Faculty Feedback Research Articles

Topographical and laminar distribution of audiovisual processing within human planum temporale.

The brain is capable of integrating signals from multiple sensory modalities. Such multisensory integration can occur in areas that are commonly considered unisensory, such as planum temporale (PT) representing the auditory association cortex. However, the roles of different afferents (feedforward vs. feedback) to PT in multisensory processing are not well understood. Our study aims to understand that by examining laminar activity patterns in different topographical subfields of human PT under unimodal and multisensory stimuli. To this end, we adopted an advanced mesoscopic (sub-millimeter) fMRI methodology at 7 T by acquiring BOLD (blood-oxygen-level-dependent contrast, which has higher sensitivity) and VAPER (integrated blood volume and perfusion contrast, which has superior laminar specificity) signal concurrently, and performed all analyses in native fMRI space benefiting from an identical acquisition between functional and anatomical images. We found a division of function between visual and auditory processing in PT and distinct feedback mechanisms in different subareas. Specifically, anterior PT was activated more by auditory inputs and received feedback modulation in superficial layers. This feedback depended on task performance and likely arose from top-down influences from higher-order multimodal areas. In contrast, posterior PT was preferentially activated by visual inputs and received visual feedback in both superficial and deep layers, which is likely projected directly from the early visual cortex. Together, these findings provide novel insights into the mechanism of multisensory interaction in human PT at the mesoscopic spatial scale.

Kisan360 (Agro App-A perfect Marketplace for all Farmers)

Abstract: Six decades ago, Mahatma Gandhi said that agriculture is the backbone of Indian economy. The situation remains the same today almost the entire economy is sustained by agriculture, which is the mainstay of the village. Now a days, farmer sells their product at wholesale price to wholesalers, wholesalers sell them to retailers and make more profit then farmers. This application can help to break the chain between farmers and retailers. Through the application, farmers sell their products directly to customers and make more profit. In this application farmers can sell their equipment and buy new one. Farmers can direct knowledge about how to do digital farming. Once the farmers application is made available, any farmer can find relevant information about specific seed, fertilizer, farming equipment, weather forecasting, market rate, etc. This application is easily accessible by the farmers and other users too. Farmers as well as other users can ask specific question and provide valuable feedback through a specially designed feedback module. Keywords: Farmers, marketplace, wholesalers, retailer, users, admin.

Measuring the Effectiveness of Faculty Feedback on the use of an active integrated instructional pedagogy for the embryology course

ObjectivesDidactic time-honoured teaching pedagogies carry a low educational impact due to their inability to foster active learning. Active participation from learners is considered to enhance their learning experience. Furthermore, constructive feedback has been found to facilitate active learning. This study aims to measure the impact of interventions via the use of active learning and feedback on the academic performance of medical students. MethodsWe conducted an observational multi-stage prospective study of the medical students undertaking embryology courses via passive learning (90 students), active integrated learning (80 students), and finally, with active learning and effective feedback (85 students) over three successive years. The students' grades in the formative and summative assessments were compared with their end-of-course grades. Additionally, the students’ perceptions about the courses were analysed using a self-constructed questionnaire. ResultsA total of 255 students participated in this research. The observed frequencies of the students’ responses showed significant variations in their responses to all the statements (X2, p < 0.0001). There was a positive trend towards the interventions carried out via active learning as well as feedback. Students' active participation increased from 24% to 69%, and finally to 72% across three years. Furthermore, students were motivated to attend sessions, as can be seen in the participation rates of 28%, 70%, and 82%, respectively. There was a significant improvement in academic grades across the three years (p values of 0.000, 0.000, and 0.006, respectively). ConclusionThis study validates the effectiveness of active learning and feedback on the academic performance of medical students. It is possible for an educational approach of active integrated learning followed by feedback to be embedded in the medical curricula.

