Performance Feedback Research Articles

The Effects of Temporal Timing of Performance Feedback on Novice Teachers’ Use of Behavior-Specific Praise

The Effects of Temporal Timing of Performance Feedback on Novice Teachers’ Use of Behavior-Specific Praise

Effective environmental strategy or illusory tactics? Corporate greenwashing and innovation willingness

AbstractCorporate greenwashing is an unethical environmental strategy that has received extensive attention from practitioners and academics; however, little is known about its influence on innovation willingness. The purpose of this study is to fill this important gap by exploring the influence mechanism of corporate greenwashing on innovation willingness through underperformance duration. Drawing on resource‐based theory, Homo economicus, and performance feedback theory, this study uses data of 610 Chinese A‐share listed heavily polluting companies (3819 company‐year observations) from 2013 to 2019. The results show that there is a significant inverted U‐shaped relationship between corporate greenwashing and innovation willingness, with underperformance duration partially mediating this relationship. The findings advance our understanding of the non‐economic consequences of corporate greenwashing, enrich the literature on corporate greenwashing and innovation willingness, and offer valuable insights for interdisciplinary studies between environmental strategy and corporate innovation. Practical implications provide policymakers with recommendations on how to prevent corporate greenwashing in environmental responsibility.

Clinical Acceptability of a Quality Improvement Program for Reducing Cardiovascular Disease Risk in People With Chronic Kidney Disease in Australian General Practice: Qualitative Study.

Future Health Today (FHT) is a technology program that integrates with general practice clinical software to provide point of care (PoC) clinical decision support and a quality improvement dashboard. This qualitative study looks at the use of FHT in the context of cardiovascular disease risk in chronic kidney disease (CKD). This study aims to explore factors influencing clinical implementation of the FHT module focusing on cardiovascular risk in CKD, from the perspectives of participating general practitioner staff. Practices in Victoria were recruited to participate in a pragmatic cluster randomized controlled trial using FHT, of which 19 practices were randomly assigned to use FHT's cardiovascular risk in CKD program. A total of 13 semistructured interviews were undertaken with a nominated general practitioner (n=7) or practice nurse (n=6) from 10 participating practices. Interview questions focused on the clinical usefulness of the tool and its place in clinical workflows. Qualitative data were coded by 2 researchers and analyzed using framework analysis and Clinical Performance Feedback Intervention Theory. All 13 interviewees had used the FHT PoC tool, and feedback was largely positive. Overall, clinicians described engaging with the tool as a "prompt" or "reminder" system. Themes reflected that the tool's goals and clinical content were aligned with clinician's existing priorities and knowledge, and the tool's design facilitated easy integration into existing workflows. The main barrier to implementation identified by 2 clinicians was notification fatigue. A total of 7 interviewees had used the FHT dashboard tool. The main barriers to use were its limited integration into clinical workflows, such that some participants did not know of its existence; clinicians' competing clinical priorities; and limited time to learn and use the tool. This study identified many facilitators for the successful use of the FHT PoC program, in the context of cardiovascular risk in CKD, and barriers to the use of the dashboard program. This work will be used to inform the wider implementation of FHT, as well as the development of future modules of FHT for other risk or disease states.

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Physician perspectives of clinical performance feedback and impact on well-being: a qualitative exploration

ObjectivesProviding clinical performance feedback to physicians is an established method to improve care, but the impact on physician well-being is unclear. This evaluation aimed to better understand physician perspectives on...

Entrustable professional activities and feedback for learning: Insights from a mixed methods study.

