Experience Feedback Research Articles

Discovering and evaluating organizational knowledge from textual data: Application to crisis management

Crisis management effectiveness relies mainly on the quality of the distributed human organization deployed for saving lives, limiting damage and reducing risks. Organizations set up in this context are not always predefined and static; they could evolve and new forms could emerge since actors, such as volunteers or NGO, could join dynamically to collaborate. To improve crisis resolution effectiveness, it is first important to understand, analyze and evaluate such dynamic organizations in order to adjust crisis management plans and ease coordination among actors. Giving a textual experience feedback from past crisis, the objective of this paper is to discover the organizational structure deployed in the considered crisis and then evaluate it according to a set of criteria. For that purpose, we combine in a coherent framework text and association rule mining for pattern discovery and annotation, and multi-agent system models and techniques for formally building and evaluating organizational structures. We present the OSminer algorithm that discovers association rules based on relevant textual patterns and then builds an organizational structure including three main relations between actors: power, control and coordination. A real-life case study, a flood crisis hitting the south west of France, serves as a basis for testing/experimenting our solution. The organizational structure, discovered in this case study, has 24 actors. Its evaluation indicates its efficiency, but shows that it is neither robust nor flexible. Our findings highlight the potential of our approach to discover and evaluate organizational structures from a text recording interactions between stakeholders in a crisis context.

8.G. Workshop: Developments in patient experience surveys: how do we maintain relevance and maximise impact?

Abstract Background Patient and service-user experiences of healthcare are a vital component of the monitoring and assessment of the quality and performance of health and social care services and systems, as well as an important predictor of patient outcomes. The National Care Experience Programme (NCEP) is a partnership between the Irish health and social care regulator (Health Information and Quality Authority, HIQA), the national public healthcare provider (Health Service Executive, HSE), and policy makers (Department of Health). The NCEP conducts national care experience surveys with the aim of learning from people's experiences in order to improve the quality of health and social care services in Ireland. The programme includes surveys of acute hospital inpatient, maternity, maternity bereavement, nursing home and end-of-life care. Additional surveys of cancer care and mental health services are currently in development. Objectives Regular review and adaptation of existing surveys, expansion into new areas of care, and development of new methods of data collection, analysis and dissemination of survey findings and stakeholder engagement are required in order to remain agile and responsive to evolving health and social care landscapes and the changing needs of stakeholders, as well as harnessing technological advances and ensuring sustainability. The aim of this workshop is to bring together experts in patient experience from across the health system to stimulate discussion, knowledge sharing and cross-fertilisation of ideas. Presentations will focus on international developments and trends in patient experience, as well as considerations for surveying bereaved parents and families on their experiences of maternity bereavement and end-of-life care. The use of new technologies, including computational text analytics and predictive modelling to facilitate qualitative data analysis and maximise the use of survey findings will be outlined, followed by case studies of how care experience data are used to inform health and social care legislation, policy and practice in Ireland. Experiences from other jurisdictions and potential implications will be discussed with the audience. The workshop will contribute to a better understanding of the value and impact of collecting patient experience feedback and explore how new technologies can be used to generate insights and maximise the use of survey data. Format of the workshop The workshop will include a brief introduction on patient experience and the Irish National Care Experience Programme, followed by five presentations with time for audience contributions and questions after each speaker. The workshop will conclude with a discussion with the audience and presenters. Key messages • Patient experiences are a key component of the monitoring and assessment of the quality and performance of health and social care services and systems. • Regular review and adaptation of surveys and development of new methods are required to remain responsive to evolving health and social care landscapes and ensure sustainability.

EDARADD promotes colon cancer progression by suppressing E3 ligase Trim21-mediated ubiquitination and degradation of Snail

Tumor cell migration, specifically epithelial-mesenchymal transition (EMT), serves as a key contributor to treatment failure in colon cancer patients. However, the limited comprehension of its genetic and biological aspects presents challenges for its investigation. EDAR-associated death domain (EDARADD), an important TNFR superfamily member, is elevated in colon cancer. However, it remains unclear about the exact role of EDARADD in the progression of colon cancer metastasis. In this study, we initially demonstrated that both protein and mRNA levels of EDDARADD are elevated in colon cancer tissues and cells, associated with reduced overall survival. Furthermore, functional experiments demonstrated that EDARADD promotes colon cancer cell proliferation and participates in EMT both in vitro and vivo. Mechanistically, Co-IP verified EDARADD could stabilize Snail1 by interacting with E3 ubiquitin ligase Trim21 to inhibit ubiquitination of Snail1. Interestingly, RNA-seq and ubiquitination assay revealed EDARADD's dual downregulation of Trim21 expression at the translational level via Cul1-mediated ubiquitin degradation, and at the transcriptional level through PPARa regulation. Moreover, EDARADD activates NF-κB signaling and experiences feedback transcriptional regulation by p65. In conclusion, this study highlights the signal pathway of EDARADD-PPARa-Trim21-Snail1-EMT and a feedback regulation of NF-κB signaling on EDARADD, which indicated EDARADD as an emerging therapeutic target for colon cancer.

Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

Video recordings have been used in pre-service teacher preparation programs to facilitate greater self-reflection through pre-service teachers’ observation of their own and their peers’ microteaching. Few studies have, however, examined the perceptions of pre-service teachers regarding the use of peer feedback reaction videos on their microteaching. Therefore, video-recorded microteaching lessons were taught by preservice English teachers and then they were given video recordings of their peer’s reaction and feedback to their microteaching video. Qualitative data about their perceptions of microteaching and feedback they received were collected and analyzed. Participants indicated that the peer reaction video feedback helped them to discern their strengths and weaknesses as teachers, and learn more about how to teach from observing others. They also said it allowed them to view themselves through others’ eyes, provided detailed feedback, encouraged honest feedback, and allowed them to analyze and reflect on their own practice. Among the criticisms they raised were feeling like they were unprepared, concerns about technical difficulties, and reacting emotionally to negative feedback. Recommendations made to improve the peer reaction video feedback experience were to provide more detail in the feedback using more detailed feedback guidelines and sample lesson activities beforehand. Implications for practice are also discussed.

Pedagogical and Ethical Implications of Artificial Intelligence in EFL Context: A Review Study

In the contemporary world, technology is advancing and being integrated in various sectors, impacting human lives in many ways. When the conversation on technological advancements emerges, one of the most prevalent topics is artificial intelligence (AI). AI has gradually developed into an integral part of human lives, with its application being common in finance, healthcare, security, and education. In education, AI can be integrated into English as a Foreign Language (EFL), leading to the introduction of a dynamic realm with profound ethical and pedagogical dimensions. The current study focuses on the interaction between EFL education and AI technologies by analyzing the obstacles and opportunities that might emerge. Pedagogically, AI has multiple advantages to any EFL education setting, which include targeted feedback, automated grading, and personalization of learning experiences, especially for learners with disabilities. However, the use of AI leads to some concerns, including the exclusion of the chance for learning to engage in creative and critical thinking. It is also associated with the possible dehumanization of the learning process and biases that might result from the use of AI software. Also, using AI in an EFL setting raises various ethical concerns, including personal data privacy, academic dishonesty, and a decline in job security for teachers. When teachers do not feel that their jobs are safe, their motivation is likely to decline. Also, using AI in an EFL setting raises concerns such as the loss of cultural nuances and an unhealthy reliance on technology. Thus, there needs to be a balance whenever AI is used in an EFL education setting for the sake of protecting educational objectives and adhering to the ethical standards expected of such settings. This paper highlights the use and impact of AI on EFL pedagogically and the risks and ethical concerns associated with such adoptions. The study is based on the understanding that the multiple benefits associated with the use of AI in education come with challenges that necessitate a balanced approach to implementation.

Refocusing of Attention on Positive Events Using Monitoring-Based Feedback and Microinterventions for Patients With Chronic Musculoskeletal Pain in the PerPAIN Randomized Controlled Trial: Protocol for a Microrandomized Trial.