Assessing Clinical Skills of Nursing Students: A Triangulation Study to Explore Faculty Experiences and Feedback in Objective Structured Clinical Examination (OSCE)

Background and aim: Developing clinical skills and its assessment is one of the most important components in nursing education which prepares the student for the reality of practice. Objective structured clinical examination (OSCE) is extensively used and widely accepted by nurse educators across the globe to assess the competency skills of nursing students. The present study aimed at identifying the attitude and perceptions of faculty, and exploring their feedback and experience in conducting OSCE as an assessment tool. Methods: A triangulation research approach was used with convenience sampling. Data collection was carried out using questionnaires and semi-structured interviews. Participants were ten faculty members who were involved in conducting OSCE for students. Results and conclusion: Most of the faculty felt that OSCE reflected the skills of delivery of safe patient care, and the structure reflected mastery of knowledge and skills, which are related to course objectives. OSCE was regarded by the faculty as a consistent, reliable, valid, and objective measure to assess students’ performance and to improve students’ confidence in clinical skills. Concerns were raised about a high level of stress in students, the time required for the proper performance of tasks, OSCE scenarios lacking real-life situations in assessment, and the need for repeated practice and intensive mock training sessions. The applicability of OSCE in terms of limitations in human and material resources with a large number of students would necessitate rethinking in developing other assessment strategies to improve the overall process. Key words: Clinical examination, nursing education, nursing competencies, clinical skills assessment, clinical evaluation

Resident Training for Successful Professional Interactions

Conflict between healthcare professionals is a common feature of modern healthcare environments, contributing to more stressful working conditions and burnout in frontline staff. In the Royal College of Surgeons in Ireland we undertook to design and deliver a course called 'Professional Interactions' which would equip junior residents in surgery and other acute care specialties with the skills to better manage conflict and bullying. The design of this course was based on a Transformative Learning Theory conceptual framework. Key teaching modalities included rational discourse, role-playing, simulations, case studies, reflection exercises and experience with critical incidents and feedback. This experiential learning session was followed with an online short course to reinforce the learning objectives. We in the National Surgical Training Programme have been delivering structured mandatory education to our residents on this topic for over a decade. Each iteration of this programme has been modified based on resident and faculty feedback as well as emerging evidence in the field of communication skills. Recent course evaluation data included feedback from 203 course participants, which represented a 66% response rate. Ninety-two percent of those respondents rated the course as 'Excellent' or 'Good' and that they would use the skills learned 'Daily or 'Weekly'. 85 percent reported a perceived improvement in conflict management skills. Conflicts and difficult interactions between colleagues in the workplace are a frequent feature of healthcare practice. Teaching residents skills to manage these interactions more successfully may help towards developing a culture of mutual respect in hospital-based practice.

The Use of Email and Secure Messaging between Residents and Patients at St. Michael’s Family Medicine Residency Program

Background: The use of email and secure messaging between physicians and patients is increasing in frequency. P PHowever, residents lack formal training in e-communication, patient privacy and other confidentiality issues associated with it. There is also a paucity of assessment tools and faculty feedback regarding this practice.Objective: The objective is to investigate use of email and secure messaging between patients and residents at St. Michael’s family medicine residency program and analyze educational constructs, facilitators, and barriers relevant to this practice.Methods: Three cross-sectional surveys were conducted at St. Michael’s family medicine residency program in 2018-2020. Each resident in postgraduate year 1 &amp; 2 received an email inviting them to respond.&#x0D; Results: The prevalence of residents using email or secure messaging is increasing (47% in 2018 vs 81% in 2020). Over 86% of FM residents used hospital/clinic computers in 2020 but the proportion of residents using personal computers rose to 60% that year. A prominent barrier appears to be the ‘potential for inappropriate use by patients’, which was cited as ‘fairly’ or ‘very’ important at rates of 85.3%, 86.9%, and 73.68% in 2018, 2019 and 2020, respectively. 76.4% and 56.52% of residents cited lack of consistent advice/guidelines as a barrier in the years 2018 and 2019, respectively. The perception of support has risen (33.3% residents reporting supervisors as ‘very’ or ‘somewhat’ supportive versus 57.8% in 2020). The majority reported ‘rarely’ or ‘never’ getting feedback/guidance from their supervisors.Conclusions: Our study found an increase in the use of email and secure messaging. Residents are increasingly using their personal computers which likely reflects the increase in virtual models of care. Residents have concerns regarding the appropriate use of such messaging by patients. Lack of supervision may pose a risk of patient confidentiality/privacy breach. There is a need for curricular re-design and faculty development around this practice.

Exploring Student Perceptions of a Virtual Practicum.