Entrustable professional activities (EPAs) are used to support clinical skills training by providing a scaffold for practice and feedback. The aim of this study was to evaluate how written feedback provided for EPAs supports medical students' learning. The written feedback for two EPAs (admit or consult patient and discharge summary) was analysed using a mixed methods approach. Content analysis determined the types of feedback received. Qualitative analysis identified themes related to the feedback quality. Hattie and Timperley's feedback model that provides a framework for effective feedback was used as an interpretive lens for our analysis and integrated findings. Written feedback was provided for 89.5% of 997 EPAs. The proportions of feedback types to support learning were as follows: feedback related to what was done well (75.6%), areas for improvement (27.7%) and next steps (17.4%). Only 10% of EPAs received all three types of feedback. EPAs completed independently were more likely to receive any feedback. Feedback for supervised EPAs was more likely to include areas for improvement or next steps. Qualitative analysis identified two themes: effective feedback for present and future performance with detailed description of performance or targeted advice, and lack of specific guidance for improvement with affirmative statements or non-specific directions. EPAs most often elicited feedback about what is done well without areas or strategies for improvement. Descriptive feedback and tailored advice are ideal, but uncommon. Students and supervisors need guidance on how to optimise feedback through instruction and EPA form design.

Decisions to seek cognitive performance feedback: Potential determinants of feedback value and consequences for learning

Performance feedback is essential for effective learning. Feedback contains both informational and affective properties. Following negative feedback (indicating an incorrect response), the unpleasant experience of being wrong can diminish the value of constructive information that feedback also provides. This can hinder motivation to seek feedback, which can impede learning. Therefore, research into factors that directly shape the subjective value of feedback is critical. The current study investigated potential behavioral and physiological contributors to feedback valuation and to subsequent feedback-seeking behavior. Fifty-nine participants completed a willingness-to-pay associative memory task that measured feedback valuation via trial-wise decisions to either purchase or forgo feedback during a learning phase in service of maximizing a performance-contingent monetary reward during a future test phase. Skin conductance response (SCR) was also measured during feedback decisions. Lower confidence in response accuracy significantly predicted higher likelihood of purchasing feedback during learning. Neither self-reported emotional responses to feedback nor SCR during feedback decisions predicted feedback purchases. Purchase decisions yielding negative feedback significantly predicted better performance during test. These results suggest that confidence during learning significantly impacts performance feedback valuation and should be considered when devising methods to motivate feedback-seeking in settings where learning is critical to success.

In Situ Training to Improve Early Childhood Teachers’ Effective Instruction Delivery

ABSTRACT Noncompletion of teacher instructions is one of the most pervasive difficulties displayed in early childhood educations settings. Fortunately, there are a variety of effective strategies to prevent and address young children’s noncompletion of teacher instructions. However, teachers may require consultation and ongoing implementation support to effectively implement and sustain intervention delivery. As such, the purpose of this study was to test the effectiveness of in situ training with performance feedback delivered in the context of direct behavioral consultation for improving three early childhood teachers’ use of effective instruction delivery. Results indicated all three teachers increased accurate use of effective instruction delivery in target and generalization settings, with concomitant improvements in children’s response to instructions. Results, implications, limitations, and future direction are discussed.

Negative performance feedback from algorithms or humans? effect of medical researchers’ algorithm aversion on scientific misconduct

Institutions are increasingly employing algorithms to provide performance feedback to individuals by tracking productivity, conducting performance appraisals, and developing improvement plans, compared to traditional human managers. However, this shift has provoked considerable debate over the effectiveness and fairness of algorithmic feedback. This study investigates the effects of negative performance feedback (NPF) on the attitudes, cognition and behavior of medical researchers, comparing NPF from algorithms versus humans. Two scenario-based experimental studies were conducted with a total sample of 660 medical researchers (algorithm group: N1 = 411; human group: N2 = 249). Study 1 analyzes the differences in scientific misconduct, moral disengagement, and algorithmic attitudes between the two sources of NPF. The findings reveal that NPF from algorithms shows higher levels of moral disengagement, scientific misconduct, and negative attitudes towards algorithms compared to NPF from humans. Study 2, grounded in trait activation theory, investigates how NPF from algorithms triggers individual’s egoism and algorithm aversion, potentially leading to moral disengagement and scientific misconduct. Results indicate that algorithm aversion triggers individuals’ egoism, and their interaction enhances moral disengagement, which in turn leads to increased scientific misconduct among researchers. This relationship is also moderated by algorithmic transparency. The study concludes that while algorithms can streamline performance evaluations, they pose significant risks to scientific misconduct of researchers if not properly designed. These findings extend our understanding of NPF by highlighting the emotional and cognitive challenges algorithms face in decision-making processes, while also underscoring the importance of balancing technological efficiency with moral considerations to promote a healthy research environment. Moreover, managerial implications include integrating human oversight in algorithmic NPF processes and enhancing transparency and fairness to mitigate negative impacts on medical researchers’ attitudes and behaviors.

