Feedback Sheets Research Articles

Applying Values-Engaged Approach to Evaluate the Impact of Self-Regulated Strategy Development Writing Program

This case study aimed to apply the values-engaged approach to evaluate the impact of the Self-Regulated Strategy Development writing program (SRSDP) on the Grade 5 students, including the application of writing self-regulated strategy, writing motivation, and writing performance. The participants consisted of 26 Grade 5 students from the same class. The SRSDP had been implemented for 12 weeks. During the research period, based on the core perspective of values-engaged approach to evaluation, the researchers, particularly concerned with the experience and perception of those least well-served students. The data were collected through quantitative and qualitative approaches, composing of the Scales of Writing Self-Regulated Strategy, Writing Motivation, and Writing Performance, students’ worksheets, feedback sheets, and group focused interview. Quantitative Data analyses included descriptive analysis and dependent sample t-test. Qualitative data analyses consisted of organizing data, coding data, and analyzing and interpreting data. The study found that SRSDP provided remarkable positive influences on lower-level and middle-level students’ writing performance and their application of the application of writing self-regulated strategy. SRSDP also brought wonderful writing and learning experiences to the lower-level students. Based on the findings, the conclusion and discussion were also made in the study.

Obstetric emergencies: Enhancing the multidisciplinary team through simulation

Background The multidisciplinary team facilitated simulation sessions that took place within a local Trust during a study day called ‘Managing the sick obstetric patient’ and during annual training of maternity staff. Aim To discuss and analyse the importance of the using the multidisciplinary team during high fidelity simulation. The aim was to review how effective the staff thought the simulation was in supporting them to enhance their skills working as a team. Methods Following the simulation session with the multidisciplinary team, a feedback sheet in the form of a questionnaire was given to all participants of the study day to evaluate its effectiveness. The themes were then derived from the data for analysis. Findings The main themes that were highlighted were: ‘improved team working’, ‘realism’, and ‘helpful refresher’. There were also three sub-themes that emerged from data collection: ‘feedback was practical and efficient’, ‘increased confidence and communication skills’, and ‘could be made more realistic’. Conclusions High fidelity simulation plays a major role in training and assessing the competence of staff. Staff valued the simulation and reported that they achieved increased confidence and communication skills as a result of participating.

Cultivating undergraduates' plagiarism avoidance knowledge and skills with an online tutorial system

AbstractWith the increased use of digital materials, undergraduate writers in English as a foreign language (EFL) contexts have become more susceptible to plagiarism. In this study, the researchers designed a blended English writing course with an online writing tutorial system entitled DWright. The study examined the effectiveness of the online writing tool for helping a group of EFL sophomores in Taiwan develop plagiarism avoidance knowledge, paraphrasing skills, and citation abilities. Mixed‐method data included pretest, posttest, and delayed test, a feedback sheet, writing assignments, interviews, and a post‐course questionnaire, which reported increased awareness on plagiarism avoidance with evidence such as qualitative paraphrasing improvement and positive feedback on the use of DWright for developing plagiarism avoidance knowledge and citation competence. Pedagogical implications for researchers and instructors interested in blending online writing tutorials into their courses for plagiarism avoidance were also discussed.

Stewardship: Engineering students’ team responsibilities in problem-based projects

The purpose of the research reported here was to explore how engineering students could develop stewardship in teams when working on problem-based projects. Stewardship relates to a shared sense of ongoing responsibility and taking care of or managing something. Integrated in stewardship is the active participation in decision-making and problem solving, and this may strengthen students' responsibility in teams. Undergraduate engineering students need to work in teams as a reflection of professional development. Accordingly, teaching-learning approaches should mirror skills development for responsible learning, such as the development of joint projects. Developing problem-based projects in teams could be a catalyst for taking up stewardship. A qualitative research method was used in this study. Participants comprised of 380 first-year engineering students at a South African university. Data collection involved students' written narratives and project feedback sheets. The data were analysed and coded manually. Thematic ideas were mainly based on the literature to guide the analysis process. Qualitative results showed that the engineering students' development of problem-based projects provided an expanded array of learning experiences, certain responsibilities and skill development involved in stewardship.

Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course

The ability to reflect and self-assess are essential attributes for graduates to develop during their education. At many tertiary institutions, peer and lecturer-assessment contribute to summative assessment, but self-assessment, whilst recommended for development, does not. In order to make a case for the inclusion of self-assessment as a summative assessment task its reliability needs to be analysed, tested and established. This paper reports a study comparing the alignment of self, peer and lecturer-assessment of 34 pre-service teacher-education students and their lecturer. Students annotated a teaching artefact evidencing their attainment of an Aotearoa New Zealand Graduating Teacher Standard. Peer groups of students and their lecturer also assessed the annotated artefacts using the same collaboratively constructed assessment rubric and feedback sheet. While 59% of self, peer and lecturer-assessments fully aligned, in the remaining 41% many of the participants awarded lower grades to their achievement, indicating less confidence concerning their attainment than their peers and lecturer did. Emerging themes from the annotations of those students whose self-ratings were lower than those of their peers and/or the lecturer indicate a need for further research focussed on the potential influence of self-efficacy and cultural responsiveness on the reliability of self-assessment.

Integrative Potential of Architectural Activities

The architectural activity integrative potential is considered through the combination as well as the organization of necessary universal human and professional, artificial and natural, social and individual architectural activities in the multidimensional unity of its components reflecting and influencing the public thinking with the artistic-figurative language of international communication using experimental form-building, interactive presentations, theatrical and gaming expressiveness to organize an easier contact with the consumer, methods of design and advertising. The methodology is used to reflect the mutual influence of personal and social problems through globalization and identification of their problem in the public, to study the existing methods of the problem solving, to analyze their effectiveness, to search for actual problems and new solutions to them using the latest achievements of technological progress, artistic patterns, creation of a holistic architectural image reflecting the author’s worldview in the general picture of the modern world with its inherent tendencies “Surah” and “entertainment”. The operative communication means in the chain of social experience are developed - the teacher - the trainee - the new educational result used to transmit the updated information in a generalized form, the current and final control through the use of feedback sheets, supporting summaries, info cards, its decisions. The paper considers the study time efficiency due to the organization of the research activity which allows students to obtain a theoretical generalized information (the creator’s limitation) in the process of filling or compiling informative and diagnostic maps that provide the theoretical framework for the creative activity through gaming activity that turns into a work activity which has a diagnosed result.

From vulnerability to passion in the end-of-life care: The lived experience of nurses.

End-of-life (EOL) care is considered to be inherently difficult and vulnerable for patients and nurses. It also seems hard to develop passion for care during these problematic times. This study elucidates how EOL nurses interpret their care experience and how they transform their experience and mindset. This study was conducted by organizing a reflective group based on the concept of group analysis for oncology and hospice nurses to share their experience. Thirteen registered nurses were enrolled from a medical center in northern Taiwan. Data drawn from the group dialogue was derived from six digitally recorded sessions and then analysed alone with the researcher's diaries and participants' feedback sheets. Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The results showed that nurses who provide EOL care actually experience suffering by witnessing patients' suffering. However, the suffering authentically drives the nurses to encounter their own inner selves, to induce the shift of mindset, and then allow them to continuously provide and maintain the passion in EOL care. This study provides a new viewpoint for understanding of EOL nurses' experiences, indicating that this line of work may be recognized as a privilege. We recommend that the setting of a nurse reflective group is important and it may be considered in providing EOL care training for nurses. Hopefully the study results could shed lights for future policies regarding EOL care.

Raising children’s self-efficacy through parental involvement in homework

BackgroundThis paper is a qualitative evaluation of a small-scale pilot study that attempted to generate parental involvement in children’s learning. It used problem-solving mathematics homework in order to raise the children’s self-efficacy, or, put another way, the child’s belief that success lies in their own hands.PurposeHomework is often seen as a common sense practice which is conducive to the development of the attributes of an effective learner. The pilot investigated whether situating homework tasks in everyday mathematical contexts enhanced parent–child interaction. If so, the child was then more likely to commit to learning, recognise the usefulness of mathematics as a life skill, and the value of sharing ideas and accepting feedback.Design and methodsThe pilot took place between April and July 2015 in a primary school in the Northwest of England. Participants were a class of nine- and ten-year-old children (n = 27), their two class teachers and a self-selecting sample of parents. Children were asked to work on open-ended problem-solving activities designed to connect with everyday use of mathematics. The parental role was to model, encourage and reinforce rather than instruct. Data was collected from focus groups, from parent feedback sheets and from a self-efficacy questionnaire. The data was analysed thematically.Findings and conclusionsDespite limitations of time and scale, evaluation of the pilot suggests that the homework strategy does justify further research. The qualitative analysis of the data indicates that greater involvement of parents in learning was generated, the homework was well received by children and self-efficacy levels remained stable. The next step should be to run an extended version of the pilot.

