Feedback Training Program Research Articles

The effect of eight weeks’feedback training program on lower extremity kinematic and performance during jump landing tasks in the men with selected motor control defects

Introduction and objectiveThe present study aims to investigate whether eight weeks’ feedback improves the range of motion in lower extremity joints(in the four phases of eccentric, concentric, maximum knee flexion, and landing moment) and performance in the individuals with motor control defects or not. MethodThe present research is a randomized clinical trial study before and after the intervention. Thirty-four male recreational athletes with movement control defects were selected based on the study criteria and then randomly assigned to a control group and an intervention group. Kinematic and performance data were recorded while the participants performed jump-landing movement tasks in two stages before and after the two-month jump training program. To analyze the data, the two-way analysis of variance and Bonferroni statistical tests were used for each movement task at the significance level of P < 0.05. FindingsThere was a significant difference between the values of Reactive Strength Index (RSI) in the intervention and the control groups in drop vertical jumps and countermovement jumps (p = 0.001). ConclusionThe results of the present study indicated that two months' feedback improved the athletes’ kinematic variables and jumping performance.

The SOAP Feedback Training Program.

Accessible and efficient opportunities for health professional faculty to hone feedback skills are limited. In addition, feedback models to apply to the objective structured clinical examination (OSCE) setting are lacking. Annually, paediatric interns from Children's National Hospital and Walter Reed National Military Medical Center participate in an OSCE, which includes faculty observation and immediate feedback to trainees. In 2018, we incorporated the subjective, objective, assessment, plan (SOAP) Feedback Training Program during 20 min of the pre-OSCE faculty orientation. The SOAP Feedback Training Program introduced the SOAP feedback model (subjective, objective, assessment, plan), facilitated practice in pairs and distributed a cognitive aid referencing the model. We evaluated the quality of faculty feedback exchanges during the 2018 OSCE via retrospective video review using the Direct Observation of Clinical Skills Feedback Scale (DOCS-FBS). We compared the results to the 2015 initial evaluation and used focus groups to understand how and why faculty feedback changed. Comparison of the initial evaluation to the post-SOAP Feedback Training Program intervention data using a Wilcoxon signed rank test showed statistically significant improvement in six of eight feedback items on the DOCS-FBS. Causal coding of focus group transcripts revealed that the SOAP Feedback Training Program evoked affective responses, reinforced prior practice in feedback delivery, improved feedback organisation and increased feedback delivery preparation. The SOAP Feedback Training Program is an effective intervention to teach the SOAP feedback model and improve faculty feedback quality in an OSCE setting. It is efficient and low resource, facilitating its potential use in settings beyond the OSCE.

Game-like interactive exercise versus visual feedback in patients with chemotherapy induced peripheral neuropathy post mastectomy: A randomized comparative study

Background Chemotherapy-induced peripheral neuropathy (CIPN) is one of the most frequent side effects of antineoplastic agents, with a prevalence of 19 to 85%. In terms of clinical manifestations, CIPN is primarily a sensory neuropathy with motor and autonomic alterations of varying intensity and duration. CIPN consider as major problem for both cancer patients and survivors, as well as for their healthcare providers, possibly increasing the risk of falling. Objective: To evaluate the efficacy of game-like interactive exercise versus visual feedback training on the risk of falling and sensory integration in patients with chemotherapy-induced peripheral neuropathy after mastectomy. Methods: In this randomized comparative study, 30 female patients diagnosed with chemotherapy-induced peripheral neuropathy after mastectomy were randomly allocated into two equal groups; group (A) underwent game-like interactive exercise using the Biodex Balance System (BBS), while group (B) underwent a visual feedback training program using BBS. The treatment was applied for three sessions per week for four consecutive weeks. All subjects in both groups were assessed using the fall risk index and sensory integration test (sway index) in four sensory conditions at baseline and at the end of the study for both groups.

