Opportunities For Feedback Research Articles

Utility-Driven Approach to Onboard Scheduling and Execution for an Autonomous Europa Lander Mission

Jupiter’s icy moon Europa is among the most promising locations to explore for signs of extraterrestrial life in our solar system. However, searching for biosignatures on the surface of Europa presents an unprecedented set of challenges: immense uncertainty, limited energy, and few opportunities for operator feedback. Effectively carrying out a robotic science campaign under these conditions will require a system with a greater degree of autonomy than any planetary exploration mission to date. In particular, onboard scheduling and execution are required for robustness to uncertainty in surface conditions, variation in lander performance, and science discoveries to maximize the quantity and quality of science data returned to Earth during a fixed, limited lander lifetime. Here we represent a proposed Europa Lander surface mission as a utility-driven hierarchical task network and establish through analysis that onboard autonomy using automated mission planning with execution feedback and predictive task models results in mission execution that is more consistently productive compared to traditional static approaches. We design a simulated onboard autonomy framework built by integrating two software components—Multi-mission EXECutive and Europa Lander Autonomy Prototype—to properly simulate the Europa Lander domain and demonstrate empirically that the proposed planning and execution system is capable of commanding a set of realistic surface scenarios as part of a larger Europa Lander surface autonomy software prototype. We expect that an approach to scheduling and execution grounded in decision theory will be an enabling technology for future tightly constrained planetary surface missions.

Crowd-Sourced Assessment of Laparoscopic Surgical Skills for Ob/Gyn Residents

Importance Feedback is an essential part of graduate medical education. With increasing demands on time and fewer opportunities for formal feedback in residency, there is an increasing need for objective and actionable feedback. Objective To understand how the Crowd-Sourced Assessment of Technical Skills (CSATS) assessment of residents’ laparoscopic skills compares with the current faculty assessment in an obstetrics/gynecology residency program. Design, Setting, and Participants This was a prospective educational intervention study involving residents from a single academic obstetrics/gynecology residency program at a large tertiary teaching hospital. Individual performance videos of hysterectomies, myomectomies, and endometriosis resections were recorded and uploaded to the CSATS database where they were analyzed. Formal written feedback reports from the CSATS system were sent to the residents. Residents then completed a survey addressing satisfaction, timeliness, and utility of the CSATS feedback method overall and in comparison with the residency’s in-person feedback and with the standard written, electronic feedback evaluation. Results A total of 16 residents submitted 65 videos of operations. Overall comparison of CSATS vs faculty evaluation was equivalent. Residents found that CSATS response time was slower than receiving in-person feedback from faculty. When comparing CSATS with the standard feedback form, residents felt strongly that CSATS was superior for both surgical skill feedback and procedure evaluation, with both categories having a mean top score. When comparing low-volume CSATS utilization vs high-volume CSATS utilization, there were no statistical differences. Overall, residents reported high satisfaction with CSATS evaluation. Conclusions Residents were generally satisfied with CSATS as an overall feedback tool. CSATS could be a possible addition to help improve resident education.

Application of the Contemporary Psychometrics for Assessing Economic Literacy

Currently, new skills and various types of "new literacies" relevant to the modern world are becoming issues of growing importance. One of them is economic literacy; however, there are only few assessment instruments that fulfil the academic requirements for its assessment among university students. One of such internationally established instruments is the Test of Understanding in College Economics (TUCE), which is a popular tool in empirical studies of economic literacy in many countries around the world. Despite its advantages, the currently available version of the TUCE designed for American colleges back in 2006, is prone to cheating and provides limited opportunities for formative feedback. The purpose of this paper is to present the Updated Test of Understanding in College Economics (U-TUCE). In developing the U-TUCE, we utilized the capabilities of contemporary psychometrics, which offer sufficient advances in overcoming all limitations of the original TUCE mentioned before. First, we present a revised theoretical framework of the U-TUCE, highlighting that the test measures different types of mastery of economic literacy. Second, we describe the approaches used for modifying the TUCE items and developing new items. A half of the original test items have been replaced or redesigned to reflect the economic context that has changed since 2006. Third, we utilize the logic of automatic item generation algorithms to increaseg the level of test protection against cheating. We made all changes in such a way as to maintain comparability with the previous versions of the TUCE test if necessary. Finally, the use of the Item Response Theory (IRT) is paired up with that of Cognitive Diagnostic Modeling (CDM) to ensure the quality of the U-TUCE and enhance its formative value. We show that IRT can be used to estimate the construct as a whole (which is of interest to researchers, administrators, and policy makers), while CDM provides information relating to each of the construct components, which are of interest to educational practitioners and students themselves. The results of the data analyses show that the test can be used for both purposes simultaneously.

