Provision Of Immediate Feedback Research Articles

Effectiveness of virtual reality interactive simulation practice in prosthodontic education: A systematic review and meta-analysis.

Virtual reality-based interactive simulation (VRIS) provides a safe and controlled environment for dental students and professionals to develop skills and knowledge. This study aimed to investigate the effectiveness of using the VRIS for prosthodontic practice and to explore the trends, application areas, and users' attitudes towards VRIS. This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for searching studies published until 21 March 2023 that reported quantitative or qualitative learning outcomes related to the use of VRIS for dental prosthodontic practice and clinical training. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument (MERSQI) and Newcastle-Ottawa Scale-Education (NOS-E) tools. A random-effects meta-analysis was conducted to compare the intervention group (utilizing VRIS) and the control group (employing conventional prosthodontic training methods) based on performance skill scores and task completion time, with a significance level set at <.05. The meta-analysis revealed that the utilization of VRIS generally improves students' performance scores (SMD = 1.04; 95% CI, -0.35 to 2.44; I2 > 50%; p = .13) and reduces task completion time (SMD = -0.03; 95% CI, 1.39-7.72; I2 > 50%; p = .93). Notably, using VRIS significantly enhanced the performance scores in implant surgery practice (SMD = 0.26; 95% CI, 0.09-0.42; p < .05). Additionally, the VRIS method significantly reduced task completion time in the cavity restorative preparation task (SMD = -1.19; 95% CI, -1.85 to -0.53; p < .05). Engaging in practice with VRIS has the potential to enhance learning proficiency in prosthodontic education. The advantages associated with VRIS encompass the provision of immediate feedback, decreased task completion time, heightened confidence and motivation, accelerated skill acquisition, improved performance scores, and increased learning engagement.

Enhancing Classroom Learning Outcomes: The Power of Immediate Feedback Strategy

The study investigates the effects of using immediate feedback as a teaching strategy. Additionally, the impacts of immediate feedback and gender on students' classroom learning outcomes were examined. The study was designed as a quasi-experimental, pretest-posttest, experimental, and control group. The sample consisted of 225 junior secondary school level 2 (JSS 2) students. Students were chosen from two intact coeducational classes and split into experimental and control groups. All relevant data was collected using a study tool called the Science, Technology, English Language &amp;amp; Mathematics Achievement Test-Questionnaire (STEMAT-Q), which was developed, validated, and used. Data collected were analysed using the mean, standard deviation, Student's t-test, and analysis of covariance (ANCOVA). The study's findings demonstrate that an immediate feedback technique significantly affects the learning outcomes of students. However, for treated male and female students, the interaction effects of the immediate feedback technique and gender on classroom learning outcomes were not significant. Immediate feedback is particularly successful at addressing student confusion, correcting errors, identifying learning gaps, bridging gender differences in student learning outcomes, and inspiring students to learn well. Based on the above findings, the researcher recommends the provision of immediate feedback for students during the learning process or class discussion or activities to enhance their learning skills and help them retain key concepts, ideas, and principles.

Automated grading software tool with feedback process to support learning of hardware description languages

Hardware Description Languages (HDL) have gained popularity in the field of digital electronics design, driven by the increasing complexity of modern electronic circuits. Consequently, supporting students in their learning of these languages is crucial. This work aims to address this need by developing an automated assessment software tool with feedback process to support the learning of HDL and making an educational intervention to support the learning process of students. The tool’s features were selected based on similar developments, and a prototype was designed and implemented. Additionally, an educational intervention was conducted over a five-week period in a Digital Electronics course at the National University of Colombia. Through analyzing students’ interactions with the tool and their perceptions of its usage, the study examined their learning experiences. Among the features highlighted by students as most beneficial for their HDL learning process were the online availability of the tool, the feedback system that helped them identify and correct errors in their code, the provision of immediate feedback, the online editor with syntax highlighting, and the graphical user interface. This work makes two significant contributions to the field of HDL teaching in engineering. Firstly, a publicly accessible HDL grading tool has been developed, offering students immediate formative and summative feedback through an automated grader. Secondly, empirical evidence has been provided regarding the benefits of using such a tool in enhancing students’ learning process.