Optimizing surgical education through the implementation of a feedback curriculum

BackgroundWhile the advent of work-hour restrictions contributes to increased resident well-being, new interventions are needed to ensure that surgical residents continue to be adequately trained. Our study aims to take the evidence supportive of enhanced feedback and apply it in the real world by creating a feedback training curriculum within a surgical residency. MethodsA large academic general surgery residency program consisting of 42 residents was sequentially surveyed using the Kirkpatrick model to assess baseline attitudes towards feedback and the efficacy of a feedback training program for faculty and residents. ResultsAfter feedback training, the number of residents that believed their faculty were providing feedback effectively increased from 23% to 54%. Although limited by small sample size, improvements were likely seen in constructive feedback overall and quality feedback from senior residents. ConclusionsFormal feedback training should be incorporated into efforts to enhance educational skills among surgical faculty.

Interpreting the value of feedback: Older adult voices in nursing education

As patients, older adults are often involved informally with the teaching of nursing students in clinical environments. This involvement is recognised as valuable; however, the role of the patient is often passive. In recent years there has been recognition of the value that real people's lives, and health experiences can bring to student education, so much so that many programs now incorporate real patients into the formal education of students. In this educational initiative, older adults, from a Residential Aged Care Campus (RACC), participated as simulated patients in scenario based clinical learning activities, providing feedback to nursing students on the carative aspects of the learning activities.The aim of this study was to contribute toward the body of knowledge in engaging older adults in simulated clinical activities, specifically in the provision of feedback to nursing students. A qualitative interpretive methodology was applied to capture the older adults’ experiences of providing feedback as simulated patients. This included the collection of data through participant observation, recording of field notes, collection of a written feedback form and semi-structured interviews with the participants. Thematic analysis was undertaken to identify emergent themes in the data.Findings from this study have emphasised the value of including the patient voice in nursing education. The provision of feedback by older adults during direct care interactions supports and nurtures student awareness of the patient and the caring process of nursing. Unique to this study, was the finding that although the participants received no formal training in the delivery of feedback, all utilised a clear process recognised within the literature. A recommendation linked to this finding is that a feedback training program would be of benefit in reducing some of the feelings of uncertainty expressed by the older adults when giving feedback and better equipping them to deliver constructive feedback.

Does a web-based feedback training program result in improved reliability in clinicians' ratings of the Global Assessment of Functioning (GAF) Scale?

The Global Assessment of Functioning (GAF) Scale is used in routine clinical practice and research to estimate symptom and functional severity and longitudinal change. Concerns about poor interrater reliability have been raised, and the present study evaluated the effect of a Web-based GAF training program designed to improve interrater reliability in routine clinical practice. Clinicians rated up to 20 vignettes online, and received deviation scores as immediate feedback (i.e., own scores compared with expert raters) after each rating. Growth curves of absolute SD scores across the vignettes were modeled. A linear mixed effects model, using the clinician's deviation scores from expert raters as the dependent variable, indicated an improvement in reliability during training. Moderation by content of scale (symptoms; functioning), scale range (average; extreme), previous experience with GAF rating, profession, and postgraduate training were assessed. Training reduced deviation scores for inexperienced GAF raters, for individuals in clinical professions other than nursing and medicine, and for individuals with no postgraduate specialization. In addition, training was most beneficial for cases with average severity of symptoms compared with cases with extreme severity. The results support the use of Web-based training with feedback routines as a means to improve the reliability of GAF ratings performed by clinicians in mental health practice. These results especially pertain to clinicians in mental health practice who do not have a masters or doctoral degree.

