Concept Of Feedback Research Articles

Benefits of Contemporary Rehabilitation of Edentulism: A Statement.

The purpose of this study was to review the impact of loss of teeth and the current state of treatment options available for oral rehabilitation of edentulism. Function with complete dental prostheses varies based on a patient's ability to adapt to removable prostheses and their psychologic acceptance of the treatment. There is varying dissatisfaction with removable prostheses, particularly in Western economies. This is driven in part by the availability of oral implants, which have transformed the treatment options for oral rehabilitation in general and for edentulous rehabilitation in particular. Quality-of-life studies have confirmed the advantages of implants for the retention and support of dental prostheses, as they improve function and esthetic measures to nearly those of the dentate state. Osseoperception, the concept of feedback to the sensorimotor system from tissues surrounding osseointegrated implants, contributes to enhanced function with implant treatment. It is recognized that tooth loss resulting in the loss of periodontal mechanoreceptors has a detrimental effect on jaw motor control even after implant treatment. However, despite this limitation, oral rehabilitation with or without implants, which improves function and esthetics, helps maintain psychosocial and cognitive health.

Pedagogical and epistemic uncertainty in collaborative teacher learning

Studies of teacher learning often focus on individual teacher uncertainty as a source for reflection and inquiry. This study examines the emergence of group uncertainty during practice-based professional development, and the ways participants manage it. Through linguistic ethnographic discourse analysis, we examine two contrasting teacher discussions about the concept of feedback in one teacher meeting. In our analyses, we distinguish between pedagogical uncertainty and epistemic uncertainty and explore the strategies participants employ to navigate them. Specifically, we highlight the importance of examining socio-epistemic positioning and epistemic moves to better understand how participants respond to group uncertainty.

A PRISMA review of research on feedback in music education and music psychology

The purpose of this study was to conduct a systematic review of research literature about feedback in music. We employed the Preferred Reporting Systems for Systematic Reviews and Meta-Analyses (PRISMA) method to systematically review literature about feedback in music education and music psychology from the first identified article in 1973 to November 2021. We identified a total of 4,499 records using our inclusion criteria, of which a total of 153 were identified as relevant for further analysis. We documented percentages and frequencies for publications over time, type of publications, sampling location, methodology, and topic. We also employed recent conceptions of feedback to categorize the type of feedback studied. Results suggest the extant literature in music may be outdated and lack methodological rigor. Most studies did not provide a working definition of feedback and were largely confined to teacher feedback. Music researchers have primarily studied feedback in relation to learner’s behavior rather than their cognition or affect. Consequently, feed-back (as opposed to feed-up or feed-forward) represents the overwhelming focus of this literature. This review highlights the need for more in-depth, nuanced, and empirically robust studies on feedback in music education and music psychology.

Lifted Up or Feet on the Ground? Leader Emotional Balancing, Developmental Feedback, and Learning

In this paper, we extend the developmental feedback (DFB) concept to include two dimensions – gap identification and gap elimination. We focus on affective mechanisms underlying the DFB – learning relationship and identify trade-offs in each of the DFB dimensions. We argue that while gap elimination elicits employee positive affect (PA) that facilitates learning via increased learning self-efficacy, it undermines learning via PA and decreased learning need recognition. Gap identification induces negative affect (NA) that works in the opposite way. Emotional balancing, or the utilization of both affect improving and affect worsening behaviors, is proposed to attenuate the negative mechanisms. We conducted a three-wave, multi-source field study to test our theoretical model. Findings largely support our proposed model. Results indicate that gap identification elicits employee NA while gap elimination elicits PA. Gap identification has a positive effect on learning via employee learning need recognition, yet a negative effect on learning via employee NA and learning self-efficacy. We also find that gap elimination positively affects learning via PA and enhanced learning self-efficacy. Furthermore, we find support for the beneficial effects of emotional balancing, which significantly moderates the outcomes of PA and NA. Our results demonstrate that receiving DFB is a highly emotional experience that creates a tension between being lifted up and keeping feet on the ground, leaders can use emotional balancing to counter employee affect’s harming effect on learning.

Incident analysis of patient safety in hospital: Based on feedback and supervision concept

Introduction: The concept of feedback and supervision is at the core of efforts to reduce hospital patient safety incidents. This study aimed to analyze the effect of feedback and supervision on the occurrence of patient safety incidents in hospitals. Methods: The population included 18 work units that provide services to patients with samples of the unit head or room head, the person in charge of work shifts and the person in charge of patient safety quality. Data in the form of respondents' perceptions were collected through a questionnaire using Google form and analyzed using cross-tabulation and the Pareto approach with a note that it is influential if a difference of >20% is found between the independent and the dependent variable. Results: The results showed that most of the feedback in the work unit was lacking (50.0%), and supervision in the work unit was good (55.6%). The number of patient safety incidents at the Surabaya Islamic Hospital was dominated by near-injury incidents (NII) with a green rating. The outpatient unit is the unit with the highest incidence. Feedback and supervision affect the number of patient safety incidents because they have a difference of 22.2% and 52.5%, respectively. This study has shown that hospital patient safety incidents are influenced by feedback and supervision. Conclusion: This study showed that feedback and supervision influence the incidence of patient safety incidents in hospitals. Therefore, there is a need for training on supervision at the head of the room, providing socialization and education about the importance of patient safety, and increasing the commitment of decision-makers and related stakeholders.