Computer educators' perception of the utilization of online assessment in the Covid‐19 era

AbstractThe proliferation of ICT in today's world of work particularly in education has necessitated the need to assess lecturers' views of online assessment use in the covid‐19 era given the disruptions in face‐to‐face teaching and learning process. The study adopted a mixed research design. The population for the study was 84 computer educators made up of 40 males and 44 females from the four public tertiary institutions in Enugu State, Nigeria. Three research questions and two hypotheses guided the study. The instruments used for data collection were a structured questionnaire titled “Computer Educators' Perception of Use of Online Assessment” (CEPUOA) and a guided interview relating to the research questions. The internal consistency was determined using the Cronbach α reliability test which gave an index of .9. The data collected were analyzed using mean and standard deviation while the null hypotheses were tested using a t‐test at 0.05 level of significance. The findings of the study indicated that computer educators have a positive disposition toward the use of online assessment in conducting various assessment techniques such as tests/quizzes, semester examinations, and seminar/project evaluations. The findings of the study further showed that the utilization of online assessment techniques facilitates timely monitoring of students' progress, and the provision of immediate feedback to the learners helps in preparing students with digital skills required to function in the 21st‐century workplace, among others. In view of these, it was recommended that tertiary institutions should initiate workable policies that will encourage the effective use of online assessment by lecturers.

Evaluation of students learning during COVID -19 lockdown period by e – assessment: A perceptional study

Assessment is a rating method to evaluate students learning. E–assessments are novel assessment methods with some advantages such as decreasing the work burden of teacher, provision of immediate feedback and monitoring students remote learning. Aim of the present study is to look in to perception of students and faculty regarding the E - assessment based evaluation of remote learning during COVID 19 lock down period and compare its effectiveness with traditional assessment methodology.It was a perceptional study in which hundred IM.B.B.S students of ESIC medical college, Hyderabad participated voluntarily. E- Assessment was in the form of Online viva sessions and Google meet was the mode of interaction. Students and faculty perception was obtained by separate feedback questionnaire links and responses were analyzed. E- assessment marks and 1Internal assessment marks comparison was done to evaluate the effectiveness of this methodology. Student’s perceived that online evaluation simulated a direct face to face interaction (61%) and strengthened their learning process (66%). Faculty opined that provision of immediate feedback (71.5%) and monitoring student’s remote learning were the advantages. Problems in connectivity, lack of student’s initiative were the disadvantages felt. Comparison of marks showed a positive correlation.E-assessment has many advantages both from students and teacher’s perspective and was of major utility in monitoring student’s remote learning especially during COVID -19 lockdown period. Properly planned E-assessment with prior sensitization is equally as good as traditional assessment methods in proper evaluation of students learning.

Enhancing learning in small businesses

AbstractThis study addresses knowledge gaps relating to how small business owner/managers facilitate employee learning and how distinctive characteristics of small businesses affect employee learning. Data were collected through interviews with owner/managers and employees and observation of conditions in the physical, social, and organisational environments that might help or hinder informal learning. The findings provide a situated, context‐sensitive, and triangulated account relating to two research questions. We find that owner/manager physical and social proximity to employees is a key facilitating factor. Proximity creates the potential for owner/managers to facilitate learning through modelling, provision of immediate feedback and guidance. The owner/manager's positive influence on learning stemming from their physical and social proximity to employees is accentuated by owner/managers employing management styles facilitative of learning. Our findings suggest that a “family‐like” culture and the social cohesion in the businesses had enabling effects on employee participants' informal learning, while their lack of opportunities for formal learning would have inhibiting effects.

Exploring the feasibility of using very short answer questions (VSAQs) in team-based learning (TBL).