Medical students’ perceptions of live versus recorded pathology lectures at a South African medical school during the Covid-19 pandemic: unique lessons for undergraduate pathology education in a diverse student population

Abstract Introduction/Objective The morphological depiction and interactive learning vital to the core discipline of anatomical pathology posed specific challenges during emergency remote teaching (ERT) in the COVID 19 pandemic. Using voice-over PowerPoint presentations (VoPPPs) in anatomical pathology at Wits University in Johannesburg, South Africa during this time provided a unique opportunity to determine students’ perceptions of this teaching and learning modality. Objective To determine a South African medical students’ perceptions of live lectures vs online learning with VoPPPs during the Covid-19 pandemic. Methods/Case Report A descriptive, cross-sectional, online survey was sent to 326 4th year medical students in 2020. The questionnaire consisted of closed- and open-ended questions. Descriptive and inferential statistical tests were conducted on the quantitative data. Content analysis was performed on the open-ended responses. Results (if a Case Study enter NA) The survey response rate was 56.75%. Respondents preferred the traditional lecture format to the exclusive use of VoPPPs (48.6% to 34.6%) for pathology learning. Respondents appreciated the flexibility of learning from VoPPPs, resulting in blended learning being the preferred approach (45.9% vs 44.3 for live lectures only and 9.7% for VoPPPs only, respectively). Respondents indicated a need for more effective use of VoPPPs regarding the depiction of pathology images, more opportunities for feedback, and more online learning modalities in addition to VoPPPs. Some respondents from rural areas stated that their home study environments were not conducive to online learning modalities. Conclusion Blended learning combines the interactivity possible in contact sessions with the time benefits of online learning for undergraduate pathology education. However, educators should use various online methods rather than relying solely on VoPPPs. This is especially important when considering the visual nature of pathology lectures. Where VoPPPs are used, they should be used effectively, mainly using good quality, labelled images to depict morphology. The preference for blended learning offers exciting possibilities for developing integrated learning platforms in the future, however, these must be tailored to suit the needs of students from economically and ethnically diverse backgrounds.

Sustaining Ethical ePortfolio Practices: Insights from AAEEBL’s Task Force Year 4

This paper recognises the importance of digital ethics when using ePortfolios and provides information about the development of a comprehensive resource from the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) Digital Ethics in ePortfolios Task Force’s four-year work. With the public release of ChatGPT addressing ethical challenges in education is critical. Over three years, the global Task Force diligently drafted, refined, and published a suite of digital ethics principles, strategies, scenarios, and resources, which is available as open source. In the fourth year (July 2022-June 2023), the Task Force formed three sub-groups to manage the growing number of objectives. The Development group explored intersections between principles and generative artificial intelligence (GenAI), while evaluating data responsibility. The Outreach group disseminated the work through engaging workshops and publications, which also allowed the wider community feedback opportunities to further enhance the resources. Furthermore, the Research group undertook the ePortfolio Mapping Project to shed light on labour dynamics within ePortfolio practice across North America. The survey instrument was then adapted for data collection in Australia, and New Zealand. The paper highlights the significant achievements of these collective efforts, shares preliminary research findings, and offers valuable insights. It aims to promote ethical ePortfolio usage to enhance teaching, learning and assessment. Practitioner Notes Recognising potential ethical challenges in digital learning is critical. ePortfolios enable integrated learning experiences to meet a range of pedagogical objectives, including the tracking of learning processes as well as end artefacts. Learning how to apply ethical decision-making in using ePortfolios is essential. Comprehensive resources have been developed to assist educators, students, professional staff, and other digital pedagogy stakeholders. Research is underway into current ePortfolio practices which will inform future thinking, advocacy, and awareness.

