Electronic Feedback Research Articles

Exploring narrative feedback to undergraduate dental hygiene and dental therapy students.

The nature and quality of feedback provided during the training of healthcare students have been found to influence the progress of students throughout their clinical practice. The use of electronic systems for feedback is becoming more prevalent; but there appears to be an absence of research into the use of these systems with Dental Hygiene and Dental Therapy students (DHDT). The aim of this study was to explore the written, narrative feedback provided by tutors to undergraduate DHDT students on a 3-year BSc programme, using Liftupp - an Information Management System that incorporates electronic feedback mechanisms. The data comprised written, narrative feedback to DHDT students (n=96) on clinical performance in academic Years Two and Three entered into Liftupp by five clinical tutors (n=5) over 2 academic years. These feedback comments were subjected to a thematic analysis and matrix queries using NVivo. Ten major themes were identified. Preliminary findings indicated that the constructive "Descriptive" theme was prominent across all tutors, while other constructive themes: "Directive" and "Positive" were linked more to individual tutors. The less constructive themes were infrequent in tutor feedback. In addition, unique feedback profiles for tutors were generated. The analysis of narrative feedback from tutors on Liftupp enables the identification of feedback trends that can be reviewed and shared with tutors to improve the quality of their feedback. In addition, this research can be used to inform tutor training to promote the use of meaningful and effective feedback. Potential further research and limitations have been identified.

The English Teacher’s Written Corrective Feedback on the Students’ Writings in Vocational High School

This study was aimed to find out the types of Written Corrective Feedback (WCF) given by the English teacher to the students’ writings, the reason of the teacher in giving certain types of WCF, and the contributions of the WCF for the students. This study employed a case study design which involved one English teacher and three students from different acquisition levels. The data were obtained from documentation and interview. The types of WCF given by the teacher were classified by using the theory from Ellis (2008). The data from the interview were analyzed by using thematic analysis proposed by Braun and Clarke (2006). The results showed that the teacher used Direct WCF, Unfocused WCF, and Electronic Feedback in correcting the students’ errors. It was found that the teacher gave those types of WCF in order to make the students understand about the mistakes that they made in their writings. It was also found that high and medium achieving students stated that WCF from their teacher were beneficial for them in order to avoid the same mistakes in the future while low achieving student did not get the benefit of feedback.

3rd-Degree Atrioventricular Block.

3rd-Degree Atrioventricular Block.

Reporting Outcomes of Pediatric Intensive Care Unit Patients to Referring Physicians via an Electronic Health Record-Based Feedback System.

Many critically ill children are initially evaluated in front-line settings by clinicians with variable pediatric training before they are transferred to a pediatric intensive care unit (PICU). Because clinicians learn from past performance, communicating outcomes of patients back to front-line clinicians who provide pediatric emergency care could be valuable; however, referring clinicians do not consistently receive this important feedback. Our aim was to determine the feasibility, usability, and clinical relevance of a semiautomated electronic health record (EHR)-supported system developed at a single institution to deliver timely and relevant PICU patient outcome feedback to referring emergency department (ED) physicians. Guided by the Health Information Technology Safety Framework, we iteratively designed, implemented, and evaluated a semiautomated electronic feedback system leveraging the EHR in one institution. After conducting interviews and focus groups with stakeholders to understand the PICU-ED health care work system, we designed the EHR-supported feedback system by translating stakeholder, organizational, and usability objectives into feedback process and report requirements. Over 6 months, we completed three cycles of implementation and evaluation, wherein we analyzed EHR access logs, reviewed feedback reports sent, performed usability testing, and conducted physician interviews to determine the system's feasibility, usability, and clinical relevance. The EHR-supported feedback process is feasible with timely delivery and receipt of feedback reports. Usability testing revealed excellent Systems Usability Scale scores. According to physicians, the process was well-integrated into their clinical workflows and conferred minimal additional workload. Physicians also indicated that delivering and receiving consistent feedback was relevant to their clinical practice. An EHR-supported system to deliver timely and relevant PICU patient outcome feedback to referring ED physicians was feasible, usable, and important to physicians. Future work is needed to evaluate impact on clinical practice and patient outcomes and to investigate applicability to other clinical settings involved in similar care transitions.

Performance of a Supervisor Observational Coding System and an Audit and Feedback Intervention.