Living With Tolerable Burden: Exploring the Ethical Self of Nurses Who Provide End-of-Life Care

Providing end-of-life (EOL) care elicits complex emotions in nurses in the context of modern medicine. Nurses must not only watch their patients succumb to disease and death but also witness their suffering. This qualitative study adopted the perspective of "the other", as proposed by Emmanuel Levinas, to understand the experience of nurses who provide EOL care and the possibilities of nurses build up their ethical selves within the context of modern medicine. The study used interpretative phenomenology and group dialogue. Thirteen nurses who had EOL care experience were included. Data were drawn from the six transcripts of the group sessions, the researcher's diaries, and participants' feedback sheets. Interpretative phenomenological analysis was used to analyze the data. The findings showed that nurses not only execute medical procedures but are also capable of self-molding into ethical subjects. The categories of participant experiences included: (1) encountering the death; (2) encountering my inner self; and (3) greeting the death. EOL nursing does not require abstract or decontextualized knowledge, but rather requires more experiential knowledge. EOL care may inspire nurses to become ethical persons and to gain wisdom if they shift away from a self-centered perspective to receive "the other". This study illustrates that EOL care should not depend solely on ethical codes or principles but should also adopt the attitudes of "for the other".

Good Enough to Teach? A Study of EMI Lecturers’ Language Skills and Metadiscourse


 In a study conducted at the Copenhagen Business School, 1,794 students completed questionnaires on lectures given by 31 non-native English-speaking lecturers in 12 EMI programmes. They were asked to rate the lecture, the lecturer and the lecturer’s language. Statistical analyses revealed a correlation between the students’ perceptions of the lecturers’ general lecturing competence (defined as knowledge of subject and teaching skills) and their perceptions of their English language proficiency (Jensen et al. 2013). In return for their assistance, each lecturer received a feedback sheet on how to improve their communicative effectiveness. The feedback was given by experienced tutors of English who had extensive experience of teaching and assessing English in an everyday ELF context. This paper sets out to investigate what sort of recommendations were provided, concentrating on the 24 lecturers whose L1 was Danish. An examination of the tutors’ comments showed that they could be divided into two main categories: formal language skills and pragmatic or metadiscursive features. The observations on language features are presented using a slightly adapted version of Lavelle’s (2008) “good-enough-to-teach-model”, whilst the comments on metadiscourse could be divided into four categories: sequential structure, hierarchical structure, connectives, and “fillers”. Although some ELF research has suggested that effectiveness in ELF settings depends more on pragmatic ability than on language proficiency (Björkman 2010; Jenkins et al. 2011: 301), the analyses of the tutors’ comments to the 24 lecturers in the present study show that both aspects should be attributed importance.

Does scripting operative plans in advance lead to better preparedness of trainees? A pilot study

BackgroundWe pondered if preoperative scripting might better prepare residents for the operating room (OR). MethodsInterns rotating on a general surgeon's service were instructed to script randomized cases prior to entering the OR. Scripts contained up to 20 points highlighting patient information perceived important for surgical management. The attending was blinded to the scripting process and completed a feedback sheet (Likert scale) following each procedure. Feedback questions were categorized into “preparedness” (aware of patient specific details, etc.) and “performance” (provided better assistance, etc.). ResultsEight surgical interns completed 55 scripted and 61 non-scripted cases. Total scores were higher in scripted cases (p = 0.02). Performance scores were higher for scripted cases (3.31 versus 3.13, p = 0.007), while preparedness did not differ (3.65 and 3.62, p = 0.51). ConclusionsThis pilot study suggests scripting cases may be a useful preoperative planning tool to increase interns' operative and patient care performance but may not affect perceived preparedness.

Teachers’ experiences with school improvement projects: The case of Bahraini public schools

AbstractFor any school improvement (SI) initiative to succeed, teachers’ buy-in is a must. Usually, such a commitment is weak when the needed resources, training, know-how, and support are lacking. Bahraini public schools require teachers’ buy-in and commitment. The twofold question though is this: (1) What are the experiences of teachers in Bahraini public schools with respect to SI project implementation and (2) what are some suggestions they have, to possibly make such an implementation more successful? This is the research question that this mixed-methods study addressed by collecting data from (1) teachers in Bahrain, through their completion of a questionnaire containing closed and open-ended items; and (2) feedback sheets of in-service teachers who were involved in the training and implementation of one of the SI projects in Bahraini schools. The data analysis yielded interesting results, which can help enlighten policy-makers in Bahrain regarding the way forward with SI.

