous online feedback survey was conducted as well after the introduction of the template for the members of the colorectal tumour board.Results:Overall, the total number of parameters reported increased from a median value of 10 (range 6-13) to 14 (range 12-14). The common unreported parameters prior to template introduction included T staging, presence or absence of restricted diffusion, anterior peritoneal reflection (APR) involvement, and presence or absence of extramural vascular invasion; these were reported in 16%, 22%, 30% and 50% respectively. These improved to 98-100% reporting after template introduction. Maximum improvement was in T staging (16% to 98%) (P < 0.0001), restricted diffusion on DWI (from 22% to 100%) (P < 0.0001) and APR involvement (from 30% to 100%) (P < 0.0001). The most common unreported parameter after template introduction was the “tumoral T2 signal intensity” (unreported in 4% cases). The results of the survey were as follows: 100% felt a decreased need to talk to the radiologist to clarify the report, 81.8% felt an improvement in the quality of reporting as compared to free style reports, and 91% felt that the new template is easier to interpret.Conclusion:The introduction of a structured template for rectal cancer significantly improved the quality of rectal MRI reports, along with the satisfaction of referring providers.

Use of a Feedback Survey as a Part of a Wellness Champions Program to Improve Academic Faculty Satisfaction and Burnout: Implications for Burnout in Academic Health Centers.

BackgroundFaculty and trainee well-being at academic medical centers is a nationwide concern. In response, the University of Utah Health created a system-wide provider wellness program that used individual faculty champions who were empowered to 1) examine the unique needs of their department or division using a lens of quality improvement, 2) design projects to address well-being, and 3) measure impact of projects addressing well-being. One team used a feedback tool to attempt to improve the well-being of Family Medicine faculty by better understanding challenges and developing a roadmap for action.ObjectiveEvaluate the effectiveness of an anonymous feedback tool on faculty well-being.MethodsThe Division of Family Medicine developed and implemented a quarterly anonymous faculty survey to facilitate an ongoing improvement process for faculty wellness in 2016. The faculty survey identified thematic concerns, which were used to develop constructive solutions and systemic changes.ResultsA closed loop feedback structure provided rich faculty input into impacts on burnout and professional well-being. Sense of control (good to optimal) over workload among faculty increased significantly (p = 0.011) from 10% to 42% over one year exhibiting a large effect size (Cohen’s h = 0.751). Faculty burnout, using a single item emotional exhaustion question validated to the Maslach Burnout Inventory, was reduced from 48% to 25% showing a medium effect size (Cohen’s h = 0.490 with p = 0.097). Work related stress was reduced from 72% to 50% demonstrating clinical significance (Cohen’s h = 0.465) but not statistical significance (p = 0.154)—an effect which was more noticeable when comparing means between years (Cohen's d=0.451with p = 0.068). Response rate was 100% in 2016 (29/29) and 92% (23/25) in 2017.ConclusionThis faculty survey, which has since been adopted by other groups at the University of Utah, could help improve well-being in a variety of health care professions.

A Retrospective Study Reviewing Interprofessional Advance Care Planning Group Discussions in Pulmonary Rehabilitation: A Proof-of-Concept and Feasibility Study.