Adoption, acceptance, and use of a decision support tool to promote timely investigations for cancer in primary care.

The complexities of diagnosing cancer in general practice has driven the development of quality improvement (QI) interventions, including clinical decision support (CDS) and auditing tools. Future Health Today (FHT) is a novel QI tool, consisting of CDS at the point-of-care, practice population-level auditing, recall, and the monitoring of QI activities. Explore the acceptability and usability of the FHT cancer module, which flags patients with abnormal test results that may be indicative of undiagnosed cancer. Interviews were conducted with general practitioners (GPs) and general practice nurses (GPNs), from practices participating in a randomized trial evaluating the appropriate follow-up of patients. Clinical Performance Feedback Intervention Theory (CP-FIT) was used to analyse and interpret the data. The majority of practices reported not using the auditing and QI components of the tool, only the CDS which was delivered at the point-of-care. The tool was used primarily by GPs; GPNs did not perceive the clinical recommendations to be within their role. For the CDS, facilitators for use included a good workflow fit, ease of use, low time cost, importance, and perceived knowledge gain. Barriers for use of the CDS included accuracy, competing priorities, and the patient population. The CDS aligned with the clinical workflow of GPs, was considered non-disruptive to the consultation and easy to implement into usual care. By applying the CP-FIT theory, we were able to demonstrate the key drivers for GPs using the tool, and what limited the use by GPNs.

Optimizing prediction accuracy in dynamic systems through neural network integration with Kalman and alpha-beta filters.

In the realm of dynamic system analysis, the Kalman filter and the alpha-beta filter are widely recognized for their tracking and prediction capabilities. However, their performance is often limited by static parameters that cannot adapt to changing conditions. Addressing this limitation, this paper introduces innovative neural network-based prediction models that enhance the adaptability and accuracy of these conventional filters. Our approach involves the integration of neural networks within the filtering algorithms, enabling the dynamic augmentation of parameters in response to performance feedback. We present two modified filters: a neural network-based Kalman filter and an alpha-beta filter, each augmented to incorporate neural network-driven parameter tuning. The alpha-beta filter is enhanced with neural network outputs for its α and β parameters, while the Kalman filter employs a neural network to optimize its internal parameter R and noise factor F. We assess these advanced models using the root mean square error (RMSE) metric, where our neural network-based alpha-beta filter demonstrates a significant 38.2% improvement in prediction accuracy, and the neural network-based Kalman filter achieves a 53.4% enhancement. Hence, our novel approach of integrating neural networks into filtering algorithms stands out as an effective strategy to significantly enhance their performance in dynamic environments.

Effectiveness of Prompts and Performance Feedback on Teacher’s Use of Behavior Specific Praise and Behavioral Outcomes for Students on the Autism Spectrum

ABSTRACT Over recent decades, numerous evidence-based practices have been identified for supporting students on the autism spectrum. Yet these evidence-based practices are not implemented consistently or as planned in school settings. Implementation prompts and performance feedback show promise for increasing intervention fidelity; however, there are significant gaps in the research regarding the effectiveness of these consultant supports to improve teachers’ implementation of evidence-base practices with students on the autism spectrum. The purpose of the study was to evaluate the effectiveness of two consultant supports, implementation prompts and performance feedback, alone and in combination with one another, in increasing teachers’ use of behavior specific praise (BSP) for students. An A-BC-A-B-C research design was applied. Results of the study provide preliminary evidence that a combination of implementation prompts and performance feedback increased teacher’s use of the evidence-based practice as compared with the implementation prompts and performance feedback only phases.

