Inappropriate Feedback Research Articles

System Theoretic Process Analysis for Identification of Sources of Mode Confusion

As systems grow increasingly complex, the likelihood of mode confusion regarding automation and system processes also increases. Mode confusion stems from inaccurate mental models that lead operators to execute inappropriate control actions that result in losses. System Theoretic Process Analysis (STPA) is a holistic risk analysis method that examines the emergent properties of complex systems with interacting components. Such components may include humans, software, organizations, safety culture, and more. By allowing users to clearly understand controllers’ process models, STPA provides a methodology to identify sources of mode confusion and generate requirements to eliminate them. This paper presents an approach to conducting STPA that is tailored to issues of mode confusion in systems with interactions between human and automated controllers. Additionally, an example STPA is applied to the Boeing 777 autopilot system to illustrate how inappropriate feedback and mode confusion can be identified and prevented in complex systems.

Supervisees’ Perspectives of Inadequate, Harmful, and Exceptional Clinical Supervision: Are We Listening?

Supervisees’ experiences in supervision vary remarkably. To capture such variability, Ellis and colleagues offered a framework for understanding and assessing inadequate, harmful, and exceptional supervision. Although their framework was supported, it did not offer a nuanced understanding of these supervision experiences. Using consensual qualitative research–modified, this study sought to obtain a rich description of inadequate, harmful, and exceptional supervision. Participants ( N = 135) were presented with definitions and provided responses ( n = 156) to open-ended questions describing their inadequate ( n = 63), harmful ( n = 30), and/or exceptional ( n = 63) supervision experiences. Supervisees reporting harmful experiences described supervisors as neglectful and callous, whereas inadequate supervision reflected inappropriate feedback, unavailability, and unresponsiveness. Conversely, exceptional supervision involved safety, clinical paradigm shifts, and modeling specific techniques or theories. Implications for supervision research, theory, and practice are discussed.

Spam Filtering On User Feedback Via Text Classification Using Multinomial Naïve Bayes And TF-IDF

User feedback could give developer an information on what should be fixed or should be improved. But there are many user feedback that are actually spam. In user feedback, spam contents are more likely to be an inappropriate feedback, a feedback that is not actually a feedback, just some random comment or even a question. Reading and choosing feedback manually could be costly, especially in terms of time and energy. Therefore, this research focuses in building a spam filtering model using Multinomial Naïve Bayes that implement a TF/IDF approach to detect spam automatically. For text classification, Multinomial Naïve Bayes proved on having better speed and having good performance. With TF/IDF, word that highly occurred in many documents has less impact than other so it could help increasing performance from imbalanced dataset. This research aims to implement Multinomial Naïve Bayes for spam filtering in user feedback and to measure performance of the model. Best performance of this classifier was obtained when using up-sampling method and typo corrector with 70:30 ratio of train and test set resulting in 89.25% for accuracy, 45% for precision, 56% for recall, and 50% for F1-Score.

Integrating heuristics and think-aloud approach to evaluate the usability of game-based learning material

The purpose of this study was to evaluate the usability of a game-based learning material. The heuristics and think-aloud approach were employed to determine the usability of the learning material. Four experts used the learning material independently and completed a heuristic evaluation questionnaire based on a design and use perspective. Forty-five university students used the learning material independently and completed a heuristic evaluation questionnaire based on their experiences. The heuristic evaluation questionnaire was comprised of six constructs with a total of twelve heuristic evaluation criteria. The experts and students provided data about usability problems while using the learning material. The usability problems that were found included: (a) inconsistent interface styles on different learning units (i.e., game scenes) that affected the learnability, memorability and operation of interfaces; (b) inadequate operational efficiency and guidance could be improved; (c) small games and instructional videos could probably increase learning times and loads; (d) different guidance and supports for errors and inconsistent display styles of error messages for each learning units; and (e) inappropriate feedback on errors and inadequate interaction on instructional videos. The usability problems were identified and improved with the usability evaluation methods. Educational implication and research recommendation are discussed.