Effects of interactive visual feedback training on post-stroke pusher syndrome: a pilot randomized controlled study

Objective: We investigated the effects of a computer-generated interactive visual feedback training program on the recovery from pusher syndrome in stroke patients. Design: Assessor-blinded, pilot randomized controlled study. Participants: A total of 12 stroke patients with pusher syndrome were randomly assigned to either the experimental group (N = 7, computer-generated interactive visual feedback training) or control group (N = 5, mirror visual feedback training). Main outcome measures: The scale for contraversive pushing for severity of pusher syndrome, the Berg Balance Scale for balance performance, and the Fugl-Meyer assessment scale for motor control were the outcome measures. Patients were assessed pre- and posttraining. Results: A comparison of pre- and posttraining assessment results revealed that both training programs led to the following significant changes: decreased severity of pusher syndrome scores (decreases of 4.0 ±1.1 and 1.4 ±1.0 in the experimental and control groups, respectively); improved balance scores (increases of 14.7 ±4.3 and 7.2 ±1.6 in the experimental and control groups, respectively); and higher scores for lower extremity motor control (increases of 8.4 ±2.2 and 5.6 ±3.3 in the experimental and control groups, respectively). Furthermore, the computer-generated interactive visual feedback training program produced significantly better outcomes in the improvement of pusher syndrome (p < 0.01) and balance (p < 0.05) compared with the mirror visual feedback training program. Conclusions: Although both training programs were beneficial, the computer-generated interactive visual feedback training program more effectively aided recovery from pusher syndrome compared with mirror visual feedback training.

The need for faculty training programs in effective feedback provision.

An important aspect of professional teaching practice is a practitioner’s ability to critically evaluate the performances of subordinates for whom he or she is responsible. This is a common practice within social sciences as well as for professionals from applied specialties. The literature on professional clinical expertise identifies reflective practice as perfect when they are thoroughly accepted by practitioners. In health-related professions, critical reflection in the form of feedback that serves as the bridge between theory and practice is endorsed. The aims and objectives of this study were directed toward the application of a mixed methodology approach in order to evaluate the requirements for a feedback training program and to detect the present feedback provision skills of clinical mentors in practice. The quantitative analysis measured the effectiveness of clinical teachers’ feedback in order to understand whether their understanding of and skills for giving feedback to promote students were adequate. On the other hand, the qualitative methods explored self-perceptions of feedback skills and efficacy in enabling students to improve their clinical practice. Effective feedback from faculty and the learner provides a useful and meaningful experience for absorbing knowledge and critical thinking into clinical practice. Nonadherence and limited expertise of mentors in giving feedback are the main themes of this study, and were evaluated and acknowledged through systematic analysis.

고령자의 게임기반 시각피드백 훈련에 따른 자세 균형 효과

In this paper, we analyzed the effects of game-based visual feedback training on postural balance control in young adults and older adults. We provided postural balance training by 23 young adults and 14 older adults and for four weeks in fifth minute a day and three days a week using IBalance(Cybermedic Inc., Korea). We evaluated the ability of postural balance using balance SD(Biodex, medicalscience Inc., USA) for the validation of game contents based on visual feedback training program. The results showed that postural stability and limits of stability of young adults and older adults were improved significantly before and after the training(p

An observational study of compliance with the Scandinavian guidelines for management of minimal, mild and moderate head injury

BackgroundThe Scandinavian guidelines for management of minimal, mild and moderate head injuries were developed to provide safe and cost effective assessment of head injured patients. In a previous study conducted one year after publication and implementation of the guidelines (2003), we showed low compliance, involving over-triage with computed tomography (CT) and hospital admissions. The aim of the present study was to investigate guideline compliance after an educational intervention.MethodsWe evaluated guideline compliance in the management of head injured patients referred to the University Hospital of Stavanger, Norway. The findings from the previous study in 2003 were communicated to the hospitals physicians, and a feed-back loop training program for guideline implementation was conducted. All patients managed during the months January through June in the years 2005, 2007 and 2009 were then identified with an electronic search in the hospitals patient administrative database, and the patient files were reviewed. Patients were classified according to the Head Injury Severity Scale, and the management was classified as compliant or not with the guideline.ResultsThe 1 180 patients were 759 (64%) males and 421 (36%) females with a mean age of 31.5 (range 0-97) years. Over all, 738 (63%) patients were managed in accordance with the guidelines and 442 (37%) were not. Compliance was not significantly different between minimal (56%) and mild (59%) injuries, while most moderate (93%) injuries were managed in accordance with the guidelines (p < 0.05). Noncompliance was caused by overtriage in 362 cases (30%) and undertriage in 80 (7%). Guideline compliance was 54% in 2005, 71% in 2007, and 64% in 2009.ConclusionsThis study shows higher guideline compliance after an educational intervention involving feed-back on performance. A substantial number of patients are exposed to over-triage, involving unnecessary radiation from CT examinations, and unnecessary costs from hospital admissions.

게임기반의 시각 피드백 훈련이 자세균형 조절에 미치는 영향

In this study, we analyzed the effects of game-based visual feedback training on postural balance control in young adults. We provided postural balance training for four weeks in fifth minute a day and three days a week using training system of postural balance based forceplate. We evaluated the ability of postural balance using balance SD(Biodex, medicalscience Inc., USA) for the validation of game contents based visual feedback training program. The results showed that postural stability and limits of stability were improved significantly before and after the training(p

An Assessment for Interdisciplinary Education Modal Implementation of Basic Design Education in Architecture

In retrospect, the widespread practice of architectural education in Turkey is observed when viewed with the disciplinary education. As discussed within the framework of disciplinary approach for basic design education, students who have never used the ability to design, in this sense, limits the multi-dimensional thinking, whereas design education necessitates utilizing from inter discipliner area in order to reveal areas of intelligence in this sense. Based on this need, two-term basic design training program has been prepared for first year students on Karabuk University Safranbolu Fethi Toker Fine Arts and Design Faculty Department of Architecture in the academic year 2010-2011, fall/spring semester. It's aimed that, interdisciplinary approach based on the teaching ground in order to ensure that thinking multi-dimension during architecture training. In this respect students’ educational program has been prepared according to modals of visual-spatial intelligence, musical-rhythmic intelligence, interpersonal-social intelligence, logical-mathematical intelligence. A coordinated implementation process has done with department of painting and music academic staff and students who are work and study in same faculty. Based on painting, music and architecture students’ evaluation reports, educational training program took feedback at the end of this process. It's aimed that to discuss feedback reports, implementation images and training program in scope of an interdisciplinary approach.

The Effects of Augmented Feedback Training in Cadence Acquisition

The purposes of this study are to determine the optimal cadence of individuals and to subsequently determine the effectiveness of the augmented feedback training program on cadence technique modification. Eighteen physically active subjects, 14 males and 4 females who are aged 18 to 23, were the volunteer subjects of the study. Each subject performed three sessions of exercise in a random order at the cadences of 60, 70, and 80 revolutions per minute (rpm). Myoelectric signals from the vastus lateralis muscle were recorded during the criterion exercise to determine the optimal cadence of individual subjects. They also participated in a 10-day cadence training program, during which the augmented feedback group was provided with cadence information, while the control group trained without the feedback. The time percentage of cadence error that deviated from the optimal cadence in the augmented feedback group was reduced significantly (p < 0.05) after 10 days of training, and the same result was shown in the retention test.

The effect of feedback training on lumbosacral compression during simulated occupational lifting

This study measured the effect of a feedback training program on lumbar compression during simulated occupational lifting. Two distinct types of feedback were compared: real-time electromyographic feedback, vs. an acceleration index delivered verbally post-lift. Kinematic data were collected from 28 subjects during symmetrical sagittal plane lifts. Following a baseline session, two feedback training sessions were provided, with a 1-week interval between each session. A control group followed the same protocols, but without receiving feedback training. A post-training session, using protocols identical to the baseline session, was used to assess pre-to-post changes in the dependent variable: peak lumbosacral compression computed using a dynamic linked-segment model. All three groups showed reductions in peak compression from pre-to-post: on average the control group improved by 11.2%, the EMG group by 16.7%, and the acceleration group by 25.3%. The results revealed an interaction between the improvement and the group (p = 0.023), and a difference between the improvement in the control group and that in the verbal acceleration feedback group (p < 0.01). These reductions in lumbosacral compression persisted after a 7-day interval without feedback training, suggesting that this approach could provide sustained risk-reduction during manual materials handling.

A system for the assessment and training of temporal-order discrimination

Two programs were developed for psychophysical assessment and training of temporal-order thresholds in the visual and auditory modalities. Order threshold is defined as the minimum onset interval between two sensory events (stimulus onset asynchrony, SOA) that must exist before an observer is able to indicate the correct order of the events. Brain-injured patients with aphasia and children with language-learning impairments, i.e. those who have been diagnosed as performing poorly on temporal-order tasks and in discriminating stop-consonant vowel syllables, can effectively be trained by a feedback training procedure in which the SOA is manipulated. The performance in the temporal-order task and the ability to discriminate phonemes improves with this procedure. In the diagnostic program, the SOA is changed by an adaptive procedure that generates a sequence of SOAs converging to the threshold and is driven by the responses of the subject. The feedback-training program begins with the presentation of SOAs, which are slightly above the individual order threshold; they are subsequently varied according to the responses of the subject.

Book Review: The Periodic Service Review: A Total Quality Assurance System for Human Services and Education

Recognizing that poor management practice, more than low wages or external factors, is responsible for inconsistency and lack of quality in service delivery, this practical book presents the research-validated Periodic Service Review (PSR) to improve staff training and supervision and to translate principles of effective management into concrete practices and procedures.The PSR is both a system and an instrument, providing home, classroom, supported employment, or other service setting applications. Using four integrated elements performance standards, performance monitoring, performance feedback, and systematic training program directors will be able to mobilize staff, maximize service provision, and meet goals and objectives.No longer do those "who don't know how to manage" need to manage those "who don't know what to do!" Here is the ideal reference for all administrators and supervisors working in human services or educational settings."

Clinical evaluation of a respiratory resistance biofeedback training

This study evaluated the effectiveness of a respiratory resistance biofeedback training. Fifteen adult asthmatic subjects participated in a feedback training program including twelve feedback sessions (three sessions weekly). Respiratory resistance (Ros) was measured using the forced oscillation method; to prevent subjects from lung hyperinflation, feedback was interrupted when functional residual capacity increased. One-second forced expiratory volume (FEV1), usage of self-administered medication, degree of asthmatic dyspnoea, and general activity were daily recorded in symptom diaries for at least three months, starting four weeks before the first feedback session. Seven subjects showed significant average Ros decreases within the sessions, while mean Ros in two subjects was increased. However, these direct feedback effects were not related to transfer effects outside the laboratory: e.g., not one of the seven successful subjects showed FEV1 improvements, and only in one of them were within-session Ros reductions accompanied by a decreased frequency of self-administered medication during the training period. These results lead to the conclusion that Ros feedback may not be an effective technique for the treatment of bronchial asthma in adults.

Utility of electromyographic biological feedback in chronic stuttering: a clinical study with follow-up.

A systematic case study is presented in which eight chronic adult stutterers underwent an electromyographic (EMG) biological feedback training program designed to reduce masseter muscle tension in an effort to improve fluency. All subjects mastered the program within 10 30-min. sessions. Measures of muscle tension and fluency indicated improvement at the end of treatment that were maintained at 3- to 6-mo. follow-up.

Interpersonal skills training

To determine the effectiveness of teaching interpersonal skills in a general internal medicine residency, a program was developed utilizing videotape feedback of house-staff/patient interactions, a modification of Interpersonal Process Recall (IPR). Fifty-one randomly selected house officers at different levels of training were included in a controlled, pretest-posttest study design. The major pre-post measures were three independent ratings of videotapes of actual first-visit interviews between resident and patient. House officers in the experimental group significantly increased the proportion of each interview devoted to psychosocial issues compared with controls, although the interviews remained predominantly medical; increased the use of effective responses; and improved their level of empathy with patients. Personality and attitude measures were found not to correlate with observed interpersonal skills on pretest or posttest videotapes. House officers rated the training program as being interesting, valuable, relevant, and nonthreatening. The data suggest that interpersonal skills can be effectively taught to internal medicine residents utilizing a videotape feedback training program.