Text Feedback Research Articles

Evaluation of a pilot Masterclass for dermatology nurses in psychosocial aspects of care

ObjectivesTo deliver a Masterclass to eight dermatology nurses focusing on the bio–psychosocial aspects of care for people living with skin disease; utilise psychosocial assessment tools available for Holistic Needs Assessment (HNA); increase participant nurses’ understanding of levels of psycho–social intervention; evaluate course impact on participants’confidencein HNA; evaluate course impact on participants’competencein HNA and record changes in practice following course completion.MethodA pragmatic action research approach was undertaken, utilising standardised pre– and postconfidence and competence questionnaires and reflection (free–text and verbal feedback). A two–day interactive learning programme was delivered with a half–day feedback debrief session at three months.Results: Overall confidence levels increased with mean total confidence scores increasing from 43.1 to 58.3 (range 0 to 90). Greatest percentage increase was demonstrated for: use of screening tools and discussing suicidal ideation. Overall competence levels increased with mean total competence scores increasing from 43.1 to 85.1 (range 0 to 130). Greatest percentage increases in competence were demonstrated for: use of the Distress Thermometer (386 per cent); use of screening tools for anxiety and depression (139 per cent); educating the patient about mechanisms of anxiety (129 per cent); structure and organisation of psychological practice (85 per cent) and assessing for suicidal ideation (85 per cent).ConclusionsThis Masterclass improved participants’ confidence and competence levels in assessing psychosocial aspects of care. It met participants’ expectations and course objectives. Development of an additional mentorship programme for participants following course completion is recommended to sustain change in practice.

Translating group programmes into online formats: establishing the acceptability of a parents' sex and relationships communication serious game.

BackgroundWith ongoing concerns about the sexual health and wellbeing of young people, there is increasing need to innovate intervention approaches. Engaging parents as agents to support their children, alongside capitalising on increasingly sophisticated technological options could jointly enhance support. Converting existing programmes into interactive game based options has the potential to broaden learning access whilst preserving behaviour change technique fidelity. However the acceptability of this approach and viability of adapting resources in this way is yet to be established. This paper reports on the process of converting an existing group programme (“What Should We Tell the Children?”) and tests the acceptability within a community setting.MethodsTranslation of the original programme included selecting exercises and gathering user feedback on character and message framing preferences. For acceptability testing, parents were randomised to either the game (n = 106) or a control (non-interactive webpage) condition (n = 76). At time 1 all participants completed a survey on demographics, computer literacy and Theory of Planned Behaviour (TPB) items. Post intervention (time 2) users repeated the TPB questions in addition to acceptability items. Interviews (n = 17) were conducted 3 months post intervention to gather qualitative feedback on transfer of learning into real life.ResultsThe process of conversion identified clear preferences for first person role play, home setting and realistic characters alongside positively phrased feedback. Evaluation results show that the game was acceptable to parents on cognitive and emotional dimensions, particularly for parents of younger children. Acceptability was not influenced by baseline demographics, computer skills or baseline TPB variables. MANOVA analysis and qualitative feedback suggest potential for effective translation of learning into real life. However attrition was more likely in the game condition, potentially due to feedback text volume.ConclusionsA manualised group programme can be viably converted into a serious game format which is both cognitively and emotionally acceptable. The intervention may be more effectively targeted at parents with younger children, and further game developments must particularly address information dosing. Establishing the viability of digitally converting a group programme is a significant step forward for implementation focused research.

Teaching children to write: A meta-analysis of writing intervention research

It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succeed in effectively teaching writing. An improvement in the way writing is taught in elementary school is clearly required. In order to identify effective instructional practices a meta-analysis was conducted of writing intervention studies aimed at grade 4 to 6 in a regular school setting. Average effect sizes were calculated for 10 intervention categories: strategy instruction, text structure instruction, pre-writing activities, peer assistance, grammar instruction, feedback, evaluation, process approach, goal setting, and revision. Five of these categories yielded statistically significant results. Pairwise comparison of these categories revealed that goal setting (ES = 2.03) is the most effective intervention to improve students’ writing performance, followed by strategy instruction (ES = .96), text structure instruction (ES = .76), peer assistance (ES = .59), and feedback (ES = .88) respectively. Further research is needed to examine how these interventions can be implemented effectively in classrooms to improve elementary students’ writing performance.

Survey on CommTrust: Multi-DimensionalTrust Using Mining E-Commerce FeedbackComments

The Reputation based trust models are very admirable in ecommerce applications .Feedback ratings are gathered together for computing sellers’ reputation trust scores. A CommTrust system is proposed where the observation made by buyers are mostly used to express opinions about the product in free text feedback review. These feedback review comments are mined. In CommTrust 1) a multidimensional trust model is proposed for computing reputation scores from user feedback comments, 2) for mining feedback comments which are used for weights and ratings of dimension an algorithm is proposed; natural language processing’s combining techniques, opinion mining, and topic modeling. The CommTrust proved to be very effective after testing it on various websites like Amazon and eBay.