Abstract TMP81: Stroke Systems of Care: EMS Partnerships and Feedback

Background and Purpose: In 2014, Novant Health Presbyterian Medical Center (NHPMC) and Mecklenburg EMS Agency (MEDIC) launched a collaborative project to improve stroke care in our community. The goals of the project were to: Improve the efficiency of the Code Stroke process Determine the accuracy of priority one stroke calls from EMS to the Emergency Department Identify areas of the community with greatest numbers of stroke calls Provide individual case feedback to EMS colleagues Method: MEDIC crews call in priority one suspected acute stroke patients prior to emergency arrival. Unless stabilization is required, MEDIC takes the patient directly to the CT scanner, located in the emergency room, and assists with transferring the patient to the scanner. The accuracy of priority one calls is shared monthly and quarterly with MEDIC and the NHPMC Stroke Best Practice Team.If the patient receives t-PA, the NHPMC Clinical Analyst sends the MEDIC Quality Specialist a feedback sheet within 24-48 hours which includes dispatch to arrival and dispatch to drug time parameters and initial patient outcomes. The feedback sheets are sent via the supervisors, who also send a letter of commendation to the responding crew members. Results: In 2013 the door to CT report time averaged 27 minutes, 2014 average was 20 minutes or a 26% reduction. In 2014, NHPMC received 80 priority one stroke calls from MEDIC crews. Of these 80 patients, 71 were coded at discharge as either strokes or stroke mimics. This number reflects 89% stroke identification accuracy. Ischemic stroke patients who received t-PA at NHPMC had a median door to drug time of 40 minutes and a median dispatch to drug time of 68.5 minutes. Density of stroke calls assisted in identification of target areas and populations for community awareness education. Conclusion: Having a strong collaborative relationships with EMS agencies, together both EMS and hospitals can positively impact the quality of stroke care within a community. As first responders, EMS crews have a unique perspective that can improve processes and decrease time to treatment. Providing feedback information to our EMS partners helps them understand their impact on stroke patient outcomes.

A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China

Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.

A Study on Guided Peer Feedback in Group Work to Improve Non-English-Majored Graduates’ English Writing in Internet-Based Language Laboratory

Peer feedback is a key to the quality of group work in foreign language classrooms. In order to better understand the use of peer feedback in writing, a fifteen-week study was conducted by combining peer feedback in group work with the internet-based language laboratory (IBLL). 80 non-English-majored graduates from Yangtze University participated in this study. 40 non-English-majored graduates in EG were randomly divided into 10 groups and one group member from every group was chosen as the leader in a group. Based on Scaffolding Instruction of Constructivism, this study chose three different tools-a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two tests and questionnaires were adopted to investigate the students’ views and attitude toward guided peer feedback in IBLL. We found: 1) the method of peer feedback in group work with support of IBLL could improve non-English-majored graduates’ writing ability; 2) there were significant differences between males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined writing instruction through the data of questionnaires.

DEVELOPING ENGLISH LESSON PLANS FOR THE FIRST YEAR STUDENTS OF SMA 18 MAKASSAR BASED ON THE 2013 CURRICULUM

This research developed English lesson plan based on 2013 curriculum for the first year students of SMAN 18 Makassar. The objective of this research was to develop English lesson plans based on the 2013 curriculum. It was conducted at the first year students of SMAN 18 Makassar. The significance of this research was for students and teacher. For students, the product of this research made the students more active in the teaching learning process. Then, for the teacher was helped them to make or design good lesson plans based on the 2013 curriculum. The research design of this research was Research & Development (R&D). It applied model R&D which adapted from Borg & Gall model. The steps of the model were research and information collecting, planning, developing preliminary form of product, main product revision, final product revision, and dissemination and implementation. The types of data of this research were qualitative and quantitative data. The research instruments were expert validation sheet and teacher feedback sheet to obtain the data about the product. The result of the research showed that the product was valid to implement in the classroom. It can be seen that the product valid from score that expert and teacher gave. The validation score that the researcher got was 80% meant the product was very good and score from teacher feedback was 95%. Based on the data above, the researcher concluded that developing English lesson plans based on 2013 curriculum that the researcher conducted was very good with the score on 80%-95%.

Drama in Child Rights Education - Developing a Pedagogical Model

Education has been suggested as the key to tackle the anticipated challenges of the global world. Abilities such as problem solving, collaboration, and social responsibility represent skills for a sustainable future featured by equity, wellbeing, and peace. However, the traditional teaching and learning methods still prominent in most classrooms do not support the development of such skills. In order to increase children’s knowledge and skills in fostering human rights and equality, the Finnish National Committee for UNICEF has developed a holistic and participatory model of human rights education applying a process drama method. First, the authors target at human rights and child rights education as the important context in applying the pedagogical model. After this, we offer results from an action research project studying and further developing the model in collaboration with teachers and students in two secondary schools. The results on students’ activities and experiences derive from a mixed-method approach and data from surveys, observation, and feedback sheets. The findings reveal the potential power of the drama-based model for engaging students in active collaboration, creativity, and powerful experiences needed for deep learning about child rights and fostering child rights approach in regular school classrooms.

