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Analysing the potential of open hotel review databases for IEQ assessment: a text mining approach

ABSTRACT Indoor Environmental Quality (IEQ) significantly affects occupants’ well-being and comfort. Assessing IEQ typically involves post-occupancy evaluation (POE), a method that can be time-consuming and particularly challenging in hotel settings, where guests may be disrupted by frequent requests for feedback. Hence, this paper investigates the capability of text mining to extract valuable information for IEQ assessment, such as identifying the main causes of IEQ dissatisfaction, detecting combined occurrences of IEQ aspects, and exploring the relationship between IEQ dissatisfaction and hotel attractiveness. To this aim, the study analysed 1494 five-star hotels in Europe, comprising 515,738 reviews. Among them, 13.1% contained references to keywords related to IEQ aspects. The major cause of dissatisfaction in hotels is acoustic (42.7% of the reviews), followed by thermal (35.7%), visual (11.1%) comfort, and IAQ (10.5%). Additionally, 9580 reviews demonstrated the co-occurrence of multiple IEQ aspects, highlighting the interplay between different aspects. Furthermore, the reviewer score, reflecting the hotel’s attractiveness, showed an inverse relationship with the percentage of dissatisfied guests regarding IEQ, highlighting the impact of the indoor environment on the hotel rating. Overall, text mining is effective in supporting IEQ assessment and the study underscores the effect of addressing IEQ aspects on a facility's overall appeal.

CoDesign of a digital intervention for parents with bipolar disorder informed by integrated knowledge translation principles.

To provide detailed information on the codesign of a digital intervention to support parents with bipolar disorder (BD) who have young children. Each step of this process is reported, as well as a detailed description of the final version of the intervention in line with the TIDieR framework. Clinical experience and lived experience experts participated in online workshops, meetings, and remote feedback requests, informed by Integrated Knowledge Translation (IKT) principles. The IKT research group responded to each phase of recommendations from the knowledge users. Five clinical experience experts and six lived experience experts engaged with the codesign process. Their recommendations for principles, content, look, and feel, and functionality of the digital intervention were structured over five iterative phases. This led to a final implemented design that was identified by the clinical and lived experience experts (referred to together as the knowledge users group) as genuinely reflecting their input. The IKT principles offer an accessible structure for engaging with clinical and lived experience experts throughout a codesign process, in this case for a digital intervention for parents with BD. The resulting intervention is described in detail for transparency to aid further evaluation and development and to help other teams planning codesign approaches to intervention development.

"I Think Many of Them Want to Appear to Have a Growth Mindset": Exploring Supervisors' Perceptions of Feedback-Seeking Behavior.

Feedback seeking is an expected learner competency. Motivations to seek feedback are well explored, but we know little about how supervisors perceive such requests for feedback. These perceptions matter because how supervisors judge requests can affect the feedback they give. This study explores how supervisors perceive and attribute motivations behind feedback requests to better understand the benefits and hazards of feedback seeking. Constructivist grounded theory was used to interview supervisors at the Temerty Faculty of Medicine, University of Toronto, from February 2020 to September 2022. Supervisors were asked to describe instances when they perceived feedback requests as being sincere or insincere, what led to their opinions, and how they responded. Transcripts were analyzed and coded in parallel with data collection; data analysis was guided by constant comparison. Seventeen faculty were interviewed. Participants perceived 4 motivations when learners sought feedback: affirmation or praise; a desire to improve; an administrative requirement, such as getting forms filled out; and hidden purposes, such as making a good impression. These perceptions were based on assumptions regarding the framing of the initial request, timing, preexisting relationship with the learner, learner characteristics, such as insecurity, and learner reactions to feedback, particularly defensiveness. Although being asked for feedback was generally well received, some participants reported irritation at requests that were repetitive, were poorly timed, or did not appear sincere. Feedback seeking may prompt supervisors to consider learners' motivations, potentially resulting in a set of entangled attributions, assumptions, and reactions that shape the feedback conversation in invisible and potentially problematic ways. Learners should consider these implications as they frame their feedback requests and be explicit about what they want and why they want it. Supervisors should monitor their responses, ask questions to clarify requests, and err on the side of assuming feedback-seeking requests are sincere.