Investigating the Mentoring of Collaborative Teachers and Academic Supervisors in Pre-Service Early Childhood Education Teachers’ Teaching Experience

The current study aims to investigate the effectiveness of the collaborative teacher and academic supervisor’s mentoring in practicum classes in early childhood education. The study is designed as qualitative research, and an unstructured interview form is used. Twelve pre-service teachers from early childhood education department who participated in the school experience or practice teaching course are samples of the study. The results show that the guiding process is not efficient, especially for classroom management strategy. Additionally, inappropriate feedback of collaborative teachers and academic supervisors do not help to develop pre-service in the profession. In addition, incompatibility between collaborative teachers’ and academic supervisors’ request is a problem for pre-service teachers in the practicum process. The study recommends that collaborative teachers and academic supervisors could participate in a mentoring training program, and the collaborative teachers and academic supervisors could have a meeting before the teaching experience course.

Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed-methods study.

INTRODUCTION:Given the importance of feedback to improve teachers’ educational performance, the current study aimed to identify the challenges and problems involved in providing feedback to clinical teachers on their educational performance.MATERIALS AND METHODS:In the first phase of this mixed-methods study, the clinical teachers, students, and university officials were interviewed on feedback problems and challenges. After an inductive content analysis, and based on the problems enlisted, a ten-item questionnaire was developed. Subsequently, 25 clinical teachers completed the questionnaire by scoring the importance and urgency of each problem.RESULTS:Overall, 18 individual and group interviews were conducted with 24 people. A total of ten themes and five categories emerged, including “lack of transparency of feedback system,” “absence of criticizability culture,” “lack of motivation to improve performance,” “failure to consider factors affecting teacher's performance,” “lack of formative evaluation,” “inappropriate data obtained on teacher's performance,” “inappropriate feedback providers,” “inappropriate feedback recipients,” “inappropriate feedback provision,” and “no feedback follow-up.” Three items of priority involved “inappropriate feedback providers,” “inappropriate data,” and “failure to consider factors affecting the teacher's performance.”CONCLUSIONS:All the raised problems obtained high scores; nevertheless, the interviewees had more problems with the feedback provider, the data collected on the performance, and inattention of university officials to the factors influencing performance than feedback presentation methods. Hence, gaining the trust of teachers on the collected data, providing feedback by their trustworthy individuals, and paying attention to the factors influencing teachers’ performance are associated with an increased possibility of feedback acceptance.

The process of non-resilience in a spinal cord injury population in Iran: a grounded theory

Aims/Background: Rehabilitation of spinal cord injury focuses on resilience in all aspects of daily living. In order to improve functional outcomes, obstacles to achieving resilience must be recognised. This study explored the process of non-resilience in a spinal cord injury population in Iran. Methods: This qualitative study was part of a grounded theory study. The experiences of 24 participants, including 16 people with spinal cord injury, and 8 people with spinal care experience (3 caregivers, 2 occupational therapists, 1 physiotherapist, 1 social worker and 1 nurse), were explored through in-depth, semi-structured interviews. All interviews were recorded, transcribed verbatim and analysed using constant comparative analysis. Findings: Seven main concepts emerged from analysis of the interviews: lack of essential knowledge, dependence, psychosexual preoccupation, confusion, lack of accommodation, inappropriate feedback, and inability to adapt. Social deprivation was found to be the participants' main concern. Conclusion: Resilience requires adaptation in all areas of daily living. Detecting barriers to resilience is important in planning rehabilitation programmes in people with a spinal cord injury. Improving social support for people with a spinal cord injury can promote their mobility within the community and mental health.

Characteristics and mechanism of apogeotropic central positional nystagmus.

Here we characterize persistent apogeotropic type of central positional nystagmus, and compare it with the apogeotropic nystagmus of benign paroxysmal positional vertigo involving the lateral canal. Nystagmus was recorded in 27 patients with apogeotropic type of central positional nystagmus (22 with unilateral and five with diffuse cerebellar lesions) and 20 patients with apogeotropic nystagmus of benign paroxysmal positional vertigo. They were tested while sitting, while supine with the head straight back, and in the right and left ear-down positions. The intensity of spontaneous nystagmus was similar while sitting and supine in apogeotropic type of central positional nystagmus, but greater when supine in apogeotropic nystagmus of benign paroxysmal positional vertigo. In central positional nystagmus, when due to a focal pathology, the lesions mostly overlapped in the vestibulocerebellum (nodulus, uvula, and tonsil). We suggest a mechanism for apogeotropic type of central positional nystagmus based on the location of lesions and a model that uses the velocity-storage mechanism. During both tilt and translation, the otolith organs can relay the same gravito-inertial acceleration signal. This inherent ambiguity can be resolved by a 'tilt-estimator circuit' in which information from the semicircular canals about head rotation is combined with otolith information about linear acceleration through the velocity-storage mechanism. An example of how this mechanism works in normal subjects is the sustained horizontal nystagmus that is produced when a normal subject is rotated at a constant speed around an axis that is tilted away from the true vertical (off-vertical axis rotation). We propose that when the tilt-estimator circuit malfunctions, for example, with lesions in the vestibulocerebellum, the estimate of the direction of gravity is erroneously biased away from true vertical. If the bias is toward the nose, when the head is turned to the side while supine, there will be sustained, unwanted, horizontal positional nystagmus (apogeotropic type of central positional nystagmus) because of an inappropriate feedback signal indicating that the head is rotating when it is not.

Formative Experiences of Emerging Physicians: Gauging the Impact of Events That Occur During Medical School

Emotional development, an important component of nascent professional competence, is likely to be shaped by specific formative experiences. This study sought to identify and gauge the impact of highly evocative experiences occurring during medical school. A 34-item list of candidate formative experiences was developed through focus group meetings of "colleges program"-affiliated student-advising faculty. The resulting survey instrument was administered to 216 graduating medical students at the Johns Hopkins University School of Medicine in 2007 and 2008 in a cohort study. Primary outcomes were exposure rates for the experiences and students' ratings of impact for those that occurred. One hundred eighty-one students (84%) responded. All events were experienced by >25% of students. Two events were described by most as having tremendous impact: "finding an exceptional role model" and "identifying a perfect area of medicine." Other prevalent events with strong impact included "a special patient-care experience," "working well with a team," "seeing a patient whose life was saved," "encountering a negative role model," "seeing a patient die," "seeing a patient experience severe pain," and "a bad clinical experience." Factor analysis revealed three event clusters: "inspiring experiences," "mortality-related experiences," and "negative experiences relating to the learning environment." Specific formative experiences have especially strong impacts on medical students. Whereas the intrinsic value of such experiences should continue to drive educational design, increased awareness of the diversity and range of formative experiences will prepare educators to more effectively guide positive emotional development, enhancing personal and professional growth during medical school.

Contextual adaptation of the Personnel Evaluation Standards for assessing faculty evaluation systems in developing countries: the case of Iran

BackgroundFaculty evaluations can identify needs to be addressed in effective development programs. Generic evaluation models exist, but these require adaptation to a particular context of interest. We report on one approach to such adaptation in the context of medical education in Iran, which is integrated into the delivery and management of healthcare services nationwide.MethodsUsing a triangulation design, interviews with senior faculty leaders were conducted to identify relevant areas for faculty evaluation. We then adapted the published checklist of the Personnel Evaluation Standards to fit the Iranian medical universities' context by considering faculty members' diverse roles. Then the adapted instrument was administered to faculty at twelve medical schools in Iran.ResultsThe interviews revealed poor linkages between existing forms of development and evaluation, imbalance between the faculty work components and evaluated areas, inappropriate feedback and use of information in decision making. The principles of Personnel Evaluation Standards addressed almost all of these concerns and were used to assess the existing faculty evaluation system and also adapted to evaluate the core faculty roles. The survey response rate was 74%. Responses showed that the four principles in all faculty members' roles were met occasionally to frequently. Evaluation of teaching and research had the highest mean scores, while clinical and healthcare services, institutional administration, and self-development had the lowest mean scores. There were statistically significant differences between small medium and large medical schools (p < 0.000).ConclusionThe adapted Personnel Evaluation Standards appears to be valid and applicable for monitoring and continuous improvement of a faculty evaluation system in the context of medical universities in Iran. The approach developed here provides a more balanced assessment of multiple faculty roles, including educational, clinical and healthcare services. In order to address identified deficiencies, the evaluation system should recognize, document, and uniformly reward those activities that are vital to the academic mission. Inclusion of personal developmental concerns in the evaluation discussion is essential for evaluation systems.