Chronic musculoskeletal pain (CMSP) affects between 13% and 47% of the population, with a global growth rate of 20.3% within the last 15 years, suggesting that there is a high need for effective treatments. Pain diaries have long been a common tool in nonpharmacological pain treatment for monitoring and providing feedback on patients' symptoms in daily life. More recently, positive refocusing techniques have come to be used, promoting pain-free episodes and positive outcomes rather than focusing on managing the pain. This study aims to evaluate the feasibility (ie, acceptability, intervention adherence, and fidelity) and initial signals of efficacy of the PerPAIN app, an ecological momentary intervention for patients with CMSP. The app comprises digitalized monitoring using the experience sampling method (ESM) and feedback. In addition, the patients receive 3 microinterventions targeted at refocusing of attention on positive events. In a microrandomized trial, we will recruit 35 patients with CMSP who will be offered the app for 12 weeks. Participants will be prompted to fill out 4 ESM monitoring questionnaires a day assessing information on their current context and the proximal outcome variables: absence of pain, positive mood, and subjective activity. Participants will be randomized daily and weekly to receive no feedback, verbal feedback, or visual feedback on proximal outcomes assessed by the ESM. In addition, the app will encourage participants to complete 3 microinterventions based on positive psychology and cognitive behavioral therapy techniques. These microinterventions are prompts to report joyful moments and everyday successes or to plan pleasant activities. After familiarizing themselves with each microintervention individually, participants will be randomized daily to receive 1 of the 3 exercises or none. We will assess whether the 2 feedback types and the 3 microinterventions increase proximal outcomes at the following time point. The microrandomized trial is part of the PerPAIN randomized controlled trial (German Clinical Trials Register DRKS00022792) investigating a personalized treatment approach to enhance treatment outcomes in CMSP. Approval was granted by the Ethics Committee II of the University of Heidelberg on August 4, 2020. Recruitment for the microrandomized trial began in May 2021 and is ongoing at the time of submission. By October 10, 2022, a total of 24 participants had been enrolled in the microrandomized trial. This trial will provide evidence on the feasibility of the PerPAIN app and the initial signals of efficacy of the different intervention components. In the next step, the intervention would need to be further refined and investigated in a definitive trial. This ecological momentary intervention presents a potential method for offering low-level accessible treatment to a wide range of people, which could have substantial implications for public health by reducing disease burden of chronic pain in the population. DERR1-10.2196/43376.

The Effect of Corrective and Encouraging Accumulated Vibrotactile Feedback on Work Technique Training and Motivation-A Pilot Study.

Encouraging feedback is shown to increase motivation and facilitate learning in different settings, though there is a lack of knowledge of applying it in work technique training. This pilot study aimed to evaluate two accumulated vibrotactile feedback strategies for work technique training using a smart workwear system. Eight women and two men participated in the study. They were divided into two groups, receiving the corrective feedback or the combined corrective and encouraging feedback while doing simulated manual handling tasks in a lab environment. Questionnaires and semi-structured interviews were used to evaluate the motivation, learning, and user experiences. In this small sample size, we saw that both groups significantly improved their work technique of upper arm and trunk postures, and no significant difference between groups was seen. In addition, both groups reported increased ergonomic awareness, were satisfied with the feedback training, and considered the system useful. However, the combined feedback group had slightly lower ratings of motivation and more negative experiences of the corrective feedback itself compared to the corrective feedback group. Both groups had positive experiences with the encouraging feedback. Future research should consider investigating the long-term learning effects of using solely corrective or encouraging accumulated feedback for work technique training with such systems.

An interpretive phenomenological analysis of nursing student perceptions of summative assessment feedback using LEGO® Serious Play®

PurposeThe aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.Design/methodology/approachA scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.FindingsFeedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.Research limitations/implicationsThe methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.Practical implicationsThe study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.Originality/valueThe study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

Clinical Performance of New Enhanced Monofocal Intraocular Lenses: Comparison of Hydrophobic C-loop and Hydrophilic Plate-Haptic Platform.

Enhanced monofocal intraocular lenses (IOLs) represent a new type of lens, which should lead to a very good distance vision similar to monofocal IOLs and an improved intermediate vision without increasing the risk for photic phenomena. The aim of this clinical observation/registry study was to directly compare two different IOL platforms (hydrophilic acrylic L-333 (groupA) vs hydrophobic acrylic AN6Q (groupB)) with the same enhanced monofocal optic principle but different material and haptic design in clinical routine. A total of 102 cataract cases (51:51) were included in the study. Groups A and B were similar regarding demographics, age (71.6 ± 9years for L-333 and 73.6 ± 8years for AN6Q) and their calculated IOL power (20.9 ± 2.0D for L-333 and 21.5 ± 3.4D for AN6Q). Spherical equivalent (SE), (un)corrected distance, intermediate visual acuity, the surgeons' experience and patient feedback were assessed postoperatively. SE improved significantly in the AN6Q group, while the L-333 group showed a slightly smaller standard deviation postoperatively. In groupA the uncorrected distance visual acuity (UDVA) improved from pre-op (0.43 ± 0.16logMAR) to 1month post-op (0.06 ± 0.04logMAR) significantly and in groupB from pre-op (0.54 ± 0.19logMAR) to (0.05 ± 0.06logMAR) postoperatively. Both groups showed excellent outcomes for distance without negative side effects. On testing uncorrected intermediate vision (80cm) with Radner charts, 80% reached line5 (0.0logRAD) with fewer than one mistake and 10% reached line4 (- 0.1logRAD) in groupA; 74% reached line5 with fewer than one mistake and 4% reached line4 in groupB. Both IOL models (groupsA and B) provided satisfying results regarding implantation behaviour, refractive error, visual acuity and overall patient satisfaction. The haptic design might influence the outcome of refractive error. Long-term follow-up data should be considered in multicentre studies to further characterize both platforms and to optimize IOL power calculation (constants, surgeon factor). It was shown that the enhanced monofocal optic can provide good visual acuity for far distance and improve intermediate distance. This type of new monofocal optic design, which however must be strictly separated from typical refractive/diffractive multifocal, presbyopia-correcting lenses, could be a good option in standard cataract care.

A literature review of Black and Latiné youth’s experience of inequitable feedback: How can middle school educators provide motivationally-supportive feedback?

Policies and practices in middle school continue to perpetuate inequities faced by students from historically marginalized groups. In the current article, we present a literature review that focuses on feedback as one avenue by which inequities are exacerbated, specifically for Black and Latiné middle school students. Furthermore, we describe Black and Latiné students’ inequitable feedback experiences and the concerning motivational consequences. Specifically, Black and Latiné students experience (a) less encouragement compared to their white counterparts, (b) a positive feedback bias, and (c) more negative feedback. Lastly, we go beyond describing the motivationally-unsupportive feedback and provide recommendations for educators to provide motivationally-supportive, equitable feedback to all students – especially Black and Latiné students. In particular, we discuss specific strategies for (1) reducing one’s biases (i.e. developing a critical racial and cultural consciousness; checking viewpoints) and (2) providing motivationally-supportive feedback (e.g. be specific; provide steps for improvement).

"Making Data the Drug": A Pragmatic Pilot Feasibility Randomized Crossover Trial of Data Visualization as an Intervention for Pediatric Chronic Pain.

Data tracking is a common feature of pain e-health applications, however, viewing visualizations of this data has not been investigated for its potential as an intervention itself. We conducted a pilot feasibility parallel randomized cross-over trial, 1:1 allocation ratio. Participants were youth age 12-18 years recruited from a tertiary-level pediatric chronic pain clinic in Western Canada. Participants completed two weeks of Ecological Momentary Assessment (EMA) data collection, one of which also included access to a data visualization platform to view their results. Order of weeks was randomized, participants were not masked to group assignment. Objectives were to establish feasibility related to recruitment, retention, and participant experience. Of 146 youth approached, 48 were eligible and consented to participation, two actively withdrew prior to the EMA. Most participants reported satisfaction with the process and provided feedback on additional variables of interest. Technical issues with the data collection platform impacted participant experience and data analysis, and only 48% viewed the visualizations. Four youth reported adverse events not related to visualizations. Data visualization offers a promising clinical tool, and patient experience feedback is critical to modifying the platform and addressing technical issues to prepare for deployment in a larger trial.