Workplace-based clinical supervision is common in community based mental health care for youth and families and could be a leveraged to scale and improve the implementation of evidence-based treatment (EBTs). Accurate methods are needed to measure, monitor, and support supervisor performance with limited disruption to workflow. Audit and Feedback (A&F) interventions may offer some promise in this regard. The study-a randomized controlled trial with 60 clinical supervisors measured longitudinally for 7 months-had two parts: (1) psychometric evaluation of an observational coding system for measuring adherence and competence of EBT supervision and (2) evaluation of an experimental Supervisor Audit and Feedback (SAF) intervention on outcomes of supervisor adherence and competence. All supervisors recorded and uploaded weekly supervision sessions for 7months, and those in the experimental condition were provided a single, monthly web-based feedback report. Psychometric performance was evaluated using measurement models based in Item Response Theory, and the effect of the SAF intervention was evaluated using mixed-effects regression models. The observational instrument performed well across psychometric indicators of dimensionality, rating scale functionality, and item fit; however, coder reliability was lower for competence than for adherence. Statistically significant A&F effects were largely in the expected directions and consistent with hypotheses. The observational coding system performed well, and a monthly electronic feedback report showed promise in maintaining or improving community-based clinical supervisors' adherence and, to a lesser extent, competence. Limitations discussed include unknown generalizability to the supervision of other EBTs.

Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic

The current study investigated the patterns of English language tutors’ e-feedback practices during the coronavirus pandemic, learners’ response to tutors’ e- feedback and the important issues that emerged from e-feedback practices. Quantitative and qualitative analysis of the online questionnaire and the semi-structured interviews were performed. The findings indicate that (1) English language tutors concentrate slightly more on local issues than global issues, provide eight main types of e-feedback; clarification requests, general explanations and clarification, questions and commands, repetition, explicit feedback, elicitation and recasts respectively. In addition, tutors employ more written and audio e-feedback compared with the screencast via various online platforms such as Blackboard collaborative tools, Zoom, Microsoft Teams, Email, and WhatsApp. (2) The findings indicate that the students ask for more clarifications, express their understanding of the e-feedback, engage in discussions, comprehend the e-feedback and make successful revisions, express their misunderstanding of the e-feedback and just a few students ignore the e-feedback they receive. (3) The qualitative analysis of the semi-structured interviews revealed some important issues such as the tutors' preferences to online learning, the appropriateness of online platform tools in providing e-feedback, ways and timing of providing e-feedback.

Written Corrective Feedback in Online Writing Classrooms: EFL Students’ Perceptions and Preferences

This article contributes to the existing body of research on written corrective feedback (WCF) in foreign language (L2) writing classrooms by focusing on online learning environments. The study offers insight into the effective use of different WCF strategies in a Saudi context. This was achieved by investigating students’ perceptions of WCF and exploring the WCF strategies that students preferred in online writing classrooms. Data was collected through an online survey modified and administered for this study. SPSS version 26 was used to analyze the data. Descriptive statistics were used to describe the students’ responses. Results for the first research question indicate that Saudi students felt positive about using WCF in their EFL online writing classrooms as they found it a helpful tool to improve their writing. For the second research question, findings suggest that students found some WCF strategies to be more helpful than others. Electronic feedback was the strategy that students most preferred, while unfocused feedback was the second most favorable strategy. The study has pedagogical implications for EFL teachers regarding the integration of different WCF strategies to improve EFL online writing classrooms.

Multifunctional skin-inspired resilient MXene-embedded nanocomposite hydrogels for wireless wearable electronics

Biomimetic electronic skins (E-skins), which monitor and feedback human health, have potential in the areas of human–machine interactions and electronic devices. To advance the unsatisfactory mechanical properties, sensory performances, and the wireless convenience of E-skins, a wireless MXene-embedded hydrogel sensor was designed and fabricated based on emerging two-dimensional (2D) nanomaterials MXene nanosheets, PAM network, and gelatin physical network. The presence of dual-network (DN) structures, hydrogen bonding, electrostatic interactions, and MXene nano-reinforcement allowed the hydrogels with superior mechanical adaptability. Furthermore, due to the high conductivity of MXene nanosheets and spider filamentous porous structure, the MXene-based hydrogel sensor exhibited extremely high sensitivity (S1 = 100.4 kPa−1) over a broad pressure range and 5000-cycling dual-mode durability. More importantly, the as-made wireless sensor could accurately detect large-scale and subtle human behaviors via Bluetooth transmission. Simultaneously with the inclusion of MXene, nanocomposite hydrogels demonstrated excellent skin affinity and photo-thermal effects. This strategy paves a feasible way for the new generation of multifunctional biomimetic hypersensitive sensors, presenting a full potential in the application fields of intelligent devices, flexible robots, and biomedical supervisory.

Using Quality Improvement Methodology to Increase Communication of Discharge Criteria on Rounds.

Clear communication about discharge criteria with families and the interprofessional team is essential for efficient transitions of care. Our aim was to increase the percentage of pediatric hospital medicine patient- and family-centered rounds (PFCR) that included discharge criteria discussion from a baseline mean of 32% to 75% over 1 year. We used the Model for Improvement to conduct a quality improvement initiative at a tertiary pediatric academic medical center. Interventions tested included (1) rationale sharing, (2) PFCR checklist modification, (3) electronic discharge SmartForms, (4) data audit and feedback and (5) discharge criteria standardization. The outcome measure was the percentage of observed PFCR with discharge criteria discussed. Process measure was the percentage of PHM patients with criteria documented. Balancing measures were rounds length, length of stay, and readmission rates. Statistical process control charts assessed the impact of interventions. We observed 700 PFCR (68 baseline PFCR from July to August 2019 and 632 intervention period PFCR from November 2019 to June 2021). At baseline, discharge was discussed during 32% of PFCR. After rationale sharing, checklist modification, and criteria standardization, this increased to 90%, indicating special cause variation. The improvement has been sustained for 10 months.At baseline, there was no centralized location to document discharge criteria. After development of the SmartForm, 21% of patients had criteria documented. After criteria standardization for common diagnoses, this increased to 71%. Rounds length, length of stay, and readmission rates remained unchanged. Using quality improvement methodology, we successfully increased verbal discussions of discharge criteria during PFCR without prolonging rounds length.

Students’ perception towards using electronic feedback after the pandemic: Post-acceptance study

Recent studies on e-feedback have answered many questions concerning the effectiveness of e-feedback in educational and non-educational sectors. They stated clearly that e-feedback is efficient and practical. From both teachers’ and students’ perspectives, e-feedback has influenced their learning and teaching environment effectively. It is a good technique to personalize the learning strategies. Based on the previous assumption, this study aims at exploring the effectiveness of e-feedback in an educational environment taking into consideration the TAM model and the external factors of trustworthiness and enjoyment. The data is collected by an online questionnaire that was distributed among a group of students. Facilitating communication among teachers and students. It helps in replacing the traditional feedback and assess the learning environment during the pandemic periods. The two constructs of perceived ease of use and perceived usefulness affect positively the intention to use the e-feedback and initiates this type of feedback as a prominent procedure to be used frequently in the learning environment. In addition, the perceived enjoyment and perceived trustworthiness increase the chance of using e-feedback. Recently, e-feedback is highly dominant among online platform users.

The Impact of Teacher E-Feedback on Students’ Writing: A Waste of Time or a Road to Success?

Academic writing is one of the writing skills that has been taught traditionally via face-to-face physical classroom settings. However, with the new advances in educational technologies, online teaching and learning have entered the realms of educational institutions and they are not nowadays considered a foreign aspect. Especially in the last two years of great home-confinements due to the Covid-19 pandemic, teaching and learning in the online world have turned into an inescapable solution. The implementation of online teaching and learning has brought the teachers to a new avenue of teaching writing especially in the aspect of giving feedback to students’ writing. The purpose of this study was to investigate the effectiveness of electronic feedback (e-feedback) provided by instructors on their students’ writing in an English for Academic Purposes (EAP) class. The Learning Management System (LMS) was used by the students to submit their writings, and the instructors provided online feedback using the system. The results mainly show that the students benefited from receiving different forms of feedback using the system and the instructors found freedom to provide as much feedback as provided for different purposes. The results of this study indicate that e-feedback practices should be implemented more in language classes and teachers must receive training to improve their knowledge and skills in the practice to be able to use different feedback tools and resources to achieve different ends on their students.

