Encouraging Feedback Research Articles

P242 Laser ablation treatment for complex HPV-related disease in a gum clinic setting

IntroductionGUM specialist services to treat complex HPV-related diseases unresponsive to conventional therapies are limited. Laser vaporisation following local anaesthesia is an established treatment for refractory warts and intraepithelial neoplasia. Several...

Livres nouveaux

The first ever model of operational collaboration for the European maritime industry is presented, built upon the established current state-of-the art in engineering collaboration modelling and addressing key industry requirements. The requirements for operational collaboration practices in the European maritime industry were identified using three approaches: an industrial survey of 69 associations, companies and institutions in the maritime sector; an analysis of prototype collaboration tools; and through an analysis of literature. These requirements were thematically grouped and consolidated where they overlapped, and then translated into model elements and interactions between them. A model that accurately abstracts service and technology collaboration provision between companies in a variety of collaboration modes was built, and validated against a series of steps that an organisation would need to undertake, to develop a particular mode of collaboration to supports their needs. It was tested in three industrial case studies, providing encouraging feedback demonstrating successful implementation. It provides the opportunity for reassessment of the employed processes and activities, and provides a structure for improving collaborative engineering design. Whilst the research was based in the European maritime industry, the model has wider applicability within the collaborative design of complicated engineering artefacts such as automotive or aerospace.

Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen

Replanning is often used to optimize results of an activity in an ever changing world. To address the challenge of preparing future engineers for success, a special course was created for all engineering freshmen of the Faculty of Engineering of the University of Porto, in Portugal. Presented as a case study, this special course underwent a careful replanning as a result of several years of experience in teaching practice alongside with a theoretical deepening in pedagogical and technological issues, under the aegis of the action-research methodology. Within the context of the case study course, the mentioned replanning was also based on a theoretical approach that clearly identifies teaching–learning-assessment methodologies that promote regulation from those that foster emancipation, using a specific instrument: a taxonomy of educational processes. The replanning was designed to globally boost results regarding the educational aims of the course such as furthering freshmen’s integration into work environment and preparing them for success by fostering transversal skills (needed for study and work). Technology is seen as a mean of education enrichment as well as a productivity tool. The introduced innovations include fun-but-educational activities, several types of assessment over time and specific technological tools which were critical for the educational impact/achievement of this course. Success is demonstrated by encouraging feedback from the stakeholders, high students’ classifications and a steady reduction in retention. It is advocated that large portions of the reasoning behind the replanning can be extrapolated to other courses.

Abstract C57: Repeat mammography screening among African American women: Qualitative application of the PEN-3 framework

Abstract Backgrounds: African American women have a higher mortality rate from breast cancer than any other ethnic group in the country, with an estimated 30,700 new cases of invasive breast cancer and 6,310 deaths expected to occur in 2016. In part the disparate breast cancer mortality rate suffered by African American women can be attributed to irregular mammography screening patterns, which contribute to later stages of diagnosis as compared with other racial ethnic groups. Regular mammography screening may significantly reduce breast cancer mortality and narrow this disparity; however, African American women underutilize mammography screening according to goals set by Healthy People 2020. The purpose of this paper is to identify factors influencing regular breast cancer screening among African American women. Method: In-depth individual interviews were conducted with 39 African-American women, ranging in age from 42 to 79, who visited the ED of a public hospital with non-urgent complaints and those who were seated in the waiting area. Using qualitative analysis we identified Perceptions (individually held knowledge, attitudes, values or beliefs), Enablers (societal, systematic or structural influences) and Nurturers (supportive or discouraging influences from significant others) that influenced screening decisions. The sample included women who had been screened in the past two years and those who had not. Using the PEN-3 as a theoretical guide we explored, from the perception of the women, the factors that influence screening behaviors. Findings: The themes that emerged were placed within the appropriate cells (perceptions, enablers or nurturers) in the PEN-3 framework. The findings indicated that women's perceptions included fear of pain associated with mammography, fear of results, and fear of the unknown, fatalistic beliefs, and limited knowledge of personal risk for breast cancer. The only difference between the perceptions of women who had screened in the past two years and never screened women was knowledge. Women who had been screened in the past two years had more knowledge of mammography procedure and endorsed perceptions such as screening provides reassurance and maintenance of good health. Enablers identified included cost, access, gender and attitudes of the mammography provider, socioeconomic and race related discrimination, and previous experiences within the healthcare system. Previously screened women were more likely to have a source of insurance but both screened and unscreened women discussed financial burden associated with screening. Participants in both screened and unscreened groups emphasized the fact that their previous experiences within the healthcare influenced screening decisions. Nurturers identified included observations of family member's experiences with cancer, lack of health-related social support and shared mammography experiences within participants' social network. Women who receive encouraging feedback about mammography from their social network are more likely to have been screened. Conclusion: African American women suffer a significant disparity of breast cancer mortality as compared to other women in the U.S. Despite improvements in access, related to the enactment of the Affordable Care Act, this disparity persists. This study explores the influences on the decisions related to regular mammography screening from the perspective of African American women. The findings from this study underscore the critical need for development of culturally tailored interventions that address the issues salient to this population as well as interventions that leverage the powerful social networks that influence health care decisions in this population. Citation Format: Adebola Adegboyega, Arica Brandford, Jennifer Hatcher. Repeat mammography screening among African American women: Qualitative application of the PEN-3 framework. [abstract]. In: Proceedings of the Ninth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2016 Sep 25-28; Fort Lauderdale, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2017;26(2 Suppl):Abstract nr C57.

Driving Strategic Change at The Junior League (B)

“Driving Strategic Change at the Junior League (A)” describes a troubled organizational environment. Challenges included a dissatisfied membership, declining membership numbers, a large diversity among local leagues, and limited resources to meet the organization's overall objectives. The case describes a “participatory roadmap” approach, drawing on the insights of comprehensive research, and highlights a strategic-change approach that focuses on participation and local-level flexibility.The (B) case examines how the Association of Junior Leagues International (AJLI) took initial steps to implement the participatory roadmap. Through a purposeful messaging strategy that involved many targets and various modes of communication, AJLI leaders sought to influence and inform active members, sustainers, and their local leaders. Further, through the use of design teams, AJLI gained deep insight into the ways that implementation might vary across local leagues. Finally, these design teams enabled AJLI to make initial gains in membership and develop a cross-league learning community.After reading and analyzing the (B) case, students should be able to: Identify successful communication strategies for change Appraise the level of readiness for organizational change and design strategies to address that level of readiness Describe the three implementation strategies (i.e., normative-reeducative, power-coercive, empirical-rational) and the circumstances under which each would be appropriate Develop an interactive process for encouraging feedback on the change process

Wikis for group work: Encouraging transparency, benchmarking, and feedback

Technology is recognised as playing a part in the changing landscape in higher education; altering delivery modes and providing flexible opportunities for learning. Research into the use of wikis has shown that they provide many opportunities for student learning and the development of twenty-first century skills, however, there has been limited success in their use for collaboration. In this exploratory research, we report on a group wiki project in an engineering management unit at an Australian university. A wiki was introduced to replace the existing group report assessment to add transparency to the task. Each group had their own wiki and students were required to provide feedback to other group wikis which enabled transparency of students’ report development and group progress. The research aim was to investigate student perceptions of using a wiki. Students found the wikis helpful for benchmarking their activity against their peers. Students stated that peer feedback had improved their work; however, much of the feedback given by peers was too brief to be constructive, and provided too late to be useful in guiding their work. This paper will be of interest to academics interested in using wikis in their teaching to develop feedback, transparency, and benchmarking.

The changing landscape of one primary school’s mathematics curriculum

This paper describes a period of substantial changes in the mathematics curriculum of one primary school in Christchurch. Using retrospective analysis, we identified two important conceptual themes: equity of mathematical learning and opportunities for all students to learn to be a mathematician. Access to research about these themes prompted two organisational actions, the elimination of between class streaming and a concentrated professional learning focus on mathematics, that acted as catalysts for major changes. In the first year of these changes, there were significant gains in student assessment data, providing early and encouraging feedback for teachers. During subsequent years, further changes were implemented that illustrated how equity and opportunities to be a mathematician were enduring themes for resourcing and sustaining teachers’ practices.

Effectiveness of an adolescent healthcare training programme for enhancing paediatric nurses' competencies.

To evaluate the effects of an educational intervention programme on improving paediatric nurses' competencies in performing adolescent healthcare practice in central China. The WHO Adolescent Health Framework was integrated into this training programme to examine the effects of educational interventions on the competencies of paediatric nurses in promoting adolescent healthcare. This study is one of the first in central China to evaluate paediatric nurses' competencies in promoting adolescent health. The study used a mixed-method design with a quasi-experimental approach and focus group interviews. The study was conducted with 57 paediatric nurses from 28 institutes and hospitals in central China in 2010 to evaluate their competencies in adolescent health and development, specifically with regard to conducting needs assessments, planning effective interventions and evaluating outcome measures. The paediatric nurses received training and were assessed by individual and group work during the structured three-week programme. Data were collected before and after the training programme as pre- and post-tests. The researchers gathered information about their experiences by conducting focus group interviews. The paediatric nurses demonstrated significant improvements in their adolescent healthcare practice after attending the three-week structured training programme. The post-test scores had significant effects on the dimensions of the adolescent healthcare practice competency checklist. The qualitative data also showed positive and encouraging experiences and feedback from the paediatric nurses in this study. The findings suggest that an educational intervention can change knowledge, attitudes and practice among paediatric nurses in adolescent healthcare. All the paediatric nurses in this study demonstrated increased competencies in carrying out adolescent healthcare practice after participating in the three-week intensive intervention programme. This study showed that paediatric nurses have an important role in promoting and coordinating adolescent healthcare practice in primary healthcare practice.

Clinical Use of a Novel Balloon Based Esophageal Brachytherapy Applicator

Purpose: High dose rate endoesophageal brachytherapy is an option in the management of primary and recurrent esophageal cancer in inoperable patients. In a review of a series of patients treated at our institution (Folkert et al Brachytherapy 2013) we found HDR brachytherapy was safe and well tolerated, but was associated with a high rate of local recurrence. To overcome the limitation of surface dose, and enable a dose escalation study we designed a novel balloon based applicator (Cohen and Goodman, Brachytherapy 2015). Here, we report on the initial clinical use of this applicator. Materials and Methods: The esophageal (E) applicator (Ancer Medical, Nashua, NH), a five-balloon self centering applicator with one treatment catheter, was used. Under general anesthesia and with fluoroscopic guidance, the applicator was inserted into the esophagus over a guidewire into the treatment position, and centered by inflating the five balloons. Visualization of the applicator was achieved using the integrated X-ray markers, and 10% CT contrast in the balloons. A CT scan was obtained for planning, the target and surrounding healthy esophagus were contoured, the source channel was traced, and a treatment plan optimization was performed to deliver 15 Gy in 3 fractions (BrachyVision, Varian Medical systems, Charlottesville VA). After review and approval of the plan, the applicator positioning was verified, and the initial treatment was delivered using a GammaMed-Plus HDR afterloader. Anesthesia was reversed at the completion of treatment. For the subsequent two weekly treatments, the original CT plan was used, and the applicator was inserted under fluoroscopic guidance. Positioning of the applicator can be verified by matching the treatment length to fluoroscopically placed surface markers, and by measuring the insertion distance from the incisors using integrated insertion markers. In this case, applicator positioning was verified with respect to a pre-implanted fiducial marker. After confirmation of applicator positioning, the treatments were delivered. Results: The applicator geometry enabled good coverage of the target volume (V100 5 95%, D90 5 108%, and V150 5 44%) while keeping the surface dose within tolerance limits (D0.3cc ! 11Gy) and sparing uninvolved esophageal tissue (D0.3cc 5 92%, D1cc 5 75%, and D2cc 5 58%). Good applicator re-positioning was achieved for all treatments. The applicator shown in the figure below (panels A, B) incorporates X-ray markers to aid with positioning. CT based planning was performed (panels C-F). Because of the non uniform spacing between the source axis and tissue surface, optimization results in non uniform dwell-times (panel E). Fluoroscopic image of the applicator placement is also shown (panel G). Conclusions: This is the first report on using the E applicator in patients. The improved treatment geometry achieved with this applicator provides encouraging feedback for continuation with dose escalation in these patients.

Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers

<p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.</p><p>A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.</p><p>The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.</p>

Book Review of "Postsecondary Play: The Role of Games and Social Media in Higher Education"

Tierney, W. G., Corwin, Z. B., Fullerton, T., & Ragusa, G. (Eds.). (2014). Postsecondary play: The role of games and social media in higher education. Baltimore, MD: Johns Hopkins University Press. Pages: 336. Price: $44.95 USD (hardcover) ISBN 13:978-1-4214-1306-8. Electronic ISBN 13:9781-4214-1307-5.More than a half century ago, Benjamin Bloom and his associates framed objectives within three taxonomies - cognitive, affective and psychomotor - ranking the cognitive domain in a hierarchical sequence starting with recall of knowledge and moving up to evaluation of this knowledge. However, these categories did contemplate or accommodate change - the ability to adapt to change, to learn how to learn, and to integrate across disciplines and skill sets. Significant is relational and interactive, and should generate excitement about the value of the subject for the student and others in society (Fink, 2013).How, then, do the impersonal features and distancing effects of social media and technology-based games create hunger for by higher education students, most of whom are digital natives, born after 1980, their lives mediated by technology? How do social media and related games lead to effective enthusiasm for teaching that meshes with student interests and motivates students to learn? How does the students' world of what is real for them mesh with that of digital immigrants, a large number of their professors and administrators born before 1980, their lives interrupted by technology?Zoe Corwin, research director for the Pullias Center for Higher Education at the University of Southern California (USC), argues that the gap is real (witness the miscommunication when traditional vs. social media styles, formality and content of writing clash). But it can be bridged. In her chapter titled From Communication to Community: How Games and Social Media Affect Postsecondary Stakeholders, Corwin emphasizes that the way different stakeholder groups such as students and teachers experience games and social media is intertwined. She challenges those of us in the academy to reconceptualize the meaning of postsecondary learning (Tierney, Corwin, Fullerton, & Ragusa, 2014, p. 105).Corwin is one of 19 contributors to this compilation of 12 essays by U.S.-based educational researchers, game theorists and assessment experts on the role of games and social media, addressing current and future challenges of student entry into and engagement within higher education. More specifically, the timely and troubling topics focus on how games and social media are transforming society and higher education swiftly and significantly; inspiring teaching technique innovation; reformulating the experience; embracing cross-generational participation; encouraging crowd-sourced interaction and feedback through open sources; decentralizing knowledge; and complicating communication channels to a degree and in ways envisioned even five years ago.This book grew from a four-year interdisciplinary collaboration in the United States to create new no-tech, low-tech and high-tech games to prepare high school students for and to improve their access to higher education, and the perceived disconnect between educators and gamers to achieve these socially motivated goals. The initiative complemented the work of guidance counselors and aimed to fill a gap in the literature on games and social media, and, in particular, game and new media literary theories in higher education.Insights anchored in observation and reflection in this book serve to help school administrators, instructors and related practitioners engage students more effectively, from enrolment to completion, through modified curriculum, delivery and assessment. However, Tracy Fullerton, Electronic Arts Endowed Chair in Interactive Entertainment at the USC, warns that games and social media are not a magic bullet (Tierney et al. …

Critical action learning – rituals and reflective spaces

ABSTRACTThis paper is written to outline our ideas on rituals and reflective places and how this thinking has emerged through our writing, facilitation and reflections around critical action learning and critical leadership. We attempt to show the conceptual framework that underpins our vision of Critical Leadership and how out of this work we have begun to develop new action learning techniques which we believe help to make the action learning we teach and practise, more critical. In describing these concepts of criticality we consider the tripartite elements of each of the three concepts we call Critical Leadership. That is ‘knowing, being, doing’; ‘space, place and pace’ and ‘thinking, feeling, willing’. We then go on to demonstrate how these three concepts helped us to shape our new action learning technique entitled ‘The Coliseum’. We believe that this new action learning technique enhances the likelihood of critical action learning taking place by underscoring key elements such as encouraging feedback, initiating deep listening, promoting challenge and, perhaps, in the end, precipitating enlightenment.

A framework for encouraging retail customer feedback

Purpose– The purpose of this study is to examine antecedents of the under researched area of customer feedback in a retail context with feedback defined as positive and negative comments as well as suggestions for product/service improvements. A market-oriented firm listens to customers and puts their feedback into practice. Research on customer engagement, which includes customer feedback, has recently surged. The preponderance of feedback research to date has been focused on customer complaint behavior which is negatively valenced. Much less attention has been paid to customer feedback (including sharing positive information, thoughts and suggestions for new ideas, in addition to negative information) even though it has great value for companies. This research addresses this gap by integrating literature on customer orientation and engagement and relationship marketing antecedents (social benefits) and outcomes (commitment) to better understand what retailers can do to encourage customer feedback through relationships with frontline employees.Design/methodology/approach– This study employs a cross-sectional, single retailer approach surveying 864 customers who have varying relationships to a coffee house.Findings– Conditional process analysis was used to test the hypothesized mediating and moderating relationships. Results were consistent with predictions, showing that retail employee customer-oriented behavior is mediated by customer social benefit perceptions to influence feedback. Further, social benefit perceptions will interact with the level of customer continuance commitment to impact feedback. Specifically, the impact of social benefits will be stronger when commitment to the retailer is higher.Originality/value– This research has academic and practical implications by increasing our understanding of an underrepresented and valuable aspect of engagement – customer feedback. Specifically, it addresses a key marketing research priority set forth in a 2010JSRspecial issue, calling for more work contributing to this topic. Also, this research implies managers have the ability to influence the amount of feedback that they receive by encouraging certain employee behaviors.

TU-AB-201-07: Image Guided Endorectal HDR Brachytherapy Using a Compliant Balloon Applicator

Purpose: High dose rate endorectal brachytherapy is an option to deliver a focal, high-dose radiotherapy to rectal tumors for patients undergoing non-operative management. We investigate a new multichannel, MR compatible applicator with a novel balloon-based design to provide improved treatment geometry. We report on the initial clinical experience using this applicator. Methods: Patients were enrolled on an IRB-approved, dose-escalation protocol evaluating the use of the anorectal (AR-1) applicator (Ancer Medical, Hialeah, FL), a multichannel applicator with two concentric balloons. The inner balloon supports 8 source lumens; the compliant outer balloon expands to separate the normal rectal wall and the source lumens, yet deforms around a firm, exophytic rectal mass, leading to dose escalation to tumor while sparing normal rectum. Under general anesthesia, gold fiducial markers were inserted above and below the tumor, and the AR applicator was placed in the rectum. MRI-based treatment plans were prepared to deliver 15 Gy in 3 weekly fractions to the target volume while sparing healthy rectal tissue, bladder, bowel and anal muscles. Prior to each treatment, CBCT/Fluoroscopy were used to place the applicator in the treatment position and confirm the treatment geometry using rigid registration of the CBCT and planning MRI. After registration of the applicator images, positioning was evaluated based on the match of the gold markers. Results: Highly conformal treatment plans were achieved. MR compatibility of the applicator enabled good tumor visualization. In spite of the non-rigid nature of the applicators and the fact that a new applicator was used at each treatment session, treatment geometry was reproducible to within 2.5 mm. Conclusions: This is the first report on using the AR applicator in patients. Highly conformal plans, confidence in MRI target delineation, in combination with reproducible treatment geometry provide encouraging feedback for continuation with dose escalation in these patients.

WordWanderer: a navigational approach to text visualisation

Text visualisations provide visual representations of documents or small corpora with the primary aim of supporting language analysis. We are interested in developing a more playful approach to language that can be characterised by the notion of wandering as an open-ended movement. To support such a casual form of engagement with text, we designed the WordWanderer system: a visualisation technique that extends tag clouds into a navigational interface for text. The tool supports the gradual movement between word ‘context views’, which represent the words that co-occur in the vicinity of the selected word, and word-‘comparison views’, which arrange words based on their association strengths between two selected words. We report on the encouraging feedback from a ten-day deployment of the interface and present promising directions for future design and research.

Providing Feedback to Colleagues: A Continual Challenge.

The ongoing provision of effective feedback is a critical component of the learning process for pharmacy students, residents, and practitioners. In recent years, more attention has been focused on this topic in the pharmacy literature, particularly with regard to preceptor development and pharmacy residency accreditation. The American Society of Health-System Pharmacists (ASHP) accreditation standards for postgraduate year one (PGY1) and postgraduate year two (PGY2) pharmacy residency programs emphasize the importance of ongoing, criteria-based feedback by preceptors and the need for residents to then apply this feedback to improve performance.1,2 Hospital Pharmacy published an article on providing effective feedback as part of their preceptor development series in January 2013.3 This increased attention on the importance of developing effective feedback skills for pharmacy preceptors is valuable; however, many practicing pharmacists struggle with providing feedback to colleagues. When feedback is given inappropriately, resentment and hurt feelings can occur that may negatively impact the work environment for a long time. Many individuals feel more uncomfortable providing constructive feedback to colleagues than to students or residents for various reasons, including fear of a negative response, lack of understanding the importance of constructive comment, and discomfort with providing feedback to a “seasoned” colleague who has more experience. In work environments, this can lead to individuals avoiding giving any feedback, even though constructive comments are one of the most valuable contributions anyone can make to another person’s learning and understanding. One key to improving the quality of feedback between colleagues is for all individuals to know that ongoing, effective feedback is valued in the work environment. This starts from the top. Employees must see their employer not only encouraging feedback among colleagues, but also being open to receiving and making improvements based upon feedback from others. An environment should be created in which feedback is viewed by all as another way to “improve the final product,” whether that is streamlining the medication use process, effectively tailoring drug therapy, or instituting a policy or protocol. Helpful feedback makes an important distinction between the colleague, who is always valued, and the particular behavior or work, which may be subject to critical comment. Both the individual offering the comments and, more importantly, the one receiving feedback must understand this distinction, so that constructive comments about behavior or work are not viewed as an attack against the person. When offering feedback, there are a variety of strategies and factors to improve its effectiveness.3 First, ask for permission to give feedback. The simple act of asking can mentally prepare the person who is receiving the feedback; this is preferable to blindsiding them with your comments. In addition, feedback to a colleague should be: Realistic. Stay focused on comments that can actually be implemented; do not make comments that are outside the scope of what can be accomplished by your colleague. Specific. Base feedback on concrete observable examples; avoid generalizations. Timely. Provide feedback promptly and on an ongoing basis; do not provide comments after your colleague has moved on to another project or patient. Descriptive. Describe your viewpoint; avoid telling your colleague what he or she should feel. Nonjudgmental. State your view but avoid acting as an authority, even if you are in charge. Positive. Try to communicate what you appreciate while giving feedback; sandwich a “negative” comment between positive comments. Sensitive. Remember that although the work completed by your colleague may not have met your expectations or goals, it doesn’t necessarily mean that the work is poor, but rather that the colleague may have different expectations or goals in mind. Sometimes, colleagues request and expect feedback on a project or performance. Determine in advance what type of feedback is needed, so that your colleague’s time is used most effectively. When you are receiving the feedback, remember to be open and attentive to the constructive comments given by your colleague. If your colleague has a different viewpoint, do not dismiss it outright. Instead, listen attentively and think through the comments. You may ultimately decide to discard the feedback; however, at least you did not immediately reject or censor the comments. Remain silent while receiving feedback before making a response. Don’t get distracted by the need to explain or correct factual errors. Providing effective feedback to colleagues is an important skill for pharmacists. Although many pharmacy practitioners feel quite comfortable providing feedback to students and residents, they are not as comfortable providing feedback to their co-workers. There are ways to approach colleagues so that feedback is received in a manner that ultimately enhances work product or behavior and improves the work environment.

Employment experiences of immigrant workers in aged care in regional South Australia

The contributions of immigrant workers to the aged care workforce cannot be overemphasised. The report of the National Institute of Labour Studies records a significant number of immigrants in the aged care industry in Australia. The number of overseas-born workers in the residential aged care sector had risen steadily, according to recent workforce statistics. However, the employment positions these immigrant workers fill have perennially been labelled as low-paying and low-status, warranting more research into the plight of immigrant workers, especially those in regional areas. This study investigates the current employment experience of immigrant workers working in aged care in regional South Australia. This qualitative study is based on a focus group consisting of seven immigrant workers (five personal carers, one home support worker and one allied health assistant), who shared their individual perceptions of their employment experience. The workers were employed by three aged care facilities run by a community-based not-for-profit organisation governed by one incorporated body. Thematic analysis was used to analyse the focus group data. This article reports on part of the findings of a larger research study where the authors have included the perceptions of co-workers and managers about working with immigrant workers. This study reveals mixed experiences of immigrant workers with employment in aged care. Satisfaction came from positive and encouraging client feedback, enriching work experience, flexible hours and simply having a job. Dissatisfaction came from constraints with time, workload, staffing, poor peer relations, discriminatory practices and the nature of the job itself. Immigrant workers do not experience a strong support infrastructure. Limitations of the study include the small sample size used and the focus on one regional city. This study suggests that aged care facility managers and executive officers can enhance positive work experience of immigrant workers by making some workplace reforms.