Athletic training students’ experiences and perceptions of exertional heat stroke simulated encounters: A qualitative analysis

Introduction: Athletic trainers are trained to recognize exertional heat stroke (EHS), which is critical to implementing lifesaving measures. Rectal thermometry is the best practice for recognizing EHS, and the Commission on Accreditation of Athletic Training Education (CAATE) requires students to learn rectal thermometry. Rooted in transformative learning theory, this study explored the perceptions and experiences of athletic training students following simulated EHS encounters with either high-fidelity (HF) simulators or standardized patients (SPs). Methods: This was a qualitative study using phenomenological theory. Through semi-structured qualitative interviews, we explored participants' personal experiences and perceptions following their simulation interventions. Participants included sixteen first-year Master of Athletic Training students (HF=8, SP=8; 4 males and 4 females in each group) ages 21-38 (23.69±4.48) who were enrolled in a course discussing exertional heat illnesses. Data Analysis: We recorded and transcribed the interviews verbatim. We used qualitative software, Nvivo (Denver, CO), to categorize the data into themes and codes. To ensure trustworthiness, we used member checking and investigator triangulation. Results: Three themes emerged from the data: 1) Simulation environment, 2) Mindset shifts, and 3) Perceptions of other simulation types. Participants from both groups described positive learning experiences in a foreign yet low stakes learning environment emphasizing repetition for learning the skill. The HF group shared beneficial aspects of patient-history-taking opportunities. The SP group shared the benefits and applicability of developing a patient-provider relationship through communicating with their SP. Most participants from both groups could immerse themselves in the encounter for a realistic experience. Both groups discussed how their mindset towards EHS and rectal thermometry changed after their encounter. Lastly, both groups agreed their simulation intervention was superior to practicing on a task trainer. Conclusions: Instructors of athletic training programs should strive to implement realistic simulated encounters for emergency skills training of athletic training students. A safe space for learning in a low-stakes environment should be fostered. Based on the shared perceived benefits of SP encounters for building provider-patient rapport and feedback opportunities, instructors should consider implementing SPs throughout their curriculum.

Development of a tool to assess financial advocacy service delivery.

21 Background: In 2023, the Association of Cancer Care Centers (ACCC) Financial Advocacy Network published Financial Advocacy Services Guidelines developed through an expert-led, consensus-driven process (1). The Guidelines provide a framework for equitable delivery of financial advocacy (FA) services to address patients’ financial concerns. The Guidelines cover 3 domains: financial advocacy services and functions, program management functions, and partner engagement functions. ACCC adapted the Guidelines into a Financial Advocacy Services Assessment Tool to help cancer care organizations assess and improve service delivery and to advance research of organization-level FA practices across the U.S. Methods: ACCC convened an expert task force to guide this work. ACCC conducted a scan of implementation science literature and health care organizational assessments to inform the development of a rating system for each of the 43 guidelines. Four service delivery levels were identified, and a score was assigned to each level (Table). The tool was programmed in Qualtrics to provide a total score and average score per guideline for each FA domain and sub-domain. The task force added unscored questions about organizational demographics, barriers, and readiness to enable aggregate research and sub-group analysis. ACCC invited members of the Financial Advocacy Network to participate in a pilot via email invitation and provided opportunities for open-ended feedback. Results: 20 cancer centers participated in the pilot between March-May 2024. 15% were academic institutions and 85% were community-based programs (18% of which are directly affiliated with an academic institution). Respondents reported the tool was easy to use and informative for quality improvement efforts. See Table 1 for total scores for initial pilot. Conclusions: Pilot results reflect that all participating cancer centers are already engaged in some level of FA services. Broader dissemination and analysis is ongoing. The assessment provides centers with a practical resource to assess alignment to guidelines and identify opportunities for quality improvement. Regular review of aggregate results will help ACCC provide benchmarks for areas of service delivery, identify barriers to implementation, and monitor trends in FA staffing. 1. Kajdic Hodzic R, Liang MI, et al. Developing consensus-based oncology financial advocacy services guidelines. JCO Oncol Pract. 2023;19(suppl 11):38. Levels of FA service delivery and pilot total scores. Level Description % of pilot cancer centers Level 1 Not performing financial advocacy services. 0% Level 2 Making progress with financial advocacy services, but it is done informally or inconsistently. 35% Level 3 Performing financial advocacy services consistently in at least one key area of the organization. 60% Level 4 Reliably performing financial advocacy services across all key areas of the organization. 5%