A doctor of pharmacy curriculum revision process focused on curricular overload

ObjectiveThe objective is to describe the impact of a curricular revision process using the 8-step Kotter change model to decrease curricular overload in a Doctor of Pharmacy program at a public, research-intensive school of pharmacy. MethodsIn alignment with the 8-step Kotter change model, the first step was to create urgency for change, which was supported by calls to action to address curricular overload. Next, a coalition of change leaders was formed, who developed 7 curriculum renewal targets to collectively address curricular overload. This vision was communicated at faculty meetings throughout the change process, with requests for feedback. Five curricular working groups were formed to empower action based on their charges. Quick wins were created by early adopters, which built momentum and led to a more streamlined course change process. Lastly, making changes stick requires ongoing evaluation. ResultsIn total, required didactic credits were reduced from 92.6 to 79 and didactic courses were reduced from 31 to 23 while ensuring that all required content remained. For many courses, contact hours were also reduced to align with allotted credit hours. Obstacles and challenges were encountered along the way, and a collaborative approach to finding solutions proved beneficial. ConclusionThe key recommendations for implementing curricular changes to address overload include having a change model in place and identifying change leaders to support change and address faculty concerns efficiently. Effective communication through repetition of messaging is critical. Although change is complex, leaning into it with patience and perseverance can lead to success.

Dialogic feedback at scale: Recommendations for learning analytics design

AbstractBackgroundFeedback is central to formative assessments but aligns with a one‐way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student active engagement in feedback. However, it is challenging with larger student cohorts. Learning Analytics (LA) provides promising ways to facilitate timely feedback at scale by leveraging large datasets generated during students' learning. However, current LA design and implementation tend to treat feedback as a one‐way transmission rather than a two‐way process.ObjectivesThis case study aims to improve LA design and practice to align with dialogic feedback principles by exploring an authentic dialogic feedback practice at scale.MethodsWe explored a dialogic feedback practice of a course having 700 undergraduate students. The case study used quantitative and qualitative analysis methods to investigate what students expect from feedback, how educators respond to students' feedback requests, and how students experience feedback.Results and ConclusionsThe results emphasise the need to focus on cognitive, relational and emotional aspects of the feedback process. In aligning LA with dialogic feedback principles, we propose that LA should promote the following objectives: reflection, adaption, personalisation, emotional management, and scaffolding feedback provision.

Commission

This overview highlights the Commission’s (i) publication of the opinion of the European Economic and Social Committee supporting BEFIT, (ii) closing of the infringement procedure against Ireland on the transposition of cross-border payment service provider obligations, and (iii) request for feedback on the functioning of the Administrative Cooperation Directives.

Inequity and distrust: imagining the anti-racist law school

ABSTRACT Research on the experience of Black law students is hampered by a lack of trust in the legal academy by people of colour. Staff and students of colour have put emotional energy into responding to universities’ requests for feedback only for their views to be misrepresented or ignored; leading to an intergenerational distrust and therefore disengagement. This makes it difficult for law teachers to gain insight into how to decolonise the experiences of their students, leading to clumsy attempts that fail to recognise the vulnerability we demand of students. We give our law students assessments that require them to open themselves up to being judged, often including reflective exercises that reward students who expose their authentic (White) selves. We expect students to trust our assessment practices, despite there still being a considerable Black awarding gap. Black students are the least likely group to submit work - the response of law schools is to encourage Black students to submit, without addressing the underlying lack of trust. This deficit approach is inappropriate. It is our responsibility as legal educators to build trust and maintain it. This paper concludes by imagining an anti-racist law school, that deserves the trust of its Black students.

Commission

This overview highlights the Commission’s (i) publication of the opinion of the European Economic and Social Committee on the employment income of cross-border teleworkers, (ii) request for feedback on the functioning of the Dispute Resolution Mechanism, and (iii) approval of the Portuguese Scheme to support Repsol Polimeros in diversifying production in Alentejo.