Advance care planning (ACP) is a process of reflection and discussion wherein a patient, in consultation with a health-care provider, family, and/or loved ones, clarifies values and treatment preferences and establishes goals, including a plan for end-of-life (EOL) care. Advance care planning encompasses appreciating and understanding illness and treatment options, elucidating patient values and beliefs, and identifying a substitute decision maker (SDM) or designating a power of attorney (POA) for personal care. These discussions have proven to be effective in improving patient-family satisfaction, reducing anxiety regarding EOL care in patients and family members, and improving patient-centered care by empowering patients to direct their care at EOL. However, ACP conversations are often difficult to have due to the sensitive nature of such discussions. The aim of this study was to determine whether group facilitation for teaching and discussing ACP enhances participants' understanding of ACP and allows them to feel comfortable and supported when discussing these sensitive issues. Patients who were registered in North York General Hospital's (NYGH) pulmonary rehabilitation program from June 2016 until August 2017 were given the opportunity to attend two 1-hour sessions related to ACP. The first session was dedicated to educating patients on ACP, explaining the hierarchy of the SDM and the role of the POA for personal care. The second session, provided a short time later, was devoted to discussions of values, wishes, fears, and trade-offs for future medical and EOL care. These discussions led by the supportive care nurse practitioner and a physician who are members of the NYGH Freeman Palliative Care Team were held in a group-facilitated format. Anonymous feedback forms, including both qualitative and quantitative feedback, were completed by the participants and analyzed. Analysis of a sample of 30 participants who attended 1 or 2 of the ACP sessions revealed that 21 identified as female and 9 identified as male. The average age of the participants was 76 years. Participants felt the content was relevant to their needs and were comfortable asking questions with all feedback averages ranging from good to very good. Participants appreciated the opportunity to share their thoughts in an open and interactive format. Discussing issues relevant to ACP, including providing information about ACP, sharing fears, wishes, and tradeoffs, were well-received in a group-support environment. Future studies should assess the impact of ACP group discussion on the individual, such as identifying a POA, having discussions regarding wishes and values with the SDM/POA, and examining the clinical impact of such sessions.

Eine psychosomatische Sprechstunde für die regionale betriebsnahe Versorgung

A psychosomatic consultation for regional health care in the workplace – evaluation and recommendations Goal: The study’s goal was the qualitative evaluation of a new variant of the mental health intervention “psychosomatic consultation in the workplace” from the perspective of participating firms and individuals. Methods: The study data encompassed group discussions with workplace actors based on open-ended interview questions about their experiences with the intervention and narrative interviews with individual participants. This material was augmented by problem-oriented expert interviews with psychotherapists and company medical officers and by descriptive statistics of the individuals participating in the consultation. Results: All the firms implemented the consultation in response to perceived high rates of sick leave caused by mental health problems and due to a lack of confidence in how to deal with the employees concerned. The advantages of the consultation are seen to lie in its easily accessible and timely provision of professional assistance (psychoeducation, short interventions, coaching in difficult life situations and referral to other parts of the medical system) and in its flexibility in implementation. The consultation is adaptable to firms’ varying expectations and needs and increases the confidence of workplace actors (especially top management, personnel management, company medical officers and employee representatives) in dealing with mental health problems. Conclusions: The consultation proved to be a flexible, practicable and beneficial part of primary, secondary and tertiary prevention measures in the workplace. It can have positive effects on the preventive behaviour of individual participants. It is recommended that such programmes should be coupled with additional health-promotion services inside and outside the company in the future. Employees should be able to choose between using the consultation either anonymously or non-anonymously in consultation with a trusted colleague or company medical officer. Some form of (anonymous) feedback to company management on the findings of the consultation in relation to systemic sources of psychological distress is also recommended for the purpose of introducing suitable preventive measures. Keywords: psychosomatic consultation in the workplace (PSIB) – mental health – intervention – occupational medicine

The different effects of daily-life instant response social media and an educational feedback system on flipped learning: from the evidence of behavioral analysis

ABSTRACT In this study, we used the application software installed on students’ smart phones as instantly interactive tools during class time in a flipped learning context. One popular daily-life instant interaction application, Line, provided the students with text or multimedia feedback in time sequence; one non-daily instant interaction application, PAL+, provided the students with inscribed feedback in time sequence; and one educational instant interaction application, SpeakUP!, provided the students with anonymous feedback in time sequence. We compared the students’ behaviors of using the different interactive systems for interactions in the flipped classroom class time. The study applied learning analytics techniques and used behavioral analysis to identify the role of the daily-life instant response application in flipped learning, and found how the instant feedback systems enhanced discussion in the classroom.