Understand and analyzing learning objects: A foundation for long-term substantiality and use for e-learning

In this paper, we investigated the genres of learning objects (LOs) within eight e-learning courses that provide boating safety instruction in the United States. Guided by findings from our literature review, five genres of LOs emerged during the analysis, including interactive and non-interactive graphics, interactive and non-interactive animations, and interactive text feedback. We surveyed the use of each genre of LOs within the courses and found that more non-interactive LOs than interactive LOs were adopted. Also, interactive text feedback was the most popular interactive genre available for seven courses. In our discussion, we explore potential management mechanisms of LOs in digital repositories. Our genre analysis provides a foundation for appropriate deconstruction of LOs into components, which can assist with the management of digital repositories. Effective deconstruction of LOs allows instructors and designers to successfully discover LOs that they need and reuse them in new learning units.

A Novel Student-Led Approach to Multiple-Choice Question Generation and Online Database Creation, With Targeted Clinician Input

Problem: Multiple-choice questions (MCQs) are the main method of assessing medical student knowledge. As a result there is a high demand from medical students for formative MCQs. However, teaching staff rarely have the time or incentive to develop high-quality formative questions, focusing instead on material for high-stakes assessments. Intervention: We have developed a novel student-led approach involving an interactive online question database, created by medical students for medical students. We adopted a staged approach to create an online bank of formative MCQ questions. First, students write MCQs following a standardized format. Questions are then peer-reviewed by other students, discussing relevant clinical topics, guidelines, and journals to improve question quality. The questions are then scrutinized by specialist doctors and academics. Next, questions are piloted online. Finally, question performance is evaluated statistically. This 5-stage student-led process produced a bank of more than 200 MCQs in three months. Context: This intervention was carried out by two final-year medical student leads at Cardiff University School of Medicine, UK. Final-year students were recruited to write and peer-review questions, and senior content specialists were recruited from the department. After piloting and evaluation of the questions, the question bank was made available as a learning resource to all medical students at Cardiff University. Outcome: Objective analysis of the created MCQs (discrimination indices and distractor analysis) indicated that the random sample of questions piloted were of high quality. When the questions were made available as online tests to approximately 600 students, usage data revealed that 2,800 tests were taken over a 3-month period, indicating that the resource was popular. In addition, subjective feedback from students question writers/reviewers was gathered via free text feedback forms and was invariably positive. We plan to continue the question generation process in Cardiff and would encourage other medical schools to adopt this approach. Lessons Learned: Our 5-stage approach can generate a large volume of high-quality MCQs, addressing the demand from students for formative MCQ questions, with minimal teaching staff input. The project's benefits go beyond the creation of the resource, as involving students in the writing, review, and presentation of questions itself is useful pedagogically.

G392(P) Preparing for paediatric intensive care – the development of a paediatric intensive care unit simulation induction course for trainee doctors

Aims On our paediatric intensive care unit (PICU) doctors induction traditionally consisted of a series of lectures and small group work. In order to make introduction more interactive and enhance learning, we decided to set up a one day simulation based induction course. Methods Learning needs were identified from informal survey of current trainees and PICU consultants. Four simulation scenarios were designed to encompass the learning objectives established from the learning needs survey and key competencies needed for PICU. Scenarios involved patients transferred to PICU for stabilisation, or deteriorating patients on the unit. 30 min simulations and were followed by 1 h debrief and tutorial. Tutorials focused on medical management and practicalities such how to set up a ventilator or give inotropes. Simulations ran with 2–3 trainees and 2 PICU nurses per scenario, and were set up in a cubicle with standard equipment, using high fidelity manikins. Due to anticipated inexperience, trainees were offered “time out” and “ask the audience” options during the scenarios to enable them to draw on the knowledge of their peers. Results 10 trainees completed the simulated induction course. When asked to use a 5 point likert scale, 90–100% of trainees either agreed or strongly agreed to all but one of the 9 statements related to the course meeting learning objectives and knowledge needs. High frequency oscillation was the single area that was identified by trainees as not being covered in desired depth. Free text feedback was overall very positive. Suggestions for improvement would be to provide a specific ventilation workshop to enable this subject to be covered in greater depth, plus a written handout to supplement the day. We are waiting to see how the induction evaluates in the GMC survey, compared to traditional induction. Conclusion We ran a pilot PICU simulation induction which was well received by trainees, and met all but one learning objective. The course could be easily adapted to address this objective and could be tried in other Paediatric Intensive Care Units.

G191(P) So you want to be a paediatrician?