Examining the efficacy of a genotyping-by-sequencing technique for population genetic analysis of the mushroom Laccaria bicolor and evaluating whether a reference genome is necessary to assess homology

Given the diversity and ecological importance of Fungi, there is a lack of population genetic research on these organisms. The reason for this can be explained in part by their cryptic nature and difficulty in identifying genets. In addition the difficulty (relative to plants and animals) in developing molecular markers for fungal population genetics contributes to the lack of research in this area. This study examines the ability of restriction-site associated DNA (RAD) sequencing to generate SNPs in Laccaria bicolor. Eighteen samples of morphologically identified L. bicolor from the United States and Europe were selected for this project. The RAD sequencing method produced anywhere from 290 000 to more than 3 000 000 reads. Mapping these reads to the genome of L. bicolor resulted in 84 000–940 000 unique reads from individual samples. Results indicate that incorporation of non-L. bicolor taxa into the analysis resulted in a precipitous drop in shared loci among samples, suggests the potential of these methods to identify cryptic species. F-statistics were easily calculated, although an observable “noise” was detected when using the “All Loci” treatment versus filtering loci to those present in at least 50% of the individuals. The data were analyzed with tests of Hardy-Weinburg equilibrium, population genetic statistics (FIS and FST), and population structure analysis using the program Structure. The results provide encouraging feedback regarding the potential utility of these methods and their data for population genetic analysis. We were unable to draw conclusions of life history of L. bicolor populations from this dataset, given the small sample size. The results of this study indicate the potential of these methods to address population genetics and general life history questions in the Agaricales. Further research is necessary to explore the specific application of these methods in the Agaricales or other fungal groups.

Perceptions on Bulgarian Nursing and Midwifery of the Work-Related Requirements in Healthcare Management

Ethoprofiles development is important for the successful and effective management of human resources. In this study, we investigated how medical professionals’ perceived the work-related requirements and their need for healthcare management education. Materials and methods: Qualitative interview study (N = 15). Consenting on group profiles health care specialists outlined the following areas of abilities that need to predominate in the profession of a nurse managers – 80% „ability to speak”, 60% „imagination”, 100% „physical ability”,” being innovative” and ”possessing organizational, business and social skills”. Involving healthcare professionals in exploring ethograms and ethoprofiles may foster professional commitment and prove to be an effective managerial approach of human resources through enhanced organizational communication encouraging feedback on personnel self-assessment thus enabling effective motivation and decision making.

E-leadership effectiveness in virtual teams: motivating language perspective

Purpose– Virtual teams are becoming a norm in current knowledge-based society and offer a wide range of organizational benefits. This paper aims to investigate the effects of leaders’ motivating language (ML) and feedback approach on virtual team members’ creativity performance.Design/methodology/approach– A 2×2 with pre-test and post-test experimental design was employed to explore how to stimulate virtual team members’ creativity performance using a group decision support system.Findings– The results show that leaders’ ML and feedback approach via e-mail instructions have different interaction effects on members’ creativity and idea generation performance. Team members receiving direction-giving instructions generate more ideas under the demanding feedback approach and team member receiving instructions with more empathetic language exhibit higher creativity performance under the encouraging feedback approach.Research limitations/implications– Shortcomings of virtual environment and leadership remain the major factors influencing such findings. Since the results are also restrained by the functionality of the utilized software tool, tools for virtual teams are recommended to include features that can support the effective use of team leaders’ motivational language.Social implications– Virtual team leaders should provide proper guidance to members using understanding and empathetic wording approach. For task-oriented work, leaders should consider giving more specific instructions and provide constant feedback for completed work. For creative work, leaders should give positive encouragement as feedback or even challenge team members to stimulate their creativity. Additionally, facilitation rules can be set up in advance so that the intelligent agent can timely send out follow-up instructions/feedback.Originality/value– The gained insights beneficially help tool developers for virtual teams build/enhance their tools based on the need of team leaders. This paper also usefully offers important implications regarding how to motivate virtual team members’ creative thinking.