Advancing the common good through business excellence awards: A legitimacy‐seeking perspective

AbstractCompeting for and winning business excellence awards (BEAs) is essential for firms' long‐term performance. However, the role of these BEAs in inspiring good and generating sustainable business practices has often been overlooked. In this article, we draw on the legitimacy‐seeking theory to explore the “socially good” transformations firms go through by competing for BEAs. Data for the inquiry come from semi‐structured interviews with managers whose firms competed in two BEAs in the United Kingdom. Providing insight into BEAs as a competitive legitimating frame in organizing, our findings shed light on how BEAs may serve as competitive crucibles that provide opportunities for feedback and learning, potentiality for brand positioning, and a possibility for stimulating excellence in the adoption of good business practices. The implications of these findings for the theory and practice of advancing the “common good” are outlined.

A practitioner reflection and response to students’ perceptions of assessment at Higher Education

Assessments are an integral component of university programmes. They have the formative function of being instrumental in gauging the level of student engagement, whilst also providing opportunity for feedback to enhance students’ learning. Moreover, assessments have the summative function of providing grades on which degree classifications are based. Therefore, it is crucial that assessments are presented in a format that engage students. Listening to the student voice is an essential step in designing appropriate assessments. The aim of this reflection piece is to review and critique how the student voice is captured. While students have various informal and formal opportunities to voice their views, here we chose to focus on processes that result in recorded data, namely, Student Evaluation of Teaching (SET) surveys, Module Evaluation Surveys (MES), and research on students’ experience of assessments. We conclude by outlining an example of our adjustments to assessments, based on the student voice.

Empowering through feedback: Economics teachers' motivations for assessment practices in public schools

Research on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers' motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers' use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students' understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers' feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens.

Two-Phase Individual Assessments: A Second-Chance Assessment Strategy With Individualized Feedback to Promote Assessment for Learning.

High-stakes multiple-choice question (MCQ) exams in medical education typically focus on assessment of learning at a single point without providing feedback for improvement. Educators can achieve a more balanced approach to MCQ exams by combining efficient assessment of learning with the feedback and improvement opportunities of assessment for learning. As part of a curriculum renewal at Baylor College of Medicine's MD program, the Two-Phase Individual Assessment (TPIA) model was launched within a 4-week preclinical Foundations of Medicine course in August 2023. The TPIA model featured weekly assessments, each consisting of 2 MCQ exams given on the same day with a 4-hour study period in between. Exams were paired, consisting of an equal number of items that addressed the same learning objectives. After the initial exam, students received an individualized feedback report indicating correctly and incorrectly answered objectives. Students applied individualized feedback reports to self-identify and remediate deficiencies in preparation for the second-chance exam. Only the highest score counted toward the final grade. Among 230 medical student participants, significant performance improvements between morning and afternoon exams were observed across the first 3 weekly TPIAs, with mean score increases of 4.93, 5.06, and 10.86. Mean change in performance in week 4 was not significant. Student end-of-course survey responses indicated a strong preference for the TPIA format. Responses highlighted the value of offering individualized feedback, providing unstructured time to address knowledge gaps, and ensuring a corresponding opportunity for improvement. Future research will extend TPIA's implementation in more clinical-oriented courses to validate TPIA's effectiveness and explore its effect on long-term knowledge retention through more cumulative examinations. Integrating TPIA-based approaches may advance educational systems toward developing a culture of feedback and embracing second chances to support learning and professional growth, thereby preparing medical professionals for the demands of 21st-century medicine.