Background There are a number of different career pathways facing paediatric trainees including academia, time out of training and subspeciality training. The careers advice they receive is dependent on their trainers and the trainees accessing the available resources and networks. The Royal College of Paediatric and Child Health has careers fairs for recruitment into paediatrics and is currently actively developing its mentoring strategy for paediatricians. The aim of this study was to assess the need for a careers fair Methods A pilot regional careers evening for level 1 paediatric trainees was held in May 2014. As our level 2 and 3 trainees have the opportunities for peer networking at the existing regional training, this pilot careers evening was only aimed at level 1 trainees. The evening included talks on career pathways and signposting with questions and answer sessions with experts. Anonymous feedback was collated at the end of the event and 5 months post-event. Results Of the 21 trainees who attended, 27% had not had careers advice to date. 100% found the evening useful and all left with an action plan to explore their career options. Positive free text feedback included ‘asking questions in informal manner, with immediate answers’; ‘demystifying the Grid/general level 3 process’; ‘discussion of different options available9; ‘encouraged thinking about career plans’. Of the 47% response to the post-event survey, trainees had sought careers advice from their educational supervisors or tertiary units, had become involved in management activities and looked into out of programme options. All had attributed these actions to the careers evening and most found the evening ‘useful’ or ‘inspiring’ . These results were discussed in focus groups, comprised of training programme directors, college tutors, trainee committee members and trust representatives, to shape the programme for the next paediatric careers event. Conclusion The feedback was overwhelmingly positive with high demand for it to be held annually in our region. It will be open to all paediatric trainees,which will also further enable the senior trainees to provide careers advice in their future roles as educational supervisors and mentors.

A Mobile-Assisted Working Model for Supporting Daily Family Life

Despite rapid technological development, very few new technology-assisted tools have been developed specifically for use in family services. This article describes a new, mobile-assisted working model designed to enhance the quality of daily family life. The model has its origins in the existing research on daily family life and on the diary method, which has been widely used in data collection in family research. The model provides support for the daily life of client families in the intervals between meetings with family counselors via the use of text messages. The pilot study explored family members’ and family counselors’ experiences of using the model. Data on 26 parents and four children participating in the new mobile-based service were collected via feedback text messages and web questionnaires. The research findings are also based on interviews with family counselors ( n = 6). Although clients’ experiences of the model varied widely, the results show that, in general, it was regarded as effective in invoking reflection, keeping the goals of family counseling in mind and implementing family practices at home. On the basis of the experiences of the family counselors, the mobile-based working model offers a new, systematic, and structured tool for use in working with families and monitoring processes in families.

Peer Feedback in Disciplinary Writing for Publication in English: The Case of ‘Rolli’, a German-L1 Novice Scholar

Achieving publication in Anglophone science journals is a goal of many multilingual scholars, and failure can have huge implications for individuals’ future careers and for the global dissemination of scientific knowledge. Despite the importance of the topic, there is still a lack of bottom-up research, which investigates the experience of writing for publication in English from the perspective of the novice scholar. This article presents the case of ‘Rolli’, a German-L1 novice scholar facing the challenge of writing his first article for publication as the lead author and writing it moreover in English. The study uses text history, interviews, and feedback comments to portray the socially-situated story of a novice multilingual writer on a trajectory to successful publication. The case shows how peer feedback was pivotal in achieving publication. Rolli’s ability to respond to this feedback was a key success factor in the writing for publication process. The case sheds light on the importance of peer feedback in disciplinary writing.

The impact of text versus video communication on instructor feedback in blended courses

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent sample t tests found no significant difference in perceptions of feedback quality and delivery between students who received video feedback and those who received text. End-of-semester student and instructor interviews identified several differences in the instructors’ feedback methods when they were communicating with text as compared to video. In general, students and instructors found that the affordances of text enabled more efficient and organized feedback, while the affordances of video encouraged more supportive and conversational communication. Analysis of actual feedback comments found video comments were longer and more supportive, while text feedback contained more specific critiques. When rating types of feedback, both students and instructors valued the efficiency of text over the more affective benefits of video. The article concludes with possible implications for future research and recommendations for practice that draw on the potential benefits of both feedback forms.

IJARCCE - Computer and Communication Engineering

1,2 Abstract: Trust and reputation are decisive factors in internet service provision. The concept is to let the parties rate each other. Reputation models used in e-commerce have the main intention to guide the customers or buyers in a proper way so that they can choose between the different available trustworthy sellers. The models are meant to project the different sellers as per their services and quality. Models are a real need because most of the e-commerce systems have different qualities. But models differ between each other by the methods they opt to calculate the trustworthiness measure for different sellers. Based on such calculations the ranking of the sellers will also vary. Feedback mining method of trust calculation outperforms all other methods with the idea that users are free to express themselves in textual feedback comments. The method addresses the issue of positive bias which has become a major concern nowadays in the field of e-commerce.

Computer-mediated input, output and feedback in the development of L2 word recognition from speech

AbstractThis paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimental pre-test/treatment/post-test research design was used involving three intact tertiary level English as a Second Language (ESL) classes. Classes were either assigned to a control group (n=31) or to one of two alternative treatment levels which used a web-based computer application enabling self-determined opportunities to repeatedly listen to and reconstruct spoken target text into its written form. Treatment group one (n=30) received text feedback after each of their efforts at target text reconstruction, whereas treatment group two (n=35) did not. Results indicated that word recognition gain scores of those who used the application, regardless of treatment level, were significantly higher than those of the control group. The relationship between the quantity of self-determined exposure to input and word recognition improvements was moderate but not linear, with those choosing moderate levels of speech input deriving the greatest measurