Goal-oriented Feedback Research Articles

Nurturing resource availability of ridesharing platforms by priming goal-oriented operational effectiveness

Ridesharing platforms test incentive schemes with variable commissions where drivers are compensated proportionate to their inputs. The operational effectiveness implications of these incentives, however, remain largely unexplored. We test the differential effects of operational effectiveness parameters of drivers’ service quality, service failure, and monetary value on drivers’ referral and churn behaviors. At a process level, we demonstrate the beneficial effects of goal-oriented (versus informational) feedback on drivers’ monetary value and service performance outcomes. Further, we investigate the moderating role of drivers’ organizational justice perceptions on these relationships. Using exogenous data from a cluster-randomized field experiment with 1,698 ridesharing drivers across 8 cities, we show that goal-oriented feedback improves operational effectiveness parameters. Additionally, these parameters improve the platform’s resource availability with drivers’ higher referrals and lower churn. Comprehensively, platforms can derive benefits in operational effectiveness and resource availability by priming drivers using goal-oriented feedback in tandem with a variable commission.

Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development.

BackgroundLongitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration.MethodsThis qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis.ResultsIteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential.ConclusionLFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices.

Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education

Phenomenon: Despite a long-standing recognition of the importance of learning goals in feedback, there has been relatively little research on how to address mismatches between learner goals and preceptor goals in medical education. Our study addresses this gap by reporting on challenges and strategies around goal coconstruction as identified by clinical educators who were learning and attempting to implement a goal-oriented feedback approach in their own teaching contexts. Approach: We employed a qualitative, design-based research methodology to study how 5 clinician educators incorporated goal-oriented feedback into their teaching practice. Participants attended workshops on goal-oriented feedback and reflective writing. They then narratively reflected over a 6-month period on their attempts with goal-oriented feedback and shared these reflections in periodic facilitated group discussions. Themes were developed using iterative thematic analysis of group discussions and individual exit interviews. Findings: Participants identified several benefits of goal setting in all environments. They perceived improved rapport with learners and developed empathy for the vastness of learner goals. However, they experienced several struggles especially when learner and preceptor goals did not match. These included (a) how to address learner goals that were not easily amenable to a coconstruction, (b) how to coconstruct goals while actively running a clinical practice, and (c) how to remain learner centered while raising preceptor goals based on perceived gaps. Insights: Mismatches between learner and preceptor goals are inevitable and frequent. Preceptors must find ways to coconstruct goals with learners in various learning environments. That said, in enacting goal-oriented feedback, preceptors are effectively using feedback throughout the teaching and learning interaction to coconstruct the learning environment, resulting in improved rapport with learners and emphasizing why it is important to focus feedback around goals.

Just-in-Time Feedback in Diet and Physical Activity Interventions: Systematic Review and Practical Design Framework.

BackgroundThe integration of body-worn sensors with mobile devices presents a tremendous opportunity to improve just-in-time behavioral interventions by enhancing bidirectional communication between investigators and their participants. This approach can be used to deliver supportive feedback at critical moments to optimize the attainment of health behavior goals.ObjectiveThe goals of this systematic review were to summarize data on the content characteristics of feedback messaging used in diet and physical activity (PA) interventions and to develop a practical framework for designing just-in-time feedback for behavioral interventions.MethodsInterventions that included just-in-time feedback on PA, sedentary behavior, or dietary intake were eligible for inclusion. Feedback content and efficacy data were synthesized descriptively.ResultsThe review included 31 studies (15/31, 48%, targeting PA or sedentary behavior only; 13/31, 42%, targeting diet and PA; and 3/31, 10%, targeting diet only). All studies used just-in-time feedback, 30 (97%, 30/31) used personalized feedback, and 24 (78%, 24/31) used goal-oriented feedback, but only 5 (16%, 5/31) used actionable feedback. Of the 9 studies that tested the efficacy of providing feedback to promote behavior change, 4 reported significant improvements in health behavior. In 3 of these 4 studies, feedback was continuously available, goal-oriented, or actionable.ConclusionsFeedback that was continuously available, personalized, and actionable relative to a known behavioral objective was prominent in intervention studies with significant behavior change outcomes. Future research should determine whether all or some of these characteristics are needed to optimize the effect of feedback in just-in-time interventions.