EAL Teachers’ Beliefs About the Assessment of Language Learning in State-Funded Primary and Secondary Schools

This study presents the results of an investigation on beliefs about learning assessment involving nine in-service EAL (Note 1) teachers from state-funded primary and secondary schools in Santarém, western Pará, Brazil. It capitalises on authors who discuss beliefs in the educational context, considering general learning assessment, English learning assessment, and beliefs about teaching English in state-funded schools. Data were gathered by means of semi-structured interviews and analysed following the principles of content analysis as an attempt to find points of convergence and divergence among the beliefs found. Results indicate that most of the participants’ beliefs are not consistent with the Brazilian National Curriculum Parameters for teaching additional languages, and that the participants appear to misunderstand the concepts of feedback, and diagnostic, formative, and continuous assessments. These findings can be used to improve proposals for initial and continuing education of EAL teachers both in western Pará and in the other regions of the country, as a means to promote their compliance with the National Curriculum Parameters.

Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana

The feedback aspects of formative assessment are an indispensable tool for improving teaching and learning. In this study, we report on findings about mathematics teacher educators' conceptions of feedback and how their conceptions translate into practice when conducting assessments in mathematics modules. In our qualitative study, underpinned by an interpretive paradigm, data were generated through semi-structured interviews, lecture observations, and textual analysis of students' scripts from six mathematics teacher educators purposely selected across three teacher colleges. Findings revealed that the teacher educators' knowledge and practices of feedback are foregrounded on providing corrective measures to students' weaknesses. This means when giving feedback, mathematics teacher educators focus on how well students can solve the task at hand-with limited attention to helping students regulate their own learning. We argue for the need to revise current policy to expose teacher educators to best practices and to engage with relevant literature on formative assessment and effective feedback.

Feedback in Music Performance Teaching.

The purpose of this article is to provide one prominent perspective from the research literature on a conception of feedback in educational psychology as proposed by John Hattie and colleagues, and to then adapt these concepts to develop a framework that can be applied in music performance teaching at a variety of levels. The article confronts what we see as a lack of understanding about the importance of this topic in music education and provides suggestions that will help music teachers refocus how they use feedback within their teaching. Throughout the article, we draw heavily on the work of John Hattie and his colleagues whose explanations on all facets of feedback, but especially those forms of feedback that are focused on ensuring students understand “where to next”—have had a huge impact on school education through various publications.

Atomic, reusable feedback: a semi-automated solution for assessing handwritten tasks? A crossover experiment with mathematics teachers.

Feedback has been recognized as a crucial element in the learning and teaching process. Although teachers know and accept this, they are not always eager to engage in this tedious and time-consuming activity. This study investigates how computers can work together with teachers to make the process of giving feedback more efficient by introducing a semi-automated approach (SA) with reusable feedback: when a teacher writes feedback for a student, the computer saves it, so it can be reused when following students make similar mistakes. We devised the concept of atomic feedback, a set of form requirements that could enhance feedback's reusability. To write atomic feedback, teachers have to identify the independent errors and write brief feedback items for each separate error. Our SA approach with reusable feedback was implemented in Moodle. During a crossover experiment with math teachers (n = 36 + 9 in pilot study), we examined (1) whether SA saves time or changes the amount of feedback, as compared to traditional, paper-based correction work, (2) the extent to which the feedback was atomic, (3) whether atomic feedback enhances the reusability of feedback and (4) how teachers used and perceived the SA system. In light of the results, which suggest that atomic feedback is indeed reusable, we propose formal requirements for writing reusable feedback. Nevertheless, teachers did not save time using the SA system, but they provided significantly more feedback.

Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study.

PurposeResidents and attendings agree on the importance of feedback to resident education. However, while faculty report providing frequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting.MethodsWe conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019 at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty were recruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification.ResultsFive focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted important themes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior, teaching is proactive and oriented toward future endeavors.ConclusionConfusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have their intended impact, either in response to prior events or aimed toward those yet to take place.