Student voices in academic writing: PsychLiverpool a community for meaning making

The practice and expectations of academic communication are changing, and blogging provides a socially liberating mechanism by which to support the development of student writing and literacy. The study reported here examines the impact of an academic–student partnership in supporting the development of student discourse. Anonymous feedback gathered from both the contributors and readers of the student blog, PsychLiverpool was analysed using automated text analysis. The analysis identified that high levels of positive emotion were associated with PsychLiverpool. Students valued its capacity to trigger thinking and insight, and the social and networking relationships the blog offered. PsychLiverpool empowered students to expand their learning networks outside of their classroom and peer network by connecting them with like-minded students and academics. By providing students with safe opportunities to develop their skills and networks, it fulfilled their needs for affiliation and achievement, power and reward. The particular advantage of PsychLiverpool was that in operating outside of traditional university processes of assessment and feedback, students were more motivated to write about and engage with academic language on their own terms.

Introducing Immersive Reality into the Journalism Curriculum

Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience (Lalwani, 2015; Somaiya, 2015). However, unlike the transformative impact of social media on journalism and journalism education (Mulrennan, 2017), VR has taken several years for this to filter into the curriculum of journalism higher education. AUT’s journalism programme includes a final semester, capstone, assessment in which students produce a piece of long-form immersive journalism that provides the opportunity to embed VR storytelling as an authentic immersive experience. To address this we created a collaborative curriculum design team in 2019 to design a workshop (Sissons &amp; Cochrane, 2019) to introduce journalism students to the potential of VR to explore and create an immersive journalism experience. We used a design based research methodology (McKenney &amp; Reeves, 2019) to structure the curriculum design process into four phases: initial analysis and exploration, development of a prototype curriculum intervention, evaluation and redesign of the intervention, and dissemination of identified design principles and findings. Meeting weekly the design team brainstormed a workshop that mapped the affordances of mobile XR to a real world project, and created a simple demonstration XR environment (https://seekbeak.com/v/kvPq47DpjAw). We founded the workshop design upon the principles of heutagogy (Blaschke &amp; Hase, 2019), as the principles of heutagogy map closely to the core journalism graduate profile outcomes (Cochrane, Sissons, &amp; Mulrennan, 2017). In this workshop students worked in teams to film and compile an interactive experience based on the University’s Journalism Media Centre, creating an interactive tour using SeekBeak (https://seekbeak.com). Using AUTEC ethics processes we obtained informed consent from the participating students for a feedback survey that will inform the second phase redesign of the curriculum design for 2020. Anonymous post-workshop student feedback survey responses, with a 78% return rate (https://www.surveymonkey.com/results/SM-5SMVCVSJ7/) were very positive. We believe this collaborative curriculum design approach provides a simple model that can be utilised in other higher education discipline contexts.&#x0D; References&#x0D; &#x0D; Blaschke, L. M., &amp; Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:https://doi.org/10.24135/pjtel.v1i1.1&#x0D; Cochrane, T., Sissons, H., &amp; Mulrennan, D. (2017). Mainstreaming Mobile Learning in Journalism Education. In H. Crompton &amp; J. Traxler (Eds.), Mobile Learning in Higher Education: Challenges in Context (pp. 19-30). New York: Routledge.&#x0D; Lalwani, M. (2015). ABC News introduces VR initiative with 360-degree tour of Syria. Retrieved from http://www.engadget.com/2015/09/17/abc-news-introduces-vr-initiative-with-360-degree-tour-of-syria/&#x0D; McKenney, S., &amp; Reeves, T. (2019). Conducting educational design research (2nd ed.). London: Routledge.&#x0D; Mulrennan, D. (2017). Mobile Social Media and the News: Where Heutagogy Enables Journalism Education. Journalism &amp; Mass Communication Educator, OnlineFirst(0), 1-12. doi:10.1177/1077695817720762&#x0D; Sissons, H., &amp; Cochrane, T. (2019). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism&#x0D; Somaiya, R. (2015, 20 October 2015). The Times partners with Google on virtual reality project. Retrieved from http://www.nytimes.com/2015/10/21/business/media/the-times-partners-with-google-on-virtual-reality-project.html?smid=tw-nytimestech&amp;smtyp=cur&amp;_r=1

Bridging the gap: Improving patient safety through targeted in-situ simulation training in a paediatric intensive care unit and Learning from Excellence (LfE)

Background: Improving patient safety and reducing risk is important to a Paediatric Intensive Care Unit (PICU). Simulation-based education has generally focused on the management of clinical diagnoses, whereas the Quality and Safety Team has traditionally focused on collecting and analysing data about adverse events. There is a need to bridge the gap between the two streams - lessons learnt from adverse incidents and their impartation to staff in a targeted format during in-situ simulation training.Methods: Birmingham Children's Hospital PICU is a 31-bedded tertiary/quaternary unit with approximately 1500 admissions per year in the UK. All adverse incidents are collated (online IR1 with specific forms for incidents involving medications, accidental extubations, buzzer pulls, and extravasations) and analysed by the PICU Safety Group and trends are monitored. The PICU Simulation Team delivers in-situ simulation training for the multidisciplinary PICU staff weekly using interactive, computer-controlled manikins. Each training scenario and debriefing lasts 1 hour. A core team of multidisciplinary simulation facilitators runs the simulation training and the AI (advocacy-inquiry) debriefing model1 is used for conducting the debriefings. The ‘Simulation Group’ (efferent) and the ‘Risk Group’ (afferent) regularly discuss the priorities for the unit and the lessons learnt based on actual events or near-misses in the unit. It then implements the action points during targeted scenario training sessions. This may be the utilisation of a care bundle or activation of a ‘clinical pathway’. Any practical problem with implementation of these policies is fed back to the Risk Group to close the loop. A concept of ‘Learning from Excellence’ (LfE) has been introduced successfully and both ‘adverse incidents’ and LfE are used together as approaches to improve patient safety in the unit.Observation/Evaluation: Various simulation scenarios have been run since the start of the project. Examples include accidental extubations, delay in sepsis recognition and antibiotics prescription, ischaemic limb injury due to the indwelling arterial line, emergency chest reopening in post-operative cardiac surgical patients, child protection and safeguarding2. The learning gained during each debriefing is generalised to all the participants of the simulation session3 and then subsequently the salient points are shared by email with the entire unit. All staff members have to undergo simulation training. Scenarios are re-run back to back if the team does not achieve the expected outcomes. The anonymous feedback forms completed by the participants of the scenarios have shown they value this targeted training and that it has helped them implement good practice. Anecdotaly, the trend of ‘incident severity’ is believed to have been on the decline over a 7-year period in our PICU but long term monitoring will continue to identify any re-emerging or fresh trends.Conclusion: ‘Targeted’ simulation-based training is an important approach to enhance the safety culture in PICU. PICU Safety and Simulation Groups should develop a symbiotic relationship for this to succeed. Learning from Excellence can be effectively utilised to embed good practice in a clinical area.

A Study of the Quality of Feedback Via the Google Classroom-mediated-Anonymous Online Peer Feedback Activity in a Thai EFL Writing Classroom

The current study investigated the quality of feedback produced via anonymous online peer feedback activity in a Thai EFL writing classroom. It also explored how the students perceived the anonymous online peer feedback activity. Peer feedback tasks, questionnaires, and an interview were used to collect the information. The results from the peer feedback tasks showed that the quality of peer feedback significantly improved. The results from the questionnaires showed that the students agreed that the online peer feedback activity helped them to improve their writing although there were some problems that should be improved. The follow-up interview revealed that the anonymity of the writers or the feedback givers would not affect how most students would react to the writings or feedbacks. It could be noted from the study that sufficient training must be provided before implementing the anonymous online peer feedback activity. The findings provide new evidence for scholars and instructors who are interested in implementing an anonymous online peer feedback in a Thai classroom.