Creation and evaluation of a multi-sensory virtual assembly environment

The multi-modal information presentation, integrated into the virtual environment (VE), has potential for stimulating different senses, improving the user’s impression of immersion, and increasing the amount of information that is accepted and processed by the user’s perception system. The increase of the useful feedback information may reduce the user’s cognitive load, thus enhancing the user’s efficiency and performance while interacting with VEs. This paper presents our creation of a multi-sensory virtual assembly environment (VAE) and the evaluation of the effects of multi-sensory feedback on the usability. The VAE brings together complex technologies such as constraint-based assembly simulation, optical motion tracking technology, and real-time 3D sound generation technology around a virtual reality workbench and a common software platform. The usability evaluation is in terms of its three attributes: efficiency of use, user satisfaction, and reliability. These are addressed by using task completion times (TCTs), questionnaires, and human performance error rates (HPERs), respectively. Two assembly tasks have been used to perform the experiments, using sixteen participants. The outcomes showed that the multi-sensory feedback could improve the usability. They also indicated that the integrated feedback offered better usability than either feedback used in isolation. Most participants preferred the integrated feedback to either feedback (visual or auditory) or no feedback. The participants’ comments demonstrated that nonrealistic or inappropriate feedback had negative effects on the usability, and easily made them feel frustrated. The possible reasons behind the outcomes are also analysed by using a unifying human computer interaction framework. The implications, concluded from the outcomes of this work, can serve as useful guidelines for improving VE system design and implementation.

Evaluation of Multi-sensory Feedback on the Usability of a Virtual Assembly Environment

Virtual assembly environment (VAE) technology has the great potential for benefiting the manufacturing applications in industry. Usability is an important aspect of the VAE. This paper presents the usability evaluation of a developed multi-sensory VAE. The evaluation is conducted by using its three attributes: (a) efficiency of use; (b) user satisfaction; and (c) reliability. These are addressed by using task completion times (TCTs), questionnaires, and human performance error rates (HPERs), respectively. A peg-in-a-hole and a Sener electronic box assembly task have been used to perform the experiments, using sixteen participants. The outcomes showed that the introduction of 3D auditory and/or visual feedback could improve the usability. They also indicated that the integrated feedback (visual plus auditory) offered better usability than either feedback used in isolation. Most participants preferred the integrated feedback to either feedback (visual or auditory) or no feedback. The participants’ comments demonstrated that nonrealistic or inappropriate feedback had negative effects on the usability, and easily made them feel frustrated. The possible reasons behind the outcomes are also analysed.

Evaluation of Auditory and Visual Feedback on Task Performance in a Virtual Assembly Environment

This paper presents the creation of an assembly simulation environment with multisensory feedback (auditory and visual), and the evaluation of the effects of auditory and visual feedback on the task performance in the context of assembly simulation in a virtual environment (VE). This VE experimental system platform brings together complex technologies such as constraint-based assembly simulation, optical motion tracking technology, and real time 3D sound generation technology around a virtual reality workbench and a common software platform. A peg-in-a-hole and a Sener electronic box assembly task have been used as the task cases to conduct the human factor experiment, using sixteen participants. Both objective performance data (i.e., task completion time, TCT; and human performance error rate, HPER) and subjective opinions (i.e., questionnaires) on the utilization of auditory and visual feedback in a virtual assembly environment (VAE) have been gathered from the experiment. Results showed that the introduction of auditory and/or visual feedback into VAE did improve the assembly task performance. They also indicated that integrated feedback (auditory plus visual) offered better assembly task performance than either feedback used in isolation. Most participants preferred integrated feedback to either individual feedback (auditory or visual) or no feedback. The participants' comments demonstrated that nonrealistic or inappropriate feedback had a negative effect on the task performance, and easily made them frustrated.