Resource-Efficient Multicast URLLC Service in 5G Systems.

Many emerging applications, such as factory automation, electric power distribution, and intelligent transportation systems, require multicast Ultra-Reliable Low-Latency Communications (mURLLC). Since 3GPP Release 17, 5G systems natively support multicast functionality, including multicast Hybrid Automatic Repeat Request and various feedback schemes. Although these features can be promising for mURLLC, the specifications and existing studies fall short in offering guidance on their efficient usage. This paper presents the first comprehensive system-level evaluation of mURLLC, leveraging insights from 3GPP specifications. It points out (i) how mURLLC differs from traditional multicast broadband wireless communications, and (ii) which approaches to provide mURLLC require changing the paradigm compared with the existing solutions. Finally, the paper provides recommendations on how to satisfy strict mURLLC requirements efficiently, i.e., with low channel resource consumption, which increases the capacity of 5G systems for mURLLC. Simulation results show that proper configuration of multicast mechanisms and the corresponding algorithms for mURLLC traffic can reduce resource consumption up to three times compared to the baseline solutions proposed for broadband multicast traffic, which significantly increases the system capacity.

"When I was Younger, My Story Belonged to Everyone Else": Co-production of Resources for Adults Living with Craniosynostosis.

Despite growing recognition that congenital craniofacial conditions have lifelong implications, psychological support for adults is currently lacking. The aim of this project was to produce a series of short films about living with craniosynostosis in adulthood, alongside a psychoeducational booklet. The resources were developed using multiple focus groups and meetings attended by researchers, patient representatives, a leading charitable organisation, an award-winning film production company, clinicians, and other experts in the field. An online mixed-methods survey was developed based on prior work to request feedback on the acceptability and utility of the resources from the craniosynostosis community. While data collection to evaluate the resources is ongoing, preliminary results (n = 36) highlight an acceptability rating of 100%. The resources developed represent a step forward in addressing the unmet information and support needs of adults with craniosynostosis and highlight the benefits of co-production in research.

Leveraging Patients' Creative Ideas for Innovation in Health Care.

Learning health systems (LHSs) have been promoted for a decade to achieve high-quality, patient-centered health care. Innovation driven by knowledge generated through day-to-day health care delivery, including patient insights, is critical to LHSs. However, the pace of translating patient insights into innovation is slow and effectiveness inadequate. This study aims to evaluate a method for systematically eliciting patients' creative ideas, examine the value of such ideas as a source of insight, and examine patients' creative ideas regarding how their experiences could be improved within the context of their own health systems. The first stage of the study developed a survey and tested strategies for elicitation of patients' creative ideas with 600 patients from New York State. The second stage deployed the survey with the most generative open-ended question sequence within a health care system and involved analysis of 1,892 patients' responses, including 2,948 creative ideas. Actionable, creative feedback was fostered by incorporating a request for transformative feedback into a sequence of narrative elicitation questions. Patients generate more actionable and creative ideas when explicitly invited to share such ideas, especially patients with negative health care experiences, those from minority racial/ethnic backgrounds, and those with chronic illness. The most frequently elicited creative ideas focused on solving challenges, proposing interventions, amplifying exceptional practices, and conveying hopes for the future. A valid and reliable method for eliciting creative ideas from patients can be deployed as part of routine patient experience surveys that include closed-ended survey items and open-ended narrative items in which patients share their experiences in their own words. The elicited creative ideas are promising for patient engagement and innovation efforts. This study highlights the benefits of engaging patients for quality improvement, offers a rigorously tested method for cultivating innovation using patient-generated knowledge, and outlines how creative ideas can enable organizational learning and innovation.

What influences users to provide explicit feedback? A case of food delivery recommenders

Although various forms of explicit feedback such as ratings and reviews are important for recommenders, they are notoriously difficult to collect. However, beyond attributing these difficulties to user effort, we know surprisingly little about user motivations. Here, we provide a behavioral account of explicit feedback’s sparsity problem by modeling a range of constructs on the rating and review intentions of US food delivery platform users, using data collected from a structured survey (n = 796). Our model, combining the Technology Acceptance Model and Theory of Planned Behavior, revealed that standard industry practices for feedback collection appear misaligned with key psychological influences of behavioral intentions. Most notably, rating and review intentions were most influenced by subjective norms. This means that while most systems directly request feedback in user-to-provider relationships, eliciting them through social ties that manifest in user-to-user relationships is likely more effective. Secondly, our hypothesized dimensions of feedback’s perceived usefulness recorded insubstantial effect sizes on feedback intentions. These findings offered clues for practitioners to improve the connection between providing behaviors and recommendation benefits through contextualized messaging. In addition, perceived pressure and users’ high stated ability to provide feedback recorded insignificant effects, suggesting that frequent feedback requests may be ineffective. Lastly, privacy concerns recorded insignificant effects, hinting that the personalization-privacy paradox might not apply to preference information such as ratings and reviews. Our results provide a novel understanding of explicit feedback intentions to improve feedback collection in food delivery and beyond.

Shifting feedback agency to students by having them write their own feedback comments

In higher education, there is a tension between teachers providing comments to students about their work and students developing agency in producing that work. Most proposals to address this tension assume a dialogic conception of feedback where students take more agency in eliciting and responding to others’ advice, recently framed as developing their feedback literacy. This conception does not however acknowledge the feedback agency students exercise implicitly during learning, through interactions with resources (e.g. textbooks, videos). This study therefore adopted a different framing - that all feedback is internally generated by students through comparing their work against different sources of reference information, human and material; and that agency is increased when these comparisons are made explicit. Students produced a literature review, compared it against information in two published reviews, and wrote their own self-feedback comments. The small sample size enabled detailed analysis of these comments and of students’ experiences in producing them. Results show students can generate significant self-feedback by making resource comparisons, that this feedback can replace or complement teacher feedback, be activated when required and help students fine-tune feedback requests to teachers. This widely applicable methodology strengthens students’ natural capacity for agency and makes dialogic feedback more effective.

How to improve movement execution in sidestep cutting? Involve me and I will learn

Providing choices, i.e., autonomy, to athletes during practice increases intrinsic motivation and positively influences the motor learning process. The effects of autonomy on the timing of feedback (self-controlled timing of feedback) when optimizing the movement execution of sidestep cutting (SSC), a task that is highly related with ACL injury risk, are unknown. The aim of this study was to investigate the effect of self-controlled timing of video and EF-feedback on movement execution of SSC in team sport athletes. Thirty healthy ball team sport athletes (22.9 ± 1.7 years, 185.5 ± 7.2 cm, 79.3 ± 9.2 kg) were recruited from local sports clubs. Participants were alternately assigned to the self-control (SC) or the yoked (YK) group based on arrival and performed five anticipated and five unanticipated 45° SSC trials as pre-, immediate-post and one-week retention test. Movement execution was measured with the Cutting Movement Assessment Score (CMAS). Training consisted of three randomized 45° SSC conditions: one anticipated and two unanticipated conditions. All participants received expert video instructions and were instructed to ‘try to do your best in copying the movement of the expert’. The SC group was allowed to request feedback whenever they wanted during training. The feedback consisted of 1) CMAS score, 2) posterior and sagittal videos of the last trial and 3) an external focus verbal cue on how to improve their execution. The participants were told to lower their score and they knew the lower the score, the better. The YK group received feedback after the same trial on which their matched participant in the SC group had requested feedback. Data of twenty-two participants (50% in SC group) was analyzed. Pre-test and training CMAS scores between groups were equal (p > 0.05). In the anticipated condition, the SC group (1.7 ± 0.9) had better CMAS scores than the YK group (2.4 ± 1.1) at the retention test (p < 0.001). Additionally, in the anticipated condition, the SC group showed improved movement execution during immediate-post (2.0 ± 1.1) compared to pre-test (3.0 ± 1.0), which was maintained during retention (p < 0.001). The YK group also improved in the anticipated condition during immediate-post (1.8 ± 1.1) compared to pre-test (2.6 ± 1.0) (p < 0.001) but showed decreased movement execution during retention compared to immediate-post test (p = 0.001). In conclusion, self-controlled timing of feedback resulted in better learning and greater improvements in movement execution compared to the control group in the anticipated condition. Self-controlled timing of feedback seems beneficial in optimizing movement execution in SSC and is advised to be implemented in ACL injury prevention programs.

Sentiment Classification based on Machine Learning Approaches in Amazon Product Reviews

Online retailers and merchants increasingly request feedback from their clients on the products they purchase. This has led to a significant increase in the number of product reviews posted online, as more people are making purchases online. The opinions expressed in these customer reviews have a significant impact on other customers' purchase decisions, as they are influenced by other customers' recommendations or complaints. This study used Amazon, a well-known and widely used e-commerce platform, to examine sentiment categorization using several machine learning techniques while analyzing an Amazon Reviews dataset. At first, the reviews were transformed into vector representations using the Bag-of-Words approach. Word cloud was used to illustrate the text data in terms of the frequency they appear in the review. Subsequently, the machine learning methods decision trees and logistic regression were used. The two models used in this study achieved high levels of accuracy in analyzing the dataset. Specifically, the Decision Tree model outperformed the Logistic Regression one, achieving an impressive accuracy of 99% compared to the 94% of the latter.

Milestones Next Steps: Results of a Feedback Questionnaire

Milestones Next Steps: Results of a Feedback Questionnaire

Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers.

Feedback from learners is known to be an important motivator for medical teachers, but it can be de-motivating if delivered poorly, leaving teachers frustrated and uncertain. Research has identified challenges learners face in providing upward feedback, but has not explored how challenges influence learners' goals and approaches to giving feedback. This study explored learner perspectives on providing feedback to teachers to advance understanding of how to optimize upward feedback quality. We conducted semi-structured interviews with 16 learners from the MD program at the University of British Columbia. Applying an interpretive description methodology, interviews continued until data sufficiency was achieved. Iterative analysis accounted for general trends across seniority, site of training, age and gender as well as individual variations. Learners articulated well-intentioned goals in relation to upward feedback (e.g., to encourage effective teaching practices). However, conflicting priorities such as protecting one's image created tensions leading to feedback that was discordant with teaching quality. Several factors, including the number of feedback requests learners face and whether learners think their feedback is meaningful mediated the extent to which upward feedback goals or competing goals were enacted. Our findings offer a nuanced understanding of the complexities that influence learners' approaches to upward feedback when challenges arise. In particular, goal conflicts make it difficult for learners to contribute to teacher support through upward feedback. Efforts to encourage the quality of upward feedback should begin with reducing competition between goals by addressing factors that mediate goal prioritization.

Abstract Number ‐ 244: Feasibility of Detecting Carotid Stenosis Microemboli Using Autonomous Robotic TCD at a Large Stroke Center