Mediated performance in the feedback process: reinforcing improvement

ABSTRACT Feedback on writing, we argue, consists of a series of micro-events which encourage students to make sense of task requirements, negotiate assessment decisions, and reorganize their performance. While students’ interpretations of ‘effective feedback’ have been widely discussed and problematized, less attention has been devoted to how they improve their sense-making and navigate different feedback experiences. Drawing on interview and textual data from two Chinese students studying their master’s degrees at a British university, this study explores how the students used coursework feedback to improve their writing. We show how they worked to create internal knowledge structures with the assistance of external resources. We see this as the students’ mediated performance resulting from their engagement with feedback and reinforcing self-coordination at intrapersonal and interpersonal levels. We believe our analysis contributes to a better understanding of the influence of feedback by highlighting how it shapes, and is shaped by, ongoing interpretations of disciplinary, task-specific requirements.

Medical Students' Perspective on Assessment Mechanism During Problem-Based Learning at Debre Tabor University: An Explanatory Mixed Study.

Assessment in problem-based learning should aim to improve students' active learning. In due course, significant student involvement in any assessment process may aid them in meeting the curriculum's objectives. The primary goal of this study is to assess medical students' attitudes towards the assessment method used during PBL tutorials at Debre Tabor College of Health Sciences. A mixed explanatory study design was used conducted at Debre Tabor university. For quantitative and qualitative data, cross-sectional survey and phenomenological study designs were used, respectively. A self-administered questionnaire with a 5-point Likert scale was used to collect quantitative data, while Focused Group Discussions (FGDs) were used to collect qualitative data. The current study included 192 out of 195 medical students. 40%, 57.2%, and 43.2% of study participants felt the tutor did not provide constructive feedback, facilitate self-assessment/self-reflection, or encourage peer assessment, respectively. On the role of tutors in facilitating self and peer assessment, a statistically significant mean difference in agreement is observed. Their PBL assessment did not take into account punctuality or contribution to the discussion. It is perceived as biassed due to tutors' bias towards various factors such as first impressions and student academic rank. They also stated that they did not receive sufficient information about the assessment in PBL. According to the findings of this study, medical students believed they were not fairly assessed during their PBL tutorial. Due to the uncertainty of the evaluation process, a neutral perspective on comprehension skills was appreciated. The students also perceived that the tutors' ability to assess students, poor feedback experience, and limited information about the assessment mechanism influenced their PBL assessment.

Graduate Nurses’ Perception and Experiences of Assessment Feedback in Blended Learning Courses at the University of Rwanda

BackgroundConstructive assessment feedback is considered one of the learner-centred pillars in the blended learning mode.PurposeExplore graduate nurses’ perceptions and experiences on assessment feedback in blended learning courses.MethodologyQualitative descriptive design with semi-structured interviews was used to collect data from 15 enrolled learners in a Master’s Programme of Nursing at the University of Rwanda. Interviews were recorded and transcribed verbatim. Purposive sampling and thematic data analysis were use.FindingsEight females against seven male graduate nurses participated in this study, 67% worked in health facilities and 33% worked as lecturers in Bachelor of Nursing. The graduate nurses at the University of Rwanda perceived that lecturer in blended learning used different types of assessment feedback. They experienced the reception of assessment feedback through synchronised and asynchronised channels or via paper-based mode. Effective feedback is hindered by delays, inadequate digital infrastructure, and using marks as the only form of feedback. Accordingly, the graduate nurses perceived that learners’ preparedness and involvement in the assessment feedback process are critical to establishing and enhancing deep and lifelong learning.ConclusionThe findings revealed that different types of assessment feedback were used, while different ways were utilised to deliver assessment feedback; graduate nurses perceived and experienced that prompt and sandwich feedback are pillars of effective feedback to enhance blended learning for graduate learners.Rwanda J Med Health Sci 2023;6(2):161-174

AI as Part of the Pedagogy: A Restorative Justice Approach

Concerns around academic integrity (AI) are a national and international focus, as academic misconduct incidents have increased in recent years. Most institutions have committees, departments and policies dedicated to addressing AI, and increasingly recognize the punitive approach as ineffective and counter-productive. Accordingly, many institutions have transitioned from a punitive and reactive approach to an educational and preventative approach, and various faculty members struggle to develop strategies supporting this approach. Restorative justice provides a strong foundation and framework for this transition. Dr. Pawlychka will outline the restorative justice philosophy and share innovative and practical strategies for faculty to use in the classroom to increase student responsibility and capacity for AI while strengthening the faculty-student relationship. Her approach to fostering a culture of academic integrity begins at course and curricula development and continues through all aspects of course delivery, in-class discussion, and instructor-student contact. She will share pedagogical methods, based on RJ philosophy, current research, professional experience, and student feedback, that have resulted in decreased academic misconduct incidents, strengthened student commitment to academic integrity, and enhanced enjoyment of both teaching and learning! Strategies presented will include tips for in-class AI discussion, redefining terminology, development of AI handouts and assignments, and restorative approaches when meeting with students. Participants are invited to bring ‘scenarios’ for discussion.

Parkinson's Disease Stigma Questionnaire (PDStigmaQuest): Development and Pilot Study of a Questionnaire for Stigma in Patients with Idiopathic Parkinson's Disease.

Stigma is significant in Parkinson's disease (PD). However, no specific tool is available to assess stigma in PD comprehensively. This pilot study aimed to develop and test a stigma questionnaire specific to PD patients (PDStigmaQuest). Based on a literature review, clinical experience, expert consensus, and patients' feedback, we developed the preliminary, patient-completed PDStigmaQuest in German language. It included 28 items covering five stigma domains: uncomfortableness, anticipated stigma, hiding, experienced stigma, and internalized stigma. In this pilot study, 81 participants (PD patients, healthy controls, caregivers, and health professionals) were included to investigate the acceptability, feasibility, comprehensibility, and psychometric properties of the PDStigmaQuest. The PDStigmaQuest showed 0.3% missing data points for PD patients and 0.4% for controls, suggesting high data quality. Moderate floor effects, but no ceiling effects were found. In the item analysis, most items met the standard criteria of item difficulty, item variance, and item-total correlation. Cronbach's alpha was > 0.7 for four of five domains. PD patients' domain scores were significantly higher than healthy controls' for uncomfortableness, anticipated stigma, and internalized stigma. Feedback to the questionnaire was predominantly positive. Our results indicate that the PDStigmaQuest is a feasible, comprehensive, and relevant tool to assess stigma in PD and helps to understand the construct of stigma in PD further. Based on our results, the preliminary version of the PDStigmaQuest was modified and is currently validated in a larger population of PD patients for use in clinical and research settings.

Assessment and Feedback in Post-pandemic Healthcare Provider Education: A Meta-synthesis

Background: The COVID-19 pandemic has led both to an increased need for and a shortage of trained healthcare staff globally. The population of undergraduate students in health and social care is diverse and widening participation practices are vital to support these students to navigate through academic study. In post-pandemic higher education environments, where hybrid and blended approaches to learning are now more commonplace, research relating to students’ experience, use, perception and understanding of assessment criteria and feedback is ever more important. Aim: The present review and qualitative thematic meta-synthesis is a secondary analysis following a primary study that aimed to understand students’ understanding of the relationship between assessment criteria and assessment feedback. Methods: Using an integrative systematic review method, 1754 articles were initially identified via electronic searches. Study selection was conducted in a series of stages and by agreement between reviewers; 35 articles were selected that met the relevancy criteria. A screening process excluded quantitative and mixed-methods studies, leaving nine qualitative studies for analysis. Results: Findings highlighted two intersecting themes relating to the importance of “Scaffolding assessment and feedback” and how this linked to students’ “Engagement and perceived self-efficacy”. A constructivist educational framework is proposed to scaffold students’ engagement and perceived self-efficacy in relation to assessment criteria and assessment feedback. Elements in this framework include: (1) multiple modalities for feedback to support inclusive best practice; (2) the provision of mentorship and / or reflective spaces for processing assessment criteria and feedback; and (3) a goal-oriented approach to students’ engagement with assessment criteria and feedback. Conclusion: Such a framework will make assessment and feedback more transparent and accessible for students, broaden their focus beyond grade attainment, enable them to make links between assessment criteria, assignment writing and assessment feedback, and support inclusivity and staff-student relationships in the context of post-pandemic educational systems.

Sounds good to me: A qualitative study to explore the use of audio to potentiate the student feedback experience.

The provision and uptake of feedback on academic performance is widely debated throughout higher education. Whilst many educators strive to provide students with suitable feedback on their academic work, it is often reported that the feedback is frequently not delivered in a prompt or detailed manner or is not acted upon by students. Traditionally feedback has been delivered in writing, and this study investigates the potential value of an alternative method by providing formative feedback using short audio clips. The aim of the study was to determine baccalaureate student nurses' perceptions of the influence of audio feedback on the quality of their academic work. This is a qualitative descriptive study conducted online to determine the perceived usefulness of formative feedback. A cohort of baccalaureate nursing students (n=199) in one Higher Education Institution in the Republic of Ireland were offered audio and written feedback on an academic assignment. Following receipt of the feedback participants completed an anonymous online questionnaire exploring their perceptions of the usefulness of audio and written feedback. The questionnaire was analysed using a thematic analysis framework. Thematic data analysis identified four themes: connectivity, engagement, enhanced understanding, and validation. Findings indicate that both audio and written feedback on academic work were perceived to be beneficial, however almost all of the students indicated an overwhelming preference for audio feedback. A sense of connectivity between the lecturer and the student, created through the provision of audio feedback, was the prevailing theme throughout the data. Written feedback conveyed the relevant information, but the audio feedback was more holistic and multi-dimensional and included an emotional and personal quality to which the students responded positively. What has not been explicitly highlighted in earlier studies but is apparent in this study, is the centrality of this sense of connectivity as a motivator to student engagement with the feedback received. Students perceive that the engagement with the feedback enhances their understanding of how they might improve their academic writing. An enhanced link between the student and the academic institution during clinical placements, achieved by the audio feedback, was a welcome and unexpected finding beyond the aim of this study.

Understanding the what and when of peer feedback benefits for performance and transfer

The impact of online peer feedback on learning outcomes has been well-established in previous meta-analyses. However, considerable variations remain unexplained, emphasizing the need to better understand the underlying reasons for heterogeneity. In this study, a large-scale and cross-context dataset, comprising 20,879 students enrolled in 505 assignments within 243 courses at 76 different institutions, was employed. Meta-regression, multi-level modeling, and ANCOVA were used to examine the effect size of each peer feedback experience and explore the associated heterogeneity of effects across courses and assignments within courses. Results revealed that learning benefits are more closely associated with providing feedback rather than receiving it, and are influenced more by the length of peer feedback rather than its helpfulness. Furthermore, heterogeneity exists at the assignment level rather than the course level, and only two peer feedback experiences (i.e., provided length and received length) exhibit particularly large variations in effect size. Particularly novel to our study, we found that learning benefits of both peer feedback experiences diminished as knowledge transfers further away. Similarly, providing feedback demonstrates robust learning compared to receiving feedback, primarily in the form of smaller downward trends and higher learning gains at more further transfer level. Instructors are recommended to design logically-structured consecutive assignments within a course and to provide more guidance to students on giving detailed feedback.

Digital Twin: An Added Value for Digital CONWIP in the Context of Industry 4.0

Despite technological progress and a large amount of research on Industry 4.0, digital transformation remains a complex process that most manufacturers are hesitant to invest in. Interest in digital Kanban, for example, remains low compared with traditional Kanban, which is widely used. This applies to the other card-based production control systems, including CONstant Work-In-Process (CONWIP), which is the focus of this paper. In an industrial context where digitization and Industry 4.0 are the main trends, one may wonder why traditional CONWIP is preferred to digital CONWIP. Following a praxeological approach (i.e., study of practice and instrumentation), this article explores the strengths and weaknesses of the CONWIP practice, in both its paper and electronic versions, while taking into account the human dimension. The aim is to motivate potential CONWIP users to implement it in its digital mode and to show them how a Digital Twin-based solution can overcome the managerial problems that arise with digitization while enabling improved performance. As an illustration, experience feedback from several companies using Digital Twin with CONWIP is provided.