Influence of Communication Strategies on Organizational Performance: A Case of the Office of the Auditor General of State Finances in Rwanda

This research paper investigated the effect of communication strategies on organizational success. It specifically assessed the influence of participatory communication, result-based communication, and multi-channelled communication strategies on the success of the Office of Auditor General of state finances (OAG). The paper applied a descriptive and correlation design with a mixed approach. A sample size of 150 was drawn from a target of 248 workers who participated in various service deliveries in Rwanda. A stratified sampling method was adopted to select a representative group. Primary data was obtained utilizing questionnaire surveys and interviews. Data was analysed using both descriptive and inferential analysis with the aid of the statistical product and service solutions version 26.0. Results to the first objective felt that that 43.0% agreed with openness, 37.6% with dialogue and consultation, and 34.2% strongly agreed with shared decision-making. It revealed the significant correlation between dialogue and time schedules (r=.206; p-value=.000). To the second objective results show that 38.6% strongly agreed with the articulation of performance expectations and provision of performance feedback was agreed by 47.7%. The research felt that 40.9% agreed that the use of information in problem-solving applied during service delivery. Results demonstrated that the effect on the provision of performance feedback on cost efficiency, time schedules, and service quality, the study ascertained that the provision of performance feedback is statistically significant with cost efficiency (r=0.122*; p-value=0.035). Results to the third objective demonstrated that the number of channels used in delivering messages was used as strongly agreed by 35.2%. It has been shown that 36.9% agreed with the cohesiveness of multi-voiced messages (agree=36.9; strongly agree= 31.5). Results show a significant correlation between the cohesiveness and consistency of multi-voiced messages and time schedules (r=0.105, p-value=0.071). In conclusion, the study concludes that participatory communication is correlated with dialogue and time schedules, and results-driven communication is associated with feedback on cost efficiency, time schedules, and service quality, the study ascertained the provision of performance feedback. This study recommends that OAG human resources personnel should adopt effective communication strategies, to encourage the attainment of expected goals. The study suggested that further studies should gather data from workers, clients as well as stakeholders to enrich empirical literature.

When Power and Expertise Collide, How Do Groups Decide?

This research examines outcomes associated with the misalignment of power and expertise. Using interactive groups, we found that it was specifically the combination of providing performance feedback and then assigning power to the worst member that led to negative outcomes, not merely that the worst performer held decision power. A follow-up study verified that veridical feedback improved people’s ability to identify expertise. Across two additional studies, we found that known misalignment of decision power and performance decreased perceived fairness and expectations of success. We posit that when members know that power and expertise are misaligned, decision making and performance suffer.

The affective response to positive performance feedback is associated with motor learning.

Motor skill learning and performance are improved when successful actions are paired with extrinsic rewards, such as money. Positive feedback indicating successful task performance is thought to induce intrinsic reward associated with goal attainment, evidenced by increases in positive affect that correlate with neural reward signaling. However, it is not clear whether the subjective, internal reward processes elicited by positive feedback promote motor learning and performance.Here, we tested the hypothesis that intrinsic reward elicited by positive feedback promotes motor learning and performance. Participants practiced a visuomotor interception task using a joystick, and received feedback during practice indicating success or failure depending on their accuracy. During practice, the accuracy demands were adapted to control and vary the frequency of positive feedback across randomly ordered blocks of practice at either 50%, 70%, or 90%. Performance was measured for each condition as the average accuracy during practice. Learning was estimated by measuring the accuracy pre and post practice in the absence of feedback. We queried participants periodically on their enjoyment of the task to index affective responses to performance feedback.The intrinsic reward elicited by positive feedback, operationalized by the increase in enjoyment immediately following positive versus negative feedback, was positively correlated with learning from pre to post practice. However, increasing the overall amount of positive feedback by lower accuracy demands did not improve performance. These results suggest that experiencing intrinsic reward due to positive feedback benefits motor learning only when it is contingent on good performance.

Reacting to criticism: What motivates top leaders to respond substantively to negative social performance feedback?

The responses of organizations in situations of negative feedback from stakeholders are attracting increasing scholarly and societal attention. The literature has so far largely focused on situational factors that direct such responses, while calling for a more acute examination of individual factors. Anchored in Stakeholder Theory and Trait Activation Theory, this study examines how and to what extent prosocial motivation (a normative-oriented trait) and fear of failure (an instrumental-oriented trait) determine organizational leaders’ substantive responses to negative social performance feedback. We test our predictions on two waves of original survey data, including a conjoint experiment, on a sample of leaders of young organizations. Our findings contribute to literature and practice related to organizational responses to social performance feedback.

A time-series analysis examining implementation strategies to increase use of an early-supported discharge hospital at home model.

Early-supported discharge (ESD) hospital-at-home (HaH) programs facilitate hospitalized patients to receive ongoing acute-level care at home, thereby promoting patient-centeredness while improving hospital throughput. The current study aimed to test multiple implementation strategies to increase and sustain HaH ESD utilization. We conducted interrupted time series analyses to evaluate the effectiveness of implementation strategies on weekly HaH ESD referrals and capacity utilization at five hospitals. Intervention 1 included provider-focused education and HaH nurse navigator support (July 2021 to May 2022). Intervention 2 added provider-level referral performance feedback and daily electronic health record-based eligibility reports (May 2022 to December 2022). During postintervention (January 2023 to June 2023), implementation strategies were no longer supported by the study team. Clinical outcomes were assessed over time and between patient subgroups. There were 5951 HaH ESD patients overall. After Intervention 2, we observed immediate increases in weekly HaH ESD referrals (level change mean difference [MD, 95% confidence interval]: 14.8, 5.9-23.6) and capacity utilization (level change MD: 13.9%, 6.2%-21.5%) and additional week-to-week increases in capacity utilization (slope change MD: 0.6%, 0.2%-0.9%), compared to Intervention 1 trends. HaH ESD referrals and capacity utilization were sustained postintervention. The proportion of provider-initiated referrals increased over time (Intervention 1: 79.4%, Intervention 2: 90.9%, postintervention: 95.2%). As HaH ESD utilization increased, we observed shorter inpatient length of stay and fewer HaH ESD encounters per visit (p < 0.01). There were small, statistically significant differences in 30-day mortality and readmission for residents of rural and socioeconomically disadvantaged areas. Applying referral-focused provider feedback and daily eligibility reports were effective within a multicomponent approach to increase and sustain HaH ESD utilization.

Engagement Strategies in a Peer-quizzing Game: Investigating Student Interactions and Powergaming

Educational games are a popular means of engaging students in learning activities. However, students in game-based learning environments often engage in powergaming to reap undeserved rewards and spoil the experi-ence of their peers. This may happen when the students pretend to engage in game activities or collude with other students, exploiting the game settings and rules to maximize their points. In this explorative study, we investigate powergaming in three settings of an asynchronous online multiplayer peer-quizzing game in a blended learning setting – a first-year programming class in a Canadian university. We designed three experi-mental settings with three versions of an education game which allowed different levels of powergaming. The between-subject study involved three experimental groups: Group 1 used a game version where they received weekly performance feedback and tips on how to improve their performance, Group 2 used a game version with access to an existing resource bank, allowing them to maximize the number if their activities in the game, and Group 3 served as a control group with no additional interventions. The research aimed to investigate 1) the association between the power gamers' activity, their grades and their preference to work alone or in a group, 2) the types of activities (type of quiz questions) most used by power gamers, and 3) which game setting was the most conducive to power gaming. The results show that better grades are not associated with higher activity levels in the game. Students who engaged in more diverse types of game activities had better learning outcomes The control Group 3 had the highest average grades. As we expected, Group 2 engaged in the high-est number of activities, esp. in creating questions, a form of powergaming. The qualitative results showed that contrary to our assumption the powergamers in Group 2 was not harmful, because it created a rich set of re-sources in the game and fostered student engagement in the game.

Pharmacists’ mental health support behaviours with simulated patients: a mixed-methods pilot study

BackgroundSimulated mental health role-plays provide a safe and relevant learning experience for pharmacy students, improving confidence in and attitudes toward providing mental health support. Little research explores the use of mental health role-plays, enacted by trained actors, with pharmacists. ObjectivesThis study aimed to pilot the adaptation of simulated patient (SP) role-plays, from the university classroom with students, to a workshop with pharmacists, and explore pharmacists’ experiences. MethodsPharmacists attended a two-hour workshop. Trained actors enacted simulated scenarios (previously developed for pharmacy education) with pharmacist volunteers while being observed by peers, a workshop facilitator, and mental health consumer educator (MHCE). Pharmacists engaged in self-assessment immediately post-roleplay, followed by performance feedback and debrief discussions with MHCEs, workshop facilitators, and peers. Pharmacists completed pre- and post-workshop surveys exploring intended mental health support behaviours, then invited to participate in an interview exploring their workshop experiences and opinions about using mental health role-plays in clinical practice (via mystery shopping). Non-parametric tests were conducted to analyse role-play and survey scores, and thematic analyses were undertaken on interview transcripts. ResultsThirty-five pharmacists attended the workshop. Fourteen role-plays were analysed. Pharmacist self-assessment scores were significantly lower than MHCE scores (P = 0.028). Overall, the role-plays significantly increased pharmacists’ intentions in supporting a person experiencing mental health crises such as suicide and psychosis, as well as encouraging other supports (P < 0.05). Four themes emerged from interviews (n = 4): realistic context for skills application and practice, benefits of observing, self-assessment and feedback, and integrating into clinical practice (via mystery shopping). ConclusionSP role-plays of mental health symptoms and crises, enacted by trained actors, may effectively assess and enhance pharmacists’ intended mental health support behaviours. It is recommended that the SP method is adapted into clinical practice, via repeated mystery shopping visits with immediate performance feedback, to shape pharmacists’ mental health support behaviours.

The Trial Enrollment Diversity Dashboard for Acute Leukemia Clinical Research: Intervention Development and Cohort Analysis.

Participation in acute leukemia clinical trials is inequitable across multiple sociodemographic categories. Tools that provide researchers with performance feedback on the representativeness of the patients they enroll are limited. We aimed to develop an electronic health record (EHR)-based dashboard to provide such feedback and to describe any enrollment inequities uncovered. We created a visual dashboard linking leukemia clinical trial registration and EHR data at the Dana-Farber Cancer Institute. Accuracy of a patient inclusion and assignment algorithm was tested with a target area under the receiver-operator curve (AUROC) of >0.90 against manual review. Demographic metric identification, visualization construction, and dashboard refinement were performed through stakeholder cognitive testing. Analysis of a recent 5-year cohort generated by the final algorithm assessed bivariate associations between enrollment and demographic metrics. Multivariable logistic regression included significant bivariate results. The final algorithm assignment AUROC was 0.98. Metrics were identified and visualizations successfully constructed. Fourteen individuals participated in testing and identified areas for revision: category mergers, denominator filters, and data delivery preferences. In the initial cohort of 1,315 patients, 1,020 (77.6%) had enrolled in any study protocol: 553 (42.1%) in a treatment trial and 936 (71.2%) in a biobanking study. In a multivariable model, older age (odds ratio [OR], 0.83 [95% CI, 0.73 to 0.94]) and Non-Hispanic Black race-ethnicity (OR, 0.38 [95% CI, 0.18 to 0.82]) were associated with lower enrollment, and English primary language with higher enrollment (OR, 2.50 [95% CI, 1.30 to 4.79]). We developed a research participation equity performance feedback dashboard for clinical researchers, and we identified actionable inequities. Next steps include feasibility and efficacy testing as well as implementation.