Introduction There is accumulating evidence that the presence of microembolic signals(MES) could be an independent risk factor and marker for future stroke or TIA. These signals detected by ultrasound represent small particles (platelets,plaque,fibrinogen) too small to cause a neurologic deficit, but can be a warning of a larger particle dislodging and blocking an intracranial artery. Transcranial doppler (TCD) studies are historically small. Few technicians have the specialized training to perform them and experienced users often have difficulty obtaining an adequate echogenic window. This study utilizes an autonomous robotic transcranial doppler (aTCD), driven by artificial intelligence to obtain and optimize the cerebral blood flow velocity signal. This tool makes data acquisition more efficient thus increasing analytical power through ease in obtaining larger sample sizes. This study focuses on the process of integrating such a tool. Complex vascular cases can utilize such a tool for patients on the borderline of needing a carotid stent or endarterectomy to help ensure the selection of optimal surgical candidates through better risk assessment methods. Methods NovaGuide™ 2 Intelligent Ultrasound (NovaSignal Corp. USA) was utilized to scan patients for microembolic signals that met our criteria. Our population consisted of male and female inpatients that were at least 18 years old at a single center with a CTA head and neck that revealed 50% or greater internal carotid artery stenosis for patients with neurological symptoms that could be associated with this artery. For patients that were asymptomatic with an incidental finding of internal carotid artery stenosis, we included 60% or greater stenosis. Stenosis was measured by NASCET criteria. If a patient received a stent or carotid endarterectomy during their hospitalization, a microembolic scan was obtained before and after their procedure if the initial scan was positive. Scans were performed for at least 30 minutes if the patient could tolerate this. Results Data collection is ongoing with a plan to scan 20 patients from July 2022 to October 2022, but the initial 12 patients revealed no MES which is contrary to the rate found in other studies. Potential confounders include antiplatelet and anticoagulation use as these were not delayed if clinically warranted. All cases were symptomatic and carotid stenosis ranged from 50% to 99%. A request for echo technician feedback is pending, but initial comments have revealed 30 minutes to be the maximum time feasible at our institution. Conclusions The aTCD has shown in a prospective study (NCT04604015) that data can be collected by non experts. Our study demonstrates that such a tool can be integrated into a large stroke center by echo technicians not formally trained in manual TCD. Utilization of technologies that allow for simplified data collection can help power larger TCD studies to explore its use as a risk utilization tool. This can help with selection of ideal surgical candidates for carotid stent and endarterectomy as an additional data point in their overall case. The significance of MES requires further investigation, but studies utilizing conventional TCD support MES being a risk factor for stroke and TIA.

The current state of graphical abstracts and how to create good graphical abstracts

Graphical abstracts (GAs), also known as visual abstracts, are powerful tools for communicating complex information and ideas clearly and concisely. These visual representations aim to capture the essential findings and central message of a research study, allowing the audience to understand and remember its content quickly. This review article describes the current state of GAs, including their benefits, limitations, and future directions in the development of GAs. It also presents methods and tips for producing a GA. In Korea, more than 10 medical journals have introduced GAs from 2021 to 2022. The number of citations was higher in articles with GAs than in those without GAs in the top 10 gastroenterology journals. There are five types of GAs: conceptual diagrams, flowcharts, infographics, iconographic abstracts, and photograph-like illustrations. A limitation of the GA system is the absence of a universal standard for GAs. The key steps for creating a GA are as follows: (1) start by identifying the main message; (2) choose an appropriate visual style; (3) draw an easy-to-understand graphic; (4) use colors and other design elements; and (5) request feedback. Available tools that are useful for creating GAs include Microsoft PowerPoint, Mind the Graph, Biorender, and Canva. Another effective method is collaborating with experts. Artificial intelligence will soon be able to produce GAs more efficiently from raw data or manuscripts, which will help researchers draw GAs more easily. GAs have become a crucial art for researchers to master, and their use is expected to expand in the future.

Divergence and Dissonance in Residents' Reported and Actual Feedback to Faculty in a Military Context.

Trainees (e.g., residents) are an obvious and common source of feedback for faculty; however, gaps exist in our understanding of their experiences and practices of providing such feedback. To gain a deeper understanding, this study examined residents' beliefs about what feedback is important to provide, the kinds of feedback they report giving, and the feedback they actually gave. Descriptive statistics were used to analyze residents' perceptions and feedback behaviors (n = 42/96). Thematic analysis was used to analyze end-of-rotation faculty assessments from 2018 to 2019 (n = 559) to explore the actual written feedback residents provided to the faculty. The findings suggest that residents experience workload constraints (e.g., too many feedback requests), feel that their feedback is not valuable or relevant, and place conditions on when and what feedback is given (e.g., faculty agreeableness, prefer giving positively oriented feedback, and uncomfortable giving negative feedback). When comparing what feedback residents rated as important with the kinds of feedback they reported giving and actually gave, the findings also suggest that there were consistencies (e.g., clinical instruction and professionalism) and inconsistencies (e.g., evidence-based practice and medical knowledge) that may limit constructive feedback for faculty. Taken together, the findings suggest that trainee assessments of faculty may be insufficient as a primary source of feedback to support the improvement of faculty performance. Potential solutions are discussed.