The Analysis of Arabic Learning Error in Student of Madrasah Tsanawiyah

This study examines grammatical (nahwu) and morphological (shorrof) errors in Arabic essays by secondary students, aiming to identify and categorize these errors and their causes. It also proposes pedagogical interventions to improve Arabic language instruction by enhancing both theoretical understanding and practical application of linguistic rules. Using a qualitative approach, data were collected through interviews with supervisors, teachers, and students, as well as classroom observations and document analysis of student essays. The analysis followed the Ellis-Huberman framework: data collection, reduction, presentation, and conclusion. Results revealed that student errors stemmed from limited understanding of grammar, interference from their mother tongue, and insufficient practice. Teacher-related factors included inadequate feedback and insufficient opportunities for practice. These issues hindered students' mastery of Arabic. The study recommends a combination of theoretical and applied exercises. Theoretical exercises help students grasp linguistic rules, while applied exercises improve writing skills. More frequent feedback and diverse teaching methods are also suggested to enhance learning outcomes. This research introduces a dual approach, integrating theoretical and applied exercises, offering valuable insights for improving Arabic language education at the secondary level.

MRI-compatible and sensorless haptic feedback for cable-driven medical robotics to perform teleoperated needle-based interventions.

Surgical robotics have demonstrated their significance in assisting physicians during minimally invasive surgery. Especially, the integration of haptic and tactile feedback technologies can enhance the surgeon's performance and overall patient outcomes. However, the current state-of-the-art lacks such interaction feedback opportunities, especially in robotic-assisted interventional magnetic resonance imaging (iMRI), which is gaining importance in clinical practice, specifically for percutaneous needle punctures. The cable-driven 'Micropositioning Robotics for Image-Guided Surgery' (µRIGS) system utilized the back-electromotive force effect of the stepper motor load to measure cable tensile forces without external sensors, employing the TMC5160 motor driver. The aim was to generate a sensorless haptic feedback (SHF) for remote needle advancement, incorporating collision detection and homing capabilities for internal automation processes. Three different phantoms capable of mimicking soft tissue were used to evaluate the difference in force feedback between manual needle puncture and the SHF, both technically and in terms of user experience. The SHF achieved a sampling rate of 800Hz and a mean force resolution of 0.26 ± 0.22N, primarily dependent on motor current and rotation speed, with a mean maximum force of 15N. In most cases, the SHF data aligned with the intended phantom-related force progression. The evaluation of the user study demonstrated no significant differences between the SHF technology and manual puncturing. The presented SHF of the µRIGS system introduced a novel MR-compatible technique to bridge the gap between medical robotics and interaction during real-time needle-based interventions.

Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach

AimTo explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. BackgroundOne approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. DesignA qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. MethodsThis study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. ResultsTriangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. ConclusionsThe study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.

Describing the Landscape of Medical Education Preprints on MedRxiv: Current Trends and Future Recommendations.