Double indemnity: dualities, tensions and loss in the moral economies of feedback

ABSTRACT Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers through their three-year teacher education programme in order to explore their experiences and conceptions of feedback as these developed during their degree. Key to the study is the unique situation of student teachers as givers and receivers of feedback; but it also arises from their unique exposure to the neoliberal policy climate, as a consequence of the penetration of initial teacher education by high stakes regulatory mechanisms that may be at odds with the student teachers’ emerging professional judgement. As such, what we are calling the ‘double indemnity’ of feedback is partly informed by the participants’ dual and conflicted experiences as a learner and teacher but also by losses of innocence, optimism and sense of efficacy they experience as part of their development within the moral economies of feedback.

Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy

In contemporary feedback research, effective feedback does not depend on merely the characteristics of feedback but also on learners’ ability to understand, manage and use the information. Known as feedback literacy, it refers to learners’ social cognitive capacity, affective capacity and disposition prior to substantial engagement with feedback. In addition, feedback literacy is said to be developed in social learning settings. Despite the importance of the learner feedback literacy construct, little is known about its quantitative conceptualization or the specific psychological variables underpinning it. The purpose of this paper is to propose and validate a bifactor model of learner feedback literacy consisting of (1) conceptions of feedback, (2) feedback trust and (3) self-efficacy. Drawing from data on 923 learners from a polytechnic in Singapore that practices the social constructivist learning approach, results from Rasch and bifactor modelling analyses revealed that the learner feedback literacy model is psychometrically sound and robust with the potential to be developed further. Limitations and future research directions in the use of this model are discussed in the paper.

Peer-English Teachers Conceptions of Feedback on Learning Assessment: Case Study on Writing in IBDP English B HL Classrooms in Beijing

Peer-English Teachers Conceptions of Feedback on Learning Assessment: Case Study on Writing in IBDP English B HL Classrooms in Beijing

Vikten av ett nationellt professionsspråk för teori- och praktikutveckling i svensk högre utbildning

To compile empirical research published in Swedish about instructor feedback on student written and oral production in Swedish higher education, we have conducted a systematic survey of recent publications (2010-2020) in seven Swedish academic peer-reviewed journals with educational foci. The results of this survey were surprising: during the last ten years, only two studies in Swedish investigating instructor feedback on student writing were published. We found no studies on instructor feedback on student oral production. Moreover, these studies defined the concept of feedback vaguely and used it inconsistently. Not only is the fact that there are so few studies in Swedish on feedback in higher education remarkable, but the inconsistent use of the concept also makes theoretical and pedagogical development difficult. Based on these findings and, to a degree, contrary to the current policies encouraging international publication, we argue that more research publication should also be encouraged in Swedish on Swedish higher education for higher education practitioners.

Quality control of feedback machining system with finite source and standbys

This paper provides the quality control policy to improve the performance and the effectiveness of the machining system with standbys (spares) from the viewpoint of the queuing theory. The unit in the system is called a customer to whom the service should be rendered. An inspector is used to control the inspection process of the serviced unit. Under steady-state situation and the feedback concept, we obtained some performance measures and the probability when the system is empty or it has n units. Some important special cases and some analysis about the economic optimisation model with illustrative numerical examples are performed.

Valuation of Risk Management in Construction Projects Through the Use of Feedback Mechanisms

Experience feedback data can have different types depending on the civil engineering sector for example experimental measurements, expert information, visual observation, these formats can provide several different practices for capitalizing on experience feedback, processing and finally valuation of the information capitalized for the diagnosis. The current article addresses the application of experience feedback to construction sites. As we shall argue, if the concept of experience feedback is applicable it would appear that the devices implemented in the construction sites are not taken into consideration and that, consequently, this sector faces significant risks. This present study enables us to propose an approach to improve experience feedback by taking into account the existence of different practices in a construction site. We shall argue that the implementation of a safety case makes it possible to promote the creation of a communication link between community of practice centered around experience feedback (REX) which systematically promotes the improvement of the practice of this device.

Daphne Oram

In her book An Individual Note (1972), Daphne Oram developed multiple extended analogies between humans and electronic sound technologies. Oram used these to suggest how “music and information theory, allied to technology” might be applied to mental health; and to support her design for a machine that would preserve human qualities through its interactivity and musical results. This music machine, Oram wrote, “is based mainly on controlled feedback and the computing of resultants.…It is a control system which could be applied to many fields, as well as music.” Analogies between organisms and machines, core concepts of control and feedback, information theory: These suggest a cybernetic cast to Oram’s work. As Dunbar-Hester (2010) has observed, however, some experimental musicians drew directly from cybernetic sources, while others employed cybernetic-sounding language without such explicit engagement. To date, Oram has figured in neither camp, scholarly interests having been directed primarily toward her pioneering position in the male-dominated field of electronic music. Drawing on archival work at the Daphne Oram Collection at Goldsmiths, University of London, this article uncovers sources and conditions that informed Oram’s relationship to cybernetic science and aesthetics. As Oram pursued a program of music research and invention in the 1960s–70s, cybernetics offered a vocabulary, methodology, and ontology that interfaced the worlds of computer art and scientific progress with those of spiritualism and higher sense perception. At the same time, Oram’s commitment to authorial control for the composer put her at odds with the interests in indeterminacy and self-generating systems predominant among artists publicly recognized as cybernetic. The uneasy fit between Oram’s work and music’s cybernetic canon points toward a “scientific-spiritual space” (Pickering, 2010) that existing historiographies of electronic music have not fully recognized, and shows there is far more than Oram as woman that needs to be written back into history.