Development of a Lower Limb Stroke Rehabilitation Machine

This paper explains the development of a lower limb stroke rehabilitation machine designed for subacute stroke patients. the system is capable of measuring the muscle force and providing goal-oriented feedback in real-time and running in two different rehabilitation modes. the mean value of engagement metric of healthy subjects using this machine with feedback was 24.53% higher than without feedback. This proved that feedback can help the patients to be fully engaged during the rehab session and this can be useful in strengthening the neuromotor pathways. the brain recovery based on the motor cortex correlation quantification algorithm based on the electroencephalography (EEG) signals which is validated against the established technique based on the functional magnetic resonance imaging (fMRI). From the results, the resting-state EEG beta coherence of healthy subjects was found to be 0.474±0.06, whereas the average fMRI functional connectivity between left and right primary motor areas of healthy subjects was 0.537±0.08. the percentage difference was only 11.7%. clinical trial will be carried out to further measure the efficacy of the rehabilitation treatment using this system.

Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-motivated Online Music Learning

Abstract Many users of online open education resources (OERs) are learners seeking insights into problems encountered as they pursue their everyday interests and activities. As well as benefitting from intrinsic motivation, such authentic learning activity provides context that helps the learner absorb and integrate the meaning of the knowledge. The purpose of this study was to explore barriers that prevent some online learners from using OERs in this way. Participants had experienced difficulties using music theory OERs to pursue personal music-making goals. Provided with online tutoring through an action research methodology, they appeared to benefit particularly from five aspects of active guidance: additional motivation, connections between generalized knowledge and personal experience, relevant learning activities, focus of attention, and goal-oriented feedback. In an environment rich in open content, providing these supports, in activities oriented towards learners’ goals, may be a particularly valuable use of teaching time.

R2C2 in Action: Testing an Evidence-Based Model to Facilitate Feedback and Coaching in Residency.

Feedback is increasingly seen as a collaborative conversation between supervisors and learners, where learners are actively and reflectively engaged with feedback and use it to improve. Based on this, and through earlier research, we developed an evidence- and theory-informed, 4-phase model for facilitating feedback and practice improvement-the R2C2 model (relationship, reaction, content, coaching). Our goal was to explore the utility and acceptability of the R2C2 model in residency education, specifically for engaging residents in their feedback and in using it to improve, as well as the factors influencing its use. This qualitative study used the principles of design research. We recruited residents and their supervisors in 2 programs, internal medicine and pediatrics. We prepared supervisors to use the R2C2 model during their regular midrotation and/or end-of-rotation feedback sessions with participating residents to discuss their progress and assessment reports. We conducted debriefing interviews with supervisors and residents after each session. We analyzed transcripts as a team using template and content analysis. Of 61 residents, 7 residents (11%) participated with their supervisors (n = 5). Schedules and sensitivity to feedback prevented broader enrollment. Supervisors found the structured R2C2 format useful. Residents and supervisors reported that the coaching phase was novel and helpful, and that the R2C2 model engaged both groups in collaborative, reflective, goal-oriented feedback discussions. Participants found that using the R2C2 model enabled meaningful feedback conversations, identification of goals for improvement, and development of strategies to meet those goals.

Goal-oriented feedback on motor behavior in virtual reality based stroke therapy: A case study using the rehabilitation gaming system

Aims: We address the role of short-term goals in virtual reality (VR) applications for motor relearning, which benefit stroke therapy. Methods: We let stroke patients as well as healthy participants perform reaching tasks in a VR environment for motor rehabilitation, the so-called rehabilitation gaming system (RGS). During the task, patients were provided with feedback about one´s own performance (mastery goal), healthy participants additionally received feedback of others performances (ego goal). Measurements include protocols for motor learning and different kinetic variables (both stroke patients and healthy participants) as well as subscales of the intrinsic motivation inventory (IMI) (only healthy participants). As healthy participants showed lower fatigue levels, we could apply additional measurements. Result: Both mastery goals and ego goals potentially enhance intrinsic motivation and adherence, as they show to foster task performance (e.g., response time in mastery goals decreased with p = 0.014 for healthy participants, for stroke patients with p = 0.011 in the first iteration) as well as perceived effort (p = 0.007 for mastery, p = 0.008 for ego goals). As a secondary outcome, by controlling task difficulty, motor learning does not change across conditions (p = 0.316 for stroke patients, p = 0.323 for healthy participants). This raises the question whether or not task difficulty alone fosters the effectivity of VR based therapy applications, i.e., motor learning, to which motivators such as short-term goals provide little trade-off. Conclusion: Firstly, we suggest the implementation of mastery and ego goals in VR based stroke therapy, as adherence benefits from the motivational context they provide. Secondly, we argue towards simplicity regarding heuristics in therapeutic game design, which apparently often does not differ from conventional game design apart from setting the right level of challenge.

An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters.

Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.