A preprint is a version of a research manuscript posted to a preprint server prior to peer review. Preprints enable authors to quickly and openly share research, afford opportunities for expedient feedback, and enable immediate listing of research on grant and promotion applications. In medical education, most journals welcome preprints, which suggests that preprints play a role in the field's discourse. Yet, little is known about medical education preprints, including author characteristics, preprint use, and ultimate publication status. This study provides an overview of preprints in medical education to better understand their role in the field's discourse. The authors queried medRxiv, a preprint repository, to identify preprints categorized as "medical education" and downloaded related metadata. CrossRef was queried to gather information on preprints later published in journals. Data were analyzed using descriptive statistics. Between 2019 and 2022, 204 preprints were classified in medRxiv as "medical education," with most deposited in 2021 (n = 76; 37.3%). On average, preprint full-texts were downloaded 1,875.2 times, and all were promoted on social media. Preprints were authored, on average, by 5.9 authors. Corresponding authors were based in 41 countries, with 45.6% in the United States, the United Kingdom, and Canada. Almost half (n = 101; 49.5%) became published articles in predominantly peer-reviewed journals. Preprints appeared in 65 peer-reviewed journals, with BMC Medical Education (n = 9; 8.9%) most represented. Medical education research is being deposited as preprints, which are promoted, heavily accessed, and subsequently published in peer-reviewed journals, including medical education journals. Considering the benefits of preprints and the slowness of medical education publishing, it is likely that preprint depositing will increase and preprints will be integrated into the field's discourse. The authors propose next steps to facilitate responsible and effective creation and use of preprints.

Exploring the effectiveness of youth outreach programmes: the case of Singapore

ABSTRACT In recent decades, some governments have sought greater youth participation in government and public life. This study examines Singapore’s efforts to foster youth participation in government-led community service projects, public conversations, and opportunities for citizen feedback. Using a mixed-methods design that combines a survey questionnaire and semi-structured interviews, we explore the effectiveness of these government outreach programmes in the eyes of youth themselves, and whether they meet the government’s goal of promoting the active and engaged participation of young Singaporeans over the long term. We find that while local youth value the opportunity to participate meaningfully in governance, they also critique the government-led youth participation initiatives as top-down, choreographed, and inauthentic, saying that the views expressed therein do not sufficiently represent youth in Singapore. They also suggest feasible strategies to achieve genuine, inclusive youth participation in the public decision-making process.

The Students’ Perception of YouTube in Learning English to Improve Speaking Skills on Senior High School in Eleven Grade

This study explores the perceptions of 11th-grade students at SMAIT Annur Bekasi regarding the use of YouTube in learning English to improve speaking skills. This research employs a descriptive qualitative method with a narrative approach to collect data from 10 purposively selected students. Data were gathered through semi-structured interviews in the participants' natural environment. The findings indicate that YouTube can be an effective tool for enhancing students' English speaking skills through diverse and engaging content, providing opportunities for practice and feedback. Students reported that watching YouTube videos helped them understand more natural pronunciation, intonation, and expressions in English. Additionally, the use of subtitles and participation in discussions in the comment sections also contributed to their skill improvement. This study highlights the importance of integrating digital platforms like YouTube in language learning to create a more enjoyable and effective learning experience for students?.

Equity-informed social media COVID-19 risk communication strategies: a scoping review

ObjectivesThe COVID-19 pandemic has had devastating worldwide impact but most prominent was its effect on marginalised, underserved and equity-deserving populations. Social media arose as an important platform from which health...

The Research of the Disparity Between the Provision of Feedback Opportunities and the Clarity of Feedback Implementation for Business and Management Students at the University of Sussex and the University of Brighton

This research delves into the disparity between the provision of feedback opportunities and the clarity of feedback implementation for business and management students at the University of Sussex and the University of Brighton. Employing a qualitative constructivist approach, the study aims to uncover the barriers to student feedback integration and propose solutions for enhancing university responsiveness. The investigation reveals significant differences in feedback implementation rates and the perceived value of student opinions, with implications for teaching quality and student satisfaction. The study employs questionnaires, interviews, and focus groups to gather insights from students and staff, emphasizing the need for transparent communication and actionable feedback loops. The findings suggest that universities must prioritize student voices to foster a positive learning culture and improve institutional practices.

Optimising the structure of outpatient clinic letters: insights from a survey of general practitioners and hospital doctors.

Outpatient letters are an essential communication tool in healthcare. Yet doctors receive little training on letter writing and what details recipients consider important. We surveyed 106 hospital doctors and 63 general practitioners (GPs), identifying differences in each group's preferences; GPs preferred more structured, detailed letters. Opportunities for feedback, formal templates and advanced software systems can improve communication in outpatient clinics.