Feedback of Certificate in Medical Teaching Programme at King Edward Medical University Lahore

Background: The concept of feedback is central to medical education. There is gradual shift from sandwich feedback to Pendleton feedback which is learner centred. Pragmatic worldview was proposed in this study. Certificate in Medical Teaching (CMT) programme was initiated at King Edward Medical University (KEMU) Lahore since 2019.The study objective was to improve learning outcome. Methods: Mixed Method research design was chosen, out of all mixed method procedures “Convergent parallel mixed method design” was followed collecting simultaneously quantitative and qualitative data, then results were analysed and compared separately. This study was carried out from 01-06-2020 to 31-03-2021 at King Edward Medical University Lahore. Sample size of 43 participants from CMT (Certificate in Medical Teaching) Batch 1 and 2 took part in this study. Doctors from clinical side, demonstrators and personnel of Allied health sciences attended this course. A predesigned proforma designed on google form was sent to each participant via e-mail.. Results: Quantitative data collected was interpreted as percentages and in form of tables and presented as pie charts. Qualitative data collected was analysed by segregating data into codes. Corresponding themes were made of each code and presented in tabular form. Conclusion: On the basis of feedback and mixed method approach, it can be concluded that certificate in medical teaching is a new teaching program at king Edward Medical University Lahore which can serve as basis to start master’s degree at this institution. Keywords: Feedback, medical teaching, KEMU

The Effect of Performance Feedback on Firms’ Decision to Form an International Strategic Alliance and Performance in the Korean Manufacturing Industry

Purpose – International strategic alliance has been regarded as a strategic decision made by firms’ managerial problems and ensure performance growth. From the perspective of the proactive behavior for changing strategies in a global market, this study aims to identify whether performance feedback influences firms’ decisions to pursue strategic alliances. This study examines the effects of performance feedback on performance when firms use strategic alliances. Design/methodology – To analyze the impact of performance feedback on forming an international strategic alliance, this study adopt the concept of performance feedback to develop a research model and our hypotheses. Thus, this study used a two-stage least squares unbalanced panel data analysis with random effects. This study is based on 24,543 observations from Korean manufacturing firms from 2007 to 2016. Findings – The results show that firms pursue the formation of strategic alliances more actively, if their past financial and R&D performance are lower than their aspiration level, based on the result of performance feedback. An in split sample analysis for examining the effect of a firm’s technology sophistication based on the OECD’s classification, negative innovation performance discrepancy has positive effects on the probability of international alliance in high-tech and medium-high-tech industries. Financial performance also improves when a firm decides to form a strategic alliance based on the results of performance feedback. Originality/value – This research extends recent efforts to better understand the effect of performance feedback on firms’ performance when they use strategic alliances. These findings suggest that the CEOs and managers of firms should consider the performance feedback perspective when deciding to pursue a strategic alliance to improve performance. In other words, the decision-makers in a firm must analyze and consider various complex variables inside and outside the firm and expand such subjects of examination to more complex and dynamic factors.

Feedback density and causal complexity of simulation model structure

ABSTRACT Measures of simulation model complexity generally focus on outputs; we propose measuring the complexity of a model’s causal structure to gain insight into its fundamental character. This article introduces tools for measuring causal complexity. First, we introduce a method for developing a model’s causal structure diagram, which characterises the causal interactions present in the code. Causal structure diagrams facilitate comparison of simulation models, including those from different paradigms. Next, we develop metrics for evaluating a model’s causal complexity using its causal structure diagram. We discuss cyclomatic complexity as a measure of the intricacy of causal structure and introduce two new metrics that incorporate the concept of feedback, a fundamental component of causal structure. The first new metric introduced here is feedback density, a measure of the cycle-based interconnectedness of causal structure. The second metric combines cyclomatic complexity and feedback density into a comprehensive causal complexity measure. Finally, we demonstrate these complexity metrics on simulation models from multiple paradigms and discuss potential uses and interpretations. These tools enable direct comparison of models across paradigms and provide a mechanism for measuring and discussing complexity based on a model’s fundamental assumptions and design.