Team-based learning (TBL) currently relies on single best answer questions (SBAQs) to provide immediate feedback. Very short answer questions (VSAQs) are a reliable and discriminatory alternative that encourage learners to use more authentic clinical reasoning strategies compared to SBAQs. However, the challenge of marking VSAQs has limited their integration into TBL; we therefore explored the feasibility of VSAQs within a TBL session. An online platform was developed to allow immediate marking of VSAQs during the TBL sessions. As part of the readiness assurance process, students completed VSAQs and SBAQs, which were marked in real time. Instructors were able to mark all VSAQs during the individual readiness assurance test (iRAT), which facilitated the provision of immediate feedback during the team readiness assurance test (tRAT). The mean time to mark five VSAQs was 422 seconds (SD 73 seconds). For VSAQs, the number of attempts to reach the correct answer ranged from 1 to 38, compared to 1 to 4 for SBAQs. In total, 71.6% of students agreed that using VSAQs in TBL helped to emphasise group discussions. The wide range of attempts at, and students' perspectives of VSAQs are suggestive of their positive impact on student discussion during TBL. We demonstrate how new technology allows VSAQs to be feasibly integrated into TBL with the potential to enrich group discussions.

A collaborative two-stage examination in biomedical sciences: Positive impact on feedback and peer collaboration.

Examinations present an intensely focused opportunity for student learning yet opportunities for collaboration, communication, and feedbacks are often wasted. Two-stage examinations where students first take examinations individually and then repeat the examination in small groups hold promise to address this issue. Here, we pilot and evaluate a two-stage examination within an advanced undergraduate biomedical sciences course. We evaluated this innovation by triangulation of data from a questionnaire, semi-structured student interviews, as well as, comparison of student grades between stages of examination across higher- and lower-performing student groups. Quantitative data from the structured questionnaire showed that a majority of students perceived the collaborative stage of two-stage examinations successful in promoting peer collaboration and communication. Furthermore, there was deepened conceptual understanding and provision of immediate feedback. The two-stage examination did not, however, ameliorate students' test anxiety. Qualitative data from semi-structured student interviews were consistent with quantitative data to show that a two-stage examination provides positive impact particularly on immediate feedback, peer collaboration and communication but contributed to sustained test anxiety possibly due to negative experiences during group interactions. Both lower- and higher-performing students showed improvement in the collaborative stage as compared to the preceding individual stage of two-stage examination. This would suggest possible benefits of two-stage examination for learning for all student abilities. This study discusses the advantages and pitfalls of two-stage examinations for biomedical sciences and will guide informed recommendations for subsequent implementation elsewhere.

Team‐Based Learning (TBL) in upper‐division biochemistry: Identifying critical components for student learning

Team‐based Learning (TBL) is an evidence‐based instructional practice (EBIP) commonly used in medical biochemistry contexts that requires students to acquire basic content knowledge outside of class and then work in collaborative groups to apply, extend, and/or synthesize knowledge in class (Michaelsen et al. 2004). An instructional approach that can be traced back to the 1970s, the “key ingredients” of TBL are well established. TBL is comprised of a three‐step cycle beginning with an individual preparedness test, a collaborative group preparedness test, and application‐based team exercises. The instructional design is informed by several core principles that are used to prescribe how teams are formed, the readiness assurance process (i.e. individual and team readiness), provision of immediate feedback to teams, how to incentivize engagement, and the need for peer review. The efficacy of canonical TBL as compared to didactic instruction has been demonstrated in a variety of contexts (e.g. undergraduate STEM, medical school education). The fidelity with which instructors implement TBL as prescribed is variable (Haidet et al. 2014). Indeed, it is common, if not inevitable, for instructors to adapt instructional approaches in response to local contexts and conditions. Yet it is unclear from the literature how adaptations of canonical TBL affect learning outcomes. In this research, we adopt a fidelity of implementation (FOI) approach (Stains et al. 2017) to empirically determine the effects of adapting TBL on student learning in an upper‐division, two‐semester biochemistry course. Specifically, we report on the effects of adaptations of the team formation and readiness assurance processes on student performance as observed in a multi‐year study.

Transition to active learning in rural Nepal: an adaptable and scalable curriculum development model

BackgroundTraditional medical education in much of the world has historically relied on passive learning. Although active learning has been in the medical education literature for decades, its incorporation into practice has been inconsistent. We describe and analyze the implementation of a multidisciplinary continuing medical education curriculum in a rural Nepali district hospital, for which a core objective was an organizational shift towards active learning.MethodsThe intervention occurred in a district hospital in remote Nepal, staffed primarily by mid-level providers. Before the intervention, education sessions included traditional didactics. We conducted a mixed-methods needs assessment to determine the content and educational strategies for a revised curriculum. Our goal was to develop an effective, relevant, and acceptable curriculum, which could facilitate active learning. As part of the intervention, physicians acted as both learners and teachers by creating and delivering lectures. Presenters used lecture templates to prioritize clarity, relevance, and audience engagement, including discussion questions and clinical cases. Two 6-month curricular cycles were completed during the study period. Daily lecture evaluations assessed ease of understanding, relevance, clinical practice change, and participation. Periodic lecture audits recorded learner talk-time, the proportion of lecture time during which learners were talking, as a surrogate for active learning. Feedback from evaluation and audit results was provided to presenters, and pre- and post-curriculum knowledge assessment exams were conducted.ResultsLecture audits showed a significant increase in learner talk-time, from 14% at baseline to 30% between months 3–6, maintained at 31% through months 6–12. Lecture evaluations demonstrated satisfaction with the curriculum. Pre- and post-curriculum knowledge assessment scores improved from 50 to 64% (difference 13.3% ± 4.5%, p = 0.006). As an outcome for the measure of organizational change, the curriculum was replicated at an additional clinical site.ConclusionWe demonstrate that active learning can be facilitated by implementing a new educational strategy. Lecture audits proved useful for internal program improvement. The components of the intervention which are transferable to other rural settings include the use of learners as teachers, lecture templates, and provision of immediate feedback. This curricular model could be adapted to similar settings in Nepal, and globally.

The Acceptability and Feasibility of Mini-clinical Evaluation Exercise as a Learning Tool for Pediatric Postgraduate Students.

Background:The mini-clinical evaluation exercise (Mini-CEX) is a valid and reliable tool that facilitates the assessment of skills essential for a physician and provision of immediate feedback.Aims:This study aimed to assess the acceptability and feasibility of Mini-CEX as a learning tool for pediatric residents.Materials and Methods:Following the sensitization with the concept of Mini-CEX, the actual process of assessment of residents was done using the “standardized American Board of Internal Medicine Mini-CEX evaluation form.” Feedback about the Mini-CEX was taken from the residents and faculty on separate questionnaires consisting of close- and open-ended questions. A total of 87 Mini-CEX encounters were done with 13 faculty and 29 residents over 6-month study period.Results:Residents perceived that it is a method that does the assessment of skills, prerequisite for good clinical performance with provision of immediate feedback. Most of the residents felt that it improved their clinical skills, uplifted the personal development, and impart a better one to one student–teacher interaction. Almost all the faculty were satisfied with this method of assessment. They found it useful for improved learning of themselves also. Both residents and faculty suggested to incorporate Mini-CEX in curriculum.Conclusions:Mini-CEX is an acceptable learning tool as reflected by the residents and faculty. It is feasible to use mini-CEX for assessment of residents.

Robotic Construction Kits as Computational Manipulatives for Learning in the STEM Disciplines

This article presents a systematic review of research related to the use of robotics construction kits (RCKs) in P–12 learning in the STEM disciplines for typically developing children. The purpose of this review is to configure primarily qualitative and mixed methods findings from studies meeting our selection and quality criterion to answer the review question: How do robotic construction kits function as computational manipulatives in P–12 STEM education? Our synthesis of the literature has resulted in four key insights that are new to the field. First, RCKs have a unique double application: They may be used for direct instruction in robotics (first-order uses) or as analogical tools for learning in other domains (second-order uses). Second, RCKs make possible additional routes to learning through the provision of immediate feedback and the dual modes of representation unique to RCKs. Third, RCKs support a computational thinking learning progression beginning with a lower anchor of sequencing and finishing with a high anchor of systems thinking. And fourth, RCKs support evolving problem-solving abilities along a continuum, ranging from trial and error to heuristic methods associated with robotics study. Furthermore, our synthesis provides insight into the second-order (analogical) uses of RCKs as computational manipulatives in the disciplines of physics and biology. Implications for practice and directions for future research are discussed. (Keywords: computational manipulatives, constructionism, computational thinking, problem solving, robotics, STEM)