Peer review of presentations through examination software

Background and purposePeer evaluations are often utilized to allow student pharmacists practice in giving and receiving feedback. In a small class setting, these can easily be completed and feedback distributed quickly. However, in the larger class setting, reviewing and disseminating peer feedback can be quite cumbersome, especially if using paper format. The purpose of this educational activity was to create a process for peer evaluations that allows for efficient collection and dissemination of peer feedback of presentations of student pharmacists and describe the student experience with this new format. Educational activity and settingIn Research Topics in Pharmacy II, an electronic peer-evaluation tool was created using electronic examination software to collect and distribute this peer review in a timely fashion during and after each class session. At the completion of this course, a survey was distributed to collect student pharmacists' perception of this electronic peer-review process. FindingsA total of 63 of 91 students (69%) completed the survey. The majority of the students (98.4%) “strongly agreed” or “agreed” the peer-evaluation items made it easy to provide feedback to their peers and 79% preferred this electronic method of feedback vs. paper format. Overall, 93.6% of student pharmacists felt they were more engaged during the presentations as a result of providing electronic feedback. SummaryMaximizing our resources by creating an electronic peer evaluation with our current examination software, allowed for an efficient means of obtaining and disseminating peer review that was timely and well-received by students.

60 Talking Under Cover: A Virtual Workshop to Improve Communication in PPE

Since 15 June 2020, all hospital staff were mandated by the government to wear a facemask in hospital and it looks like they will remain a permanent feature in healthcare for the foreseeable future. There is a significant body of research about the plethora of adverse effects that wearing masks can have on verbal communication The aim of the study was to develop an interactive virtual workshop aims to improve the verbal communication of healthcare staff whilst wearing Personal Protective Equipment (PPE).We delivered 14 workshops from March 2021 to May 2021 to 80 participants. First, we discussed the barriers that healthcare workers are up against when they are working in Personal Protective Equipment (PPE) and then speak about vocal anatomy and how speech is created. The workshop then focusses on how to make speech clearer whilst also advising healthcare staff on how to look after their voice. To ensure the workshop is interactive, there are a number of exercises that the participants perform and videos of COVID cardiac arrest simulations are used to discuss the potential speech and communication errors in PPE which could affect patient safety in an emergency. Finally, we also incorporated a patient’s perspective in designing this course. They offered very helpful suggestions regarding verbal and non-verbal communication when communicating with patients in PPE, which are often overlooked by healthcare professionals but immensely valuable to improve patients’ and staff experience.We invited hospital departments to book on to the virtual training and collected electronic feedback from participants. As a result of this feedback, we hope to be able to provide face-to-face training in the future and incorporate simulation in the workshops so that participants can practice what they have learnt with higher fidelity and we are better able to understand how the added burden of cognitive bandwidth will influence people’s communication.

Spiral high-speed scanning tunneling microscopy: Tracking atomic diffusion on the millisecond timescale

Scanning tunneling microscopy (STM) is one of the most prominent techniques to resolve atomic structures of flat surfaces and thin films. With the scope to answer fundamental questions in physics and chemistry, it was used to elucidate numerous sample systems at the atomic scale. However, dynamic sample systems are difficult to resolve with STM due to the long acquisition times of typically more than 100 s per image. Slow electronic feedback loops, slow data acquisition, and the conventional raster scan limit the scan speed. Raster scans introduce mechanical noise to the image and acquire data discontinuously. Due to the backward and upward scan or the flyback movement of the tip, image acquisition times are doubled or even quadrupled. By applying the quasi-constant height mode and by using a combination of high-speed electronics for data acquisition and innovative spiral scan patterns, we could increase the frame rate in STM significantly. In the present study, we illustrate the implementation of spiral scan geometries and focus on the scanner input signal and the image visualization. Constant linear and constant angular velocity spirals were tested on the Ru(0001) surface to resolve chemisorbed atomic oxygen. The spatial resolution of the spiral scans is comparable to slow raster scans, while the imaging time was reduced from ∼100 s to ∼8 ms. Within 8 ms, oxygen diffusion processes were atomically resolved.

Patient-reported outcome measures for knowledge transfer and behaviour modification interventions in type 2 diabetes—the INDICA study: a multiarm cluster randomised controlled trial

ObjectiveThis study assesses the effectiveness of different interventions of knowledge transfer and behaviour modification to improve type 2 diabetes mellitus patients’ (T2DM) reported outcomes measures (PROMs) in the long-term. Design:...

Written Corrective Feedback for Students’ Research Proposal in English: What Do Students and Lecturers Prefer and Why?

The purposes of this study were to describe types of written corrective feedback applied by the lecturers on students’ research proposal and to find out the favorable types of written corrective feedback for the students of English study program at a public university in Jambi. This research used a questionnaire to collect the data from students and lecturers. The results of this research revealed that there were three types of written corrective feedback that were often used by the lecturers. They were direct corrective feedback, grammatical description, and electronic corrective feedback from metalinguistic feedback. Additionally, there were four types that sometimes were used by the lecturers. They were indirect corrective feedback, error codes by metalinguistic feedback, unfocused and focused feedback. The last type was reformulation. It was rarely used by the lecturers. The results also showed that direct, electronic, and unfocused corrective feedbacks were very favorable for students while a brief grammatical description (metalinguistic), focused feedback, error codes (metalinguistic), and reformulation feedback were somewhat favorable. The last type was indirect corrective feedback which was very unfavorable for the students. Implications and recommendations are discussed.

Factors affecting the successful implementation of the referral system: A scoping review.

An effective referral system ensures that there is a close relationship among all levels of health care, and individuals can receive the best possible care. The main purpose of the present study was to summarize studies that have addressed factors affecting the successful implementation of the referral system. A scoping review was performed to identify English and Farsi papers that were indexed in PubMed, Scopus, Science Direct, Trip Database, Cochrane Library, Embase, Google Scholar, SID, and Magiran until November 2020. Data was collected from the included studies by a reviewer and was checked by a second reviewer the collected data was analyzed using narrative methods. About 1245 relevant studies were identified in the first stage. After checking titles and abstracts, 63 studies were included. The factors that affected the referral system were classified in 4 themes and fourteen subthemes including technology (electronic referral, coordination, response and feedback), processes (effectiveness, efficiency), organizational (management, policy and planning, rules and regulations), patient centered individual (insurance coverage, social capital, transportation, awareness, attitude, satisfaction, and social influence). Therefore, a wide range of factors are affecting the performance of referral systems. For implementing an effective referral system, it is necessary to consider these factors.

Determining Moodle Self-Efficacy Based On Language Online Learning Environment In Higher Education

The Learning Management System (LMS) self-efficacy determined that the learner established their capabilities and confidence through a positive mindset of virtual learning activities. The integration of experiences and abilities was developed to impact Moodle as an electronic facility efficiently. The purpose of the study was to aim the investigations and determination to the LMS Moodle Self-efficacy in language learning pedagogy. The study’s design was conducted mixed research method collaborated to the quantitative and qualitative approach, and sequential basic structuralized applied to the sequential phase (quantitative and qualitative). The objective of the study took on the 257 language learners in Higher Education. The application scale of LMS Moodle self-efficacy integrated into language learning in Higher. It involved the 22 questionnaires in selecting dichotomy to agree and disagree point of the Likert scale. The study’s result had exposed the three-scales enhance to the platform of Moodle self-efficacy of accessing, Moodle self-efficacy of communication, and Moodle self-efficacy of electronic testing and feedback. The exploratory LMS Moodle self-efficacy had a maximum point range of around 0.73 and 0.92, and the condition had established to the participants’ respondents and variation in each statement. Consequently, these three scales demonstrated unbiased responses toward the questionnaire items. The online language learners conduced to comprehend Moodle become the adaptive LMS to implement the English language learning strategy completely. Nevertheless, the communication and versatility access needed to develop well in conducting language learning content so learners would feel encouraged and motivated following virtual language learning.

Use of electronic feedback in second language writing: teachers' and students' views

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

All-Optical Scalable Spatial Coherent Ising Machine

Networks of optical oscillators simulating coupled Ising spins have been recently proposed as a heuristic platform to solve hard optimization problems. These networks, called coherent Ising machines (CIMs), exploit the fact that the collective nonlinear dynamics of coupled oscillators can drive the system close to the global minimum of the classical Ising Hamiltonian, encoded in the coupling matrix of the network. To date, realizations of large-scale CIMs have been demonstrated using hybrid optical-electronic setups, where optical oscillators simulating different spins are subject to electronic feedback mechanisms emulating their mutual interaction. While the optical evolution ensures an ultrafast computation, the electronic coupling represents a bottleneck that causes the computational time to severely depend on the system size. Here, we propose an all-optical scalable CIM with fully-programmable coupling. Our setup consists of an optical parametric amplifier with a spatial light modulator (SLM) within the parametric cavity. The spin variables are encoded in the binary phases of the optical wavefront of the signal beam at different spatial points, defined by the pixels of the SLM. We first discuss how different coupling topologies can be achieved by different configurations of the SLM, and then benchmark our setup with a numerical simulation that mimics the dynamics of the proposed machine. In our proposal, both the spin dynamics and the coupling are fully performed in parallel, paving the way towards the realization of size-independent ultrafast optical hardware for large-scale computation purposes.