The coronavirus disease 2019 pandemic has disrupted and overwhelmed academia, adding many new challenges for nursing faculty. However, despite these challenges, nursing faculty at a small private university demonstrated resilience and innovation at the height of the acute phase of the crisis, transforming a traditional 2-day in-person Doctor of Nursing Practice (DNP) practicum to an abbreviated, interactive virtual format. A qualitative study was conducted to explore DNP student perceptions of the virtual practicum. An anonymous survey was created to gather participant feedback; the link was embedded in an email invitation to practicum participants. The majority of respondents were English speaking, middle-aged, Black, non-Hispanic nurse practitioners. Content analysis revealed three themes: valuable interactions, supportive faculty, and enlightening feedback. Despite the crisis and ensuing consequences of the pandemic, DNP students who participated in the virtual practicum described a meaningful and valuable experience. [J Nurs Educ. 2021;60(9):513-516.].

Meta-techniques for faculty development: A continuous improvement model for building capacity to facilitate in a large interprofessional program

Literature regarding faculty development in uniprofessional healthcare programs is prolific; however, little has been written about instructional programs designed for faculty delivering interprofessional education (IPE). In this paper, we describe the genesis, content, and improvement of a faculty development workshop which exemplifies a meta teaching model and was designed to serve faculty facilitators in a rapidly growing IPE program. Evaluations following initial delivery of the workshops in fall 2018 returned high faculty satisfaction ratings and feedback suggesting a need for even more pedagogical training with a stronger emphasis on meta techniques and less on a review of student content. In response, program developers incorporated additional teaching techniques in the spring 2019 training. Faculty evaluations in spring 2019 reflected even greater satisfaction with the increased focus on “meta skills”. The faculty development program described in this paper supports the need for a structured training process for faculty facilitating in IPE programs.

Developing Physician Assistant Faculty Feedback Skills.

Investing time in mastering the feedback process is an important skill for all faculty. With physician assistant (PA) programs growing rapidly worldwide, faculty need to devote time to the education theory behind the feedback process. Within the clinical area, feedback is an everyday occurrence for PAs. However, ensuring that the process of giving feedback reaps dividends, ie, closes the feedback loop and ensures that learning and change of behavior have occurred, requires an understanding of what theories and models have already been tested with students. This article focuses on key principles of providing feedback and uses an example of a model of feedback, which highlights the challenges. An application to practice of the principles and model used as examples is provided, with a focus on self and peer feedback.

Adaptive Facial Imagery Clustering via Spectral Clustering and Reinforcement Learning

In an era of big data, face images captured in social media and forensic investigations, etc., generally lack labels, while the number of identities (clusters) may range from a few dozen to thousands. Therefore, it is of practical importance to cluster a large number of unlabeled face images into an efficient range of identities or even the exact identities, which can avoid image labeling by hand. Here, we propose adaptive facial imagery clustering that involves face representations, spectral clustering, and reinforcement learning (Q-learning). First, we use a deep convolutional neural network (DCNN) to generate face representations, and we adopt a spectral clustering model to construct a similarity matrix and achieve clustering partition. Then, we use an internal evaluation measure (the Davies–Bouldin index) to evaluate the clustering quality. Finally, we adopt Q-learning as the feedback module to build a dynamic multiparameter debugging process. The experimental results on the ORL Face Database show the effectiveness of our method in terms of an optimal number of clusters of 39, which is almost the actual number of 40 clusters; our method can achieve 99.2% clustering accuracy. Subsequent studies should focus on reducing the computational complexity of dealing with more face images.

Locking Phenomena in Semiconductor Lasers near Threshold with Optical Feedback and Sinusoidal Current Modulation

The dynamics of semiconductor lasers with optical feedback and current modulation has been extensively studied, and it is, by now, well known that the interplay of modulation and feedback can produce a rich variety of nonlinear phenomena. Near threshold, in the so-called low frequency fluctuations regime, the intensity emitted by the laser, without modulation, exhibits feedback-induced spikes, which occur at irregular times. When the laser current is sinusoidally modulated, under appropriate conditions, the spikes lock to the modulation and become periodic. In previous works, we studied experimentally the locked behavior and found sub-harmonic locking (regular spike timing such that a spike is emitted every two or three modulation cycles), but we did not find spikes with regular timing, emitted every modulation cycle. To understand why 1:1 regular locking was not observed, here, we perform simulations of the well-known Lang–Kobayashi model. We find a good qualitative agreement with the experiments: with small modulation amplitudes, we find wide parameter regions in which the spikes are sub-harmonically locked to the modulation, while 1:1 locking occurs at much higher modulation amplitudes.

Wideband reconfigurable signal generation based on recirculating frequency-shifting using an optoelectronic loop.

A novel photonic-assisted reconfigurable wideband signal generator for linearly frequency-modulated (LFM) signals generation is proposed and experimentally demonstrated. A frequency-shifting recirculating optoelectronic (FSRO) loop is employed to shift and stitch a seed signal repeatedly in the time and the frequency domains through feedback modulation. After experiencing multiple recirculation, a time duration and bandwidth extended LFM signal with a quadratically varying phase of no phase discontinuity is generated. By simply changing loop parameters, the time duration, the bandwidth and the central frequency of the generated LFM signals are adjustable. Although the phase noise will deteriorate during the recirculation, the generated LFM signals with an increased time bandwidth product (TBWP) are still suitable for practical radar applications. A proof-of-concept experiment is carried out. The generation of LFM signals in C and X bands with a TBWP increased by a maximum factor of 196 are achieved. Microwave imaging of rotational targets based on the generated LFM signal is also demonstrated.

The Sudden Transition of a Health Policy Course to Virtual Learning During COVID-19: Identifying and Implementing Strategies for Successful Learning

Background: The COVID-19 pandemic disrupted everything, including the educational system, as faculty and students transitioned from face-to-face learning to the virtual format. The significance of this research is to document the successful sudden transition of a health policy course to remote learning as a result of the resilience of faculty and students, to demonstrate that course outcomes could be met despite the switch in teaching format, and to show that the transition in learning can be replicated by other nurse educators. Objective: To describe the successful utilization of a health policy assignment as a vehicle for supporting undergraduate nursing students’ learning, while transitioning from face-to-face instruction to the virtual setting. Methodology: A mixed methods case study research using an exemplar health policy assignment for 96 students was introduced to guide the development and organization of a well-constructed argument for a chosen public health issue. Online class time after the transition to the virtual setting included a weekly lecture, followed by an active working period for students and faculty. Follow-up meetings occurred between weekly sessions by phone or Zoom. Results: Despite the sudden transition from face-to-face learning to the virtual setting, this health policy course was successful in meeting course objectives and outcomes, with consistent faculty feedback and support in maintaining the learning process. Although there were unexpected challenges, faculty and students remained resilient, engaged, and committed to the importance of health policy during a period of a heightened sense of health awareness. The exemplar assignment prepared students to think, read, research, write critically, and offer and receive feedback in the midst of the pandemic. Conclusion: During the COVID-19 pandemic, students had an amplified sensitivity to learning more about health policy. In this health policy course, faculty aided student learning by focusing on quality teaching, student support, and resilience. The consistent faculty dialogue concerning compassion, resilience, and commitment to education was intentionally modeled in this course and recognized by the students.

Teaching pediatric behavior management in student dentists with constructive video feedback from faculty.

The range of child behaviors encountered in real-life situations far exceeds that of any classroom-based simulated scenarios. For such reasons, clinical training with real-time clinical supervisor's feedback is optimal for learner-centricity. This study aimed to objectively evaluate the effect of video feedback on the student dentist's ability to manage behaviors in children. Third-year dental student volunteers were randomly allocated to two groups: control and intervention. They were video recorded for three pediatric dental treatment sessions and received standard feedback for all sessions. Additionally, the intervention group received two constructive 1-on-1 feedback sessions after the first and second video sessions. Students' application of behavior management techniques for all recorded treatment sessions was scored with a study-specific objective scale (maximum score: 20; larger score indicating better performance) by two independent and blinded evaluators. A self-administered student questionnaire elicited subjective feedback on the intervention. There was a significant difference (p=0.008) between behavior management scores when comparing all pre-intervention sessions (10.74 ± 3.55) and all post-intervention sessions (13.57 ± 2.96). The intervention significantly improved these techniques: 1. Providing specific feedback - positive reinforcement and descriptive praise (p=0.006) and 2. Distraction - Using imagination with stories and singing (p=0.035). The feedback sessions (4.29 ± 0.54) were perceived to be significantly (p=0.032) more effective than having the students view the videos on their own (3.76 ± 0.87). Video feedback improved the behavior management scores of student dentists. The faculty feedback sessions were found by student dentists to improve confidence and the techniques for managing children.

Self-attention negative feedback network for real-time image super-resolution

In the field of real-time image enhancement, image super-resolution (SR) is an important research hotspot. As an image super-resolution method, deep learning can extract more stable and higher level features. However, image super-resolution processing is an ill posed problem. Due to the lack of self-attentional negative feedback mechanism, the existing methods can not better constrain the mapping space from low-resolution image to high-resolution image, so generated high-resolution (HR) image does not conform to human visual perception. Therefore, this paper proposes a self-attention negative feedback network (SRAFBN) for realizing the real-time image SR. The network model constrains the image mapping space and selects the key information of the image through the self-attention negative feedback model, so that higher quality images can be generated to meet human visual perception. Specifically, a Recurrent Neural Network (RNN) is firstly utilized to construct multiple negative feedback modules, and each module generates a HR image. Then, the key information of the generated image is extracted by the self-attention mechanism. Finally, the extracted information is fused to generate the final HR image. Experimental results prove the proposed SRAFBN network model not only has higher PSNR and SSIM, but also can reconstruct more realistic and clear real-time images.

Design-Based Bone Marrow Biopsy Training.

Hematology/oncology fellows must achieve bone marrow biopsy proficiency. However, opportunities for fellows to perform bone marrow biopsies on patients are highly dependent on clinical volume. An easily accessible and feasible system to practice these procedures repetitively has not been described. Other specialties use 3-dimensional (3D)-printed models to practice procedures, but hematology/oncology has not yet incorporated this novel medical education tool, which has the potential to provide such an accessible and feasible system for procedural practice. We used design thinking to develop and pilot a bone marrow biopsy simulation using 3D-printed pelvis models. We printed and optimized 2 models through iterative prototyping. In July 2019, we conducted a 1-hour session with 9 fellows. After an anatomy review, fellows practiced biopsies using the models with faculty feedback. To evaluate feasibility, we reviewed session evaluations, measured fellow comfort, surveyed supervising attendings, and gathered fellow and attending feedback. Fellows rated the 3D session highly. Fellow comfort improved after orientation. Supervisors noted no difference between the 2019 fellows and prior years. Fellows praised the opportunity to rehearse mechanics, receive feedback, and internalize anatomy. Fellows suggested incorporating a female pelvis and more soft tissue. Attending feedback on the model aligned with fellow feedback. We implemented the session again in 2020 with adjustments based on feedback. Three-dimensional printing represents an accessible and feasible educational tool. Three-dimensional-printed models provide opportunities for iterative practice, feedback, and anatomy visualization. Future iterations should continue to incorporate user feedback to optimize model utility.

NFAT indicates nucleocytoplasmic damped oscillation via its feedback modulator

Cell signaling and the following gene regulation are tightly regulated to keep homeostasis. NF-κB is a famous key transcription factor for inflammatory cell regulations that obtain a closed feedback loop with IκB. Similarly, we show here, NFAT is also tightly regulated via its downstream target, down syndrome critical region (DSCR)-1. In primary cultured endothelium, either shear stress or VEGF treatment revealed quick NFAT1 nuclear localization following the DSCR-1 transactivation, which in turn induced NFAT1 cytoplasm sequestration. Interestingly, both NFAT and DSCR-1 can be competitive substrates for calcineurin phosphatase and DSCR-1 is known to unstable protein, which caused NFAT1-nucleocytoplasmic damped oscillation via sustained shear stress or VEGF stimulation in endothelial cell (EC)s. To understand the molecular mechanism underlying the NFAT1 oscillation, we built a mathematical model of spatiotemporal regulation of NFAT1 combined with calcineurin and DSCR-1. Theoretically, manipulation of DSCR-1 expression in simulation predicted that DSCR-1 reduction would cause nuclear retention of dephosphorylated NFAT1 and disappearance of NFAT1 oscillation. To confirm this in ECs, DSCR-1 knockdown analysis was performed. DSCR-1 reduction indeed increased dephosphorylated NFAT1 in both the nucleus and cytoplasm, which eventually led to nuclear retention of NFAT1. Taken together, these studies suggest that DSCR-1 is a responsible critical factor for NFAT1 nucleocytoplasmic oscillation in shear stress or VEGF treated ECs. Our mathematical model successfully reproduced the experimental observations of NFAT1 dynamics. Combined mathematical and experimental approaches would provide a quantitative understanding way for the spatiotemporal NFAT1 feedback system.

Similar stretch reflexes and behavioral patterns are expressed by the dominant and nondominant arms during postural control.

Limb dominance is evident in many daily activities, leading to the prominent idea that each hemisphere of the brain specializes in controlling different aspects of movement. Past studies suggest that the dominant arm is primarily controlled via an internal model of limb dynamics that enables the nervous system to produce efficient movements. In contrast, the nondominant arm may be primarily controlled via impedance mechanisms that rely on the strong modulation of sensory feedback from individual joints to control limb posture. We tested whether such differences are evident in behavioral responses and stretch reflexes following sudden displacement of the arm during posture control. Experiment 1 applied specific combinations of elbow-shoulder torque perturbations (the same for all participants). Peak joint displacements, return times, end point accuracy, and the directional tuning and amplitude of stretch reflexes in nearly all muscles were not statistically different between the two arms. Experiment 2 induced specific combinations of joint motion (the same for all participants). Again, peak joint displacements, return times, end point accuracy, and the directional tuning and amplitude of stretch reflexes in nearly all muscles did not differ statistically when countering the imposed loads with each arm. Moderate to strong correlations were found between stretch reflexes and behavioral responses to the perturbations with the two arms across both experiments. Collectively, the results do not support the idea that the dominant arm specializes in exploiting internal models and the nondominant arm in impedance control by increasing reflex gains to counter sudden loads imposed on the arms during posture control.NEW & NOTEWORTHY A prominent hypothesis is that the nervous system controls the dominant arm through predictive internal models and the nondominant arm through impedance mechanisms. We tested whether stretch reflexes of muscles in the two arms also display such specialization during posture control. Nearly all behavioral responses and stretch reflexes did not differ statistically but were strongly correlated between the arms. The results indicate individual signatures of feedback control that are common for the two arms.

Comparing the Quality of Narrative Comments by Rotation Setting

To investigate the effect of rotation setting on trainee-directed narrative comments within a Canadian General Surgery Residency Program. The primary outcome was to use the McMaster Narrative Comment Rating Scale (MNCRS) to evaluate the quality of narrative comments across five domains: valence of language, degree of correction versus reinforcement, specificity, actionability and overall usefulness. As distributed medical education in the postgraduate training context becomes more prevalent, delineating differences in feedback between various sites will be imperative, as it may affect how narrative comments are interpreted by clinical competency committee (CCC) members. A retrospective analysis of 2,469 assessments obtained between July 1, 2014 and May 5, 2019 from the General Surgery Residency Program at the University of British Columbia (UBC) was conducted. Narrative comments were rated using the McMaster Narrative Comment Rating Scale (MNCRS), a validated instrument for evaluating the quality of narrative comments. A repeated measures Analysis of Variance (ANOVA) was conducted to explore the impact of rotation setting, academic, urban tertiary, distributed urban, and distributed rural on the quality of narrative feedback. Overall, the quality of the narrative comments varied substantially between and within rotation settings. Academic sites tended to provide more actionable comments (p = 0.01) and more corrective versus reinforcing comments, compared with other sites (p's < 0.01). Comments produced by the urban tertiary rotation setting were consistently lower in quality across all scale categories compared with other settings (p's < 0.01). The type of rotation setting has a significant effect on the quality of faculty feedback for trainees. Faculty development on the provision of feedback is necessary, regardless of rotation setting, and should appropriately combine rotation-specific needs and overarching program goals to ensure trainees and clinical competence committees receive high quality narrative.

Soft Bio-Integrated Multifunctional Devices Using an Intrinsically Stretchable Conducting Nanomembrane

Soft bioelectronic systems with a unique mechanical property, namely modulus matching between human skin (or tissue) and the device, have gained widespread attention. This is because of their closed-loop strain-insensitive electrical performance ranging from application in the long-term stable measurements of physiological signals and feedback modulation to human skin (or organs). Various materials and integration/fabrication strategies such as buckled, rigid islands, and wavy designs addressed for soft bioelectronic systems require complex device fabrication with time-consuming packaging and integration processes. In this study, we developed a soft bio-integrated multifunctional device (SBMD) fabricated through the simple thermal evaporation and transfer processes. The intrinsically stretchable Au–SEBS film composed of thermally evaporated gold (Au) nanomembranes and an elastomeric substrate was applied to various functional modules that are capable of sensing the strain (up to ~300%), temperature (with a thermal sensitivity of ~0.6 Ω/°C), chemicals (at a concentration of NaCl of ~0.5 wt%), and even electrophysiological cardiac/muscle signals and showing thermal actuations (80 °C at 9 V). Specifically, such multifunctions of the SBMD were stably performed even on skin. Thus, we believe the SBMD would be a promising candidate for realizing soft bioelectronic systems.