Learning Anatomical Structures: a Reinforcement-Based Learning Approach

Given the reduced formal instruction time for many of the basic sciences within medical curricula, educators are searching for instructional methods that ensure students have the necessary foundational knowledge. The objective of this study was to design an anatomical structure identification reinforcement learning task for participants with minimal prior neuroanatomical knowledge. We predicted that the provision of immediate feedback would activate reinforcement learning mechanisms within the brain thus enhancing knowledge acquisition in novice learners such that performance accuracy (correct identification of neuroanatomical structures) improves from approximately 50 % (guessing) to 90 % by task completion. Ten participants learned to identify 10 neuroanatomical structures shown using two-dimensional (2D) coronal brain images over the course of 320 trials (20 trials per experiment block with 16 blocks total). An analysis of behavioural learning curves demonstrated the progression of learning, and each participant achieved a 90–100 % accuracy by block 13 (260 trials) for each of the 10 structures. The total task duration was approximately 30–35 min with all participants reaching proficiency by 25–30 min. Importantly, there was a significant increase in performance on a post-task knowledge identification test. Our results highlight the key role of reinforcement learning approaches to establishing foundational knowledge in the pre-clinical sciences, specifically anatomy, in a time-efficient manner. Further, progression of learning can be assessed through examination of learning curves. Designing effective pre-class exercises that make use of reinforcement learning theory as a means to promote learning may be an effective method to build base knowledge prior to classroom interactions in anatomy education.

Critical factors about feedback: 'They told me what I did wrong; but didn't give me any feedback'.

Critical factors about feedback: 'They told me what I did wrong; but didn't give me any feedback'.

Formative assessment using direct observation of single-patient encounters in ophthalmology residency

Background: There has been a growing concern that trainees are infrequently observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feed. Mini-clinical evaluation exercise (mini-CEX) is an observation tool that facilitates the assessment of skills that are essential for good clinical care and provision of immediate feedback. The aim of this article is to sensitize academician-clinician in developing countries to mini-CEX. Materials and Methods: This observational study was conducted on 10 postgraduate students who were assessed on clinical skills, communication skills, professionalism and ethics in different clinical settings using a validated mini-CEX global rating scale. Data analysis was done. Student's scores in the first encounter and last encounter were compared to see an improvement in their performance. Results: A total of 216 encounters was observed and rated on a nine-point Likert scale. Mean score and maximum improvement were seen for Humanistic qualities/professionalism. About 100% residents found mini-CEX exercise useful. Faculty feedback was more useful than multiple encounters being observed. Over 90% patients were highly satisfied with resident behavior. The mean score for faculty satisfaction with mini-CEX was 5.33, and for the students, it was 5.48. Conclusion: Mini-CEX is an examination tool which permits evaluation based on a much broader set of clinical settings and patients. It also gives an opportunity to observe and communicate with the students in real life settings. It can be used as a tool to identify and highlight deficient areas in individual performance for further improvement.

Changing pharmacists' and pharmacist assistants' practice in dealing with direct requests for non-prescription analgesics

AbstractObjectivesTo design, implement and evaluate an intervention to improve pharmacists' and pharmacist assistants' practice in dealing with non-prescription analgesics.MethodDirect request situations, rather than symptom presentation situations, were targeted. A sample of 27 pharmacies (14 intervention, 13 control) was recruited in the French speaking Canton of Neuchâtel, Switzerland. Intervention pharmacies participated in a training programme developed at the University of Sydney based on psycho-social and behavioural conceptual frameworks and communication skills. A pseudo-patient technique was used to assess the effect of training on the frequency and quality of pharmacists' and pharmacist assistants' verbal interaction with their patients. The pseudo-patient visits were followed-up by the provision of immediate feedback to the intervention group, a form of ongoing training. A scoring system was developed for the consultation with the pseudo-patient and 189 interactions were audio-taped and analysed. One-way analysis of variance was used to compare the mean total scores obtained in the intervention and the control groups, at each time point (seven pseudo-patient visits in each pharmacy). The study period was two months.Key findingsThere were significant differences (P&amp;lt;0.05) between the scores obtained in the intervention and control groups. Pharmacists' and pharmacist assistants' practice changed pre- and post-intervention. Interactions involving C-list (pharmacy only) medicines showed a greater change than those involving D-list (not restricted to pharmacies) medicines.ConclusionThe results indicate that the training programme and the pseudopatient methodology facilitated a more comprehensive questioning process and increased the provision of personalised advice to individual patients.