Glucocorticoids: Protectors of the Brain during Innate Immune Responses

The innate immune response is a coordinated set of reactions involving cells of myeloid lineage and a network of signaling molecules. Such a response takes place in the CNS during trauma, stroke, spinal cord injury, and neurodegenerative diseases, suggesting that macrophages/microglia are the cells that perpetuate the progressive neuronal damage. However, there is accumulating evidence that these cells and their secreted proinflammatory molecules have more beneficial effects than detrimental consequences for the neuronal elements. Indeed, a timely controlled innate immune response may limit toxicity in swiftly eliminating foreign materials and debris that are known to interfere with recovery and regeneration. Each step of the immune cascade is under the tight control of stimulatory and inhibitory signals. Glucocorticoids (GCs) act as the critical negative feedback on all myeloid cells, including those present within the brain parenchyma. Because too little is like too much, both an inappropriate feedback of GCs on microglia and high circulating GC levels in stressed individuals have been associated with deleterious consequences for the brain. In this review, the authors discuss both sides of the story with a particular emphasis on the neuro-protective role of endogenous GCs during immune challenges and the problems in determining whether GCs can be a good therapy for the treatment of neuropathological conditions.

The ‘problem ’ with automation: inappropriate feedback and interaction, not ‘over-automation’

As automation increasingly takes its place in industry, especially high risk industry, it is often blamed for causing harm and increasing the chance of human error when failures do occur. I propose that the problem is not the presence of automation, but rather its inappropriate design. The problem is that the operations under normal operating conditions are performed appropriately, but there is inadequate feedback and interaction with the humans who must control the overall conduct of the task. When the situations exceed the capabilities of the automatic equipment, then the inadequate feedback leads to difficulties for the human controllers. The problem, I suggest, is that the automation is at an intermediate level of intelligence, powerful enough to take over control that used to be done by people, but not powerful enough to handle all abnormalities. Moreover, its level of intelligence is insufficient to provide the continual, appropriate feedback that occurs naturally among human operators. This is the source of the current difficulties. To solve this problem, the automation should either be made less intelligent or more so, but the current level is quite inappropriate. The overall message is that it is possible to reduce error through appropriate design considerations. Appropriate design should assume the existence of error, it should continually provide feedback, it should continually interact with operators in an effective manner, and it should allow for the worst situations possible. What is needed is a soft, compliant technology, not a rigid, formal one.

Contribution to the analysis of elastic oscillations of controlled articulated systems

This paper deals with one aspect of the oscillations of articulated systems. The oscillations of the active mechanisms may appear due to several reasons: elastic deformations of segments, inappropriate feedback gains and, finally, elastic effects in torque transmissions. We discuss here this third problem. A simplified matrix model is derived describing the complete mechanism dynamics including the elastic deformations in transmission systems. Since this problem is a very important one in robotic systems, we use the model to form a simulation procedure and examine the influence of elastic deformations on the tracking and stability of such systems. The position of feedback transducers is discussed in particular.

Pathophysiology of anovulation

Anovulatory disorders are physiological during puberty, postpartum period and just before the menopause. In pathology, they are one of the earliest symptoms of different diseases: functional or organic hypothalamic diseases, pituitary destruction or inappropriate feedback by the peripheral hormones and, obviously, primary ovarian insufficiency. Their real interest lies in their pathophysiology. Functional hypothalamic disorders are defined as the inability to liberate GnRH in a physiological way. The role of endogenous opioids, as essential factors of gonadotrophin regulation will be discussed. Hyperprolactinaemias, which represent 20% of the anovulations, have an antigonadotrophic effect at the hypothalamic level, but the very mechanism of the inhibitory effect of prolactin on GnRH is still open to discussion. Although polycystic ovarian disease is one of the most common endocrine abnormalities in women, its pathophysiology remains far from fully understood. The relative parts played by hypothalamic disturbances and by abnormal feedback of gonadal steroids will be discussed.

Do teachers individualize their responses to reading miscues?: A study of feedback during oral reading

Abstract Assumptions concerning ways teachers respond to reading miscues have given rise to suggestions for improving feedback. Research assessing actual miscue‐response matches has been limited, however. For this study, 399 miscue‐response pairings were obtained from 19 second grade teachers and their students in the course of two oral reading sessions per teacher. Misreadings and teacher feedback were coded and subjected to chi‐square analyses. Hypotheses about associations between type of miscue and a) teacher disregard, b) instructional, and c) word supply responses were confirmed. Though teachers as a group do appear to be matching responses to miscues, more compliments for higher‐level miscues, more comprehension instruction when meaning is violated, and self‐study of response patterns to guard against habitual or inappropriate feedback are recommended.

CHARACTERIZATION OF THE INAPPROPRIATE GONADOTROPIN SECRETION IN POLYCYSTIC OVARY SYNDROME

To evaluate gonadotropin release in polycystic ovary syndrome (PCO), one or more of the following hypothalamic-pituitary function tests were performed on 24 patients with the syndrome. These tests included (a) the pulsatile pattern and day-to-day fluctuation of gonadotropin release; (b) effects of exogenous estrogen and antiestrogen (clomiphene) administration on gonadotropin release; and (c) pituitary responsiveness to maximal (150 mug) and submaximal (10 mug) luteinizing hormone-releasing factor (LRF) injections. In 10 of the 14 patients sampled frequently (15 min) for 6 h, luteinizing hormone (LH) levels were elevated above the concentration seen in normal cycling women (except the LH surge). These high LH concentrations appeared to be maintained by and temporally related to the presence of exaggerated pulsatile LH release, either in the form of enhanced amplitude or increased frequency. In all subjects, levels of follicle-stimulating hormone (FSH) were low or low normal, and a pulsatile pattern was not discernible. In four patients, daily sampling revealed marked day-to-day fluctuation of LH but not FSH. That the elevated LH levels were not related to a defect in the negative-feedback effect of estrogen was suggested by the appropriate fall of LH in four patients given an acute intravenous infusion of 17beta-estradiol. This infusion had no effect on FSH levels. In addition, clomiphene elicited rises of both LH and FSH that were comparable to the ones observed in normal women given the same treatment. The clomiphene study also suggested that the positive-feed-back mechanism of estrogen on LH release was intact when the preovulatory rises of 17beta-estradiol induced appropriate LH surges. The elevated LH levels appeared to be related to a heightened pituitary responsiveness to the LRF. This was found in the 11 and 2 patients given maximal (150 mug) and submaximal (10 mug) doses of LRF, respectively. The augmented pituitary sensitivity for LH release correlated with the basal levels of both estrone (P less than 0.025) and 17beta-estradiol (P less than 0.02). The net increase in FSH was significantly greater (P less than 0.001) in the PCO patients than the normal women with maximal doses of LRF. With the smaller dose study none of the injections had a discernible effect on FSH concentrations in either subject. The disparity between LH and FSH secretion could be explained by the preferential inhibitory action of estrogen on FSH release, coupled with a relative insensitivity of FSH release. These data indicate that in these PCO patients the abnormalities of the hypothalamic-pituitary regulation of gonadotropin secretion was not an inherent defect but represented a functional derangement consequent to inappropriate estrogen feedback, which led to a vicious cycle of chronic anovulation and inappropriate gonadotropin secretion.