Knowledge and attitudes regarding medical research studies among patients with breast cancer and gynecological diseases.

BackgroundMedical research studies are becoming increasingly important for optimizing the prevention, diagnosis and treatment of illnesses. Participation in research studies can have many benefits for patients. In randomized and controlled clinical studies, they can receive the best possible medical care currently available. However, only a small proportion of patients nowadays are treated within the framework of medical research. The primary endpoint of this study was to discover what level of knowledge patients have about clinical studies and how they currently perceive them, in order to identify ways of optimizing the information provided about studies from the patients’ point of view.MethodsThe study included 2546 patients (breast cancer 21.6 %, gynecological cancer 8.3 %, obstetrics 32.7 %, endometriosis 7.8 %, fertility treatment 3.2 %, other benign gynecological illnesses 19.2 %, no information for 7.2 %) in the outpatient clinic (45.2 %) and in the in-patient sector (54.8 %) at the Department of Gynecology at Erlangen University Hospital and associated centers. In the single-center study, conducted between January 2011 and January 2012, the patients were asked about their level of knowledge regarding the background to medical research studies and the ways in which they are carried out and used. The patients were also asked how they perceived medical studies and how they thought study conditions might be optimized. The three-page questionnaire was included in the feedback sheet received by patients as part of the hospital’s quality management system.ResultsAs a whole, the group only had moderate knowledge about clinical studies. A majority of the respondents considered that studies were valuable (91.6 %), but only a few were also willing to take part in them (58.4 %). Knowledge and willingness to participate strongly depended on age (P < 0.001), educational level (P < 0.001) and patient group (P < 0.001). Most patients would prefer to decide about participating in studies through a discussion with their outpatient physicians.ConclusionsThe information that patients have about clinical studies affects whether they participate in them. It is therefore extremely important for patients to be well informed, for their anxieties about participation to be relieved, and for the benefits of participation to be explained to them.

Developing effective assignment feedback for an interprofessional learning module—An action research project

The first year interprofessional learning module at University Campus Suffolk (UCS) is delivered to 300 students and the students' assignments are marked by 20 members of staff from different health and social care professions. We were keen to find a way to reduce any inconsistencies and work with both staff and students to ensure that the essay and subsequent feedback were useful for all involved. The aims of the project were to evaluate the current marking process and feedback sheets used for year one inter-professional learning (IPL) marking, and to develop an appropriate marking tool and feedback sheet that would enable markers to provide more consistent feedback to the students. Participatory action research was used with both students and staff members being involved. Focus group and questions were used to ascertain views about the assignment feedback. The feedback from this action learning project helped us to enhance the feedback for students. There was also an increase in engagement with the assessment and feedback process amongst both staff and students.

ESA ice sheet CCI: derivation of the optimal method for surface elevation change detection of the Greenland ice sheet – round robin results

For more than two decades, radar altimetry missions have provided continuous elevation estimates of the Greenland ice sheet (GrIS). Here, we propose a method for using such data to estimate ice-sheet-wide surface elevation changes (SECs). The final data set will be based on observations acquired from the European Space Agency’s Environmental Satellite (ENVISAT), European Remote Sensing (ERS)-1 and -2, CryoSat-2, and, in the longer term, Sentinel-3 satellites. In order to find the best-performing method, an intercomparison exercise has been carried out in which the scientific community was asked to provide their best SEC estimates as well as feedback sheets describing the applied method. Due to the hitherto few radar-based SEC analyses as well as the higher accuracy of laser data, the participants were asked to use either ENVISAT radar or ICESat (Ice, Cloud, and land Elevation Satellite) laser altimetry over the Jakobshavn Isbræ drainage basin. The submissions were validated against airborne laser-scanner data, and intercomparisons were carried out to analyse the potential of the applied methods and to find whether the two altimeters were capable of resolving the same signal. The analyses found great potential of the applied repeat-track and cross-over techniques, and, for the first time over Greenland, that repeat-track analyses from radar altimetry agreed well with laser data. Since topography-related errors can be neglected in cross-over analyses, it is expected that the most accurate, ice-sheet-wide SEC estimates are obtained by combining the cross-over and repeat-track techniques. It is thus possible to exploit the high accuracy of the former and the large spatial data coverage of the latter. Based on CryoSat’s different operation modes, and the increased spatial and temporal data coverage, this shows good potential for a future inclusion of CryoSat-2 and Sentinel-3 data to continuously obtain accurate SEC estimates both in the interior and margin ice sheet.