Deliberate Practice and Acquisition of Expert Performance: A General Overview

Traditionally, professional expertise has been judged by length of experience, reputation, and perceived mastery of knowledge and skill. Unfortunately, recent research demonstrates only a weak relationship between these indicators of expertise and actual, observed performance. In fact, observed performance does not necessarily correlate with greater professional experience. Expert performance can, however, be traced to active engagement in deliberate practice (DP), where training (often designed and arranged by their teachers and coaches) is focused on improving particular tasks. DP also involves the provision of immediate feedback, time for problem-solving and evaluation, and opportunities for repeated performance to refine behavior. In this article, we draw upon the principles of DP established in other domains, such as chess, music, typing, and sports to provide insight into developing expert performance in medicine.

Case study: The development of an intervention to improve the written expression of a student diagnosed with verbal dyspraxia

This article describes the development of an intervention for Rory, a thirteen year old male student diagnosed with verbal dyspraxia. The intervention took place in a secondary classroom. The stages in which the consultant to the classroom engaged in the development and delivery of a short‐term intervention are presented. The intervention involved the use of visual cues as a scaffold to writing and the provision of immediate feedback through conferencing. The student was also encouraged to use self monitoring. The aim of the intervention was to improve writing skills, demonstrated by increased sentence length and complexity. Significant progress was made by the student during the trial of the intervention. The process used by the consultant ‐ examining the situation and developing an intervention to specifically match the need of the student, has the potential to provide a model for those engaged in the development of responsive intervention in inclusive settings.

Provision of Feedback During Preparation For Academic Testing: Learning Is Enhanced by Immediate But Not Delayed Feedback

Students prepared for classroom examinations by completing practice tests, with selected items from these practice tests repeated, in either the original or in a modified wording, on classroom examinations and a final examination. The availability of immediate self-corrective feedback on Study 1 practice tests (0, 3, or 6 practice tests) was varied, while in Study 2, the timing of feedback provided during practice tests (immediate, end of test, 24-hour delay, control) was varied. Performance on examinations was elevated by the provision of immediate feedback on practice tests in both studies, especially when test items were presented in their original wording, with some generalization observed on items presented in a modified wording. Predictions made in accordance with the interference-perseveration hypothesis and the delayretention effect were not supported. These results demonstrate considerable potential for immediate self-corrective feedback, delivered during test preparation through the Immediate Feedback Assessment Technique, to enhance performance on classroom examinations and to promote the retention of factual information during the academic semester.

Tiny CAI tools—giving students ‘the works’

In many CAI lessons in use today, there is a strong emphasis on user interaction and the provision of immediate feedback from the lesson. This paper describes, by means of an example, the use of a ‘tiny tool’—a small language designed specifically to provide a vehicle for user interaction with the exercises in a particular CAI lesson. Such a language can be implemented as a ‘natural’ user interface, if carefully designed; for some applications it is a more ‘natural’ interface than the ubiquitous ‘menu-driven’ and ‘hypertext’ interfaces. For student exercises, it can facilitate the use of the computer to solve more complex problems in the context of a CAI lesson, reducing frustration with the CAI environment—‘I have a computer but can't even use it to add!’ The language itself can also be a pedagogical aid, providing a concise way of annotating an explanation. Moreover, the language implementation is relatively straightforward, using modern language development tools. In particular, prototyping can be quite rapid, to gain experience with an implementation, and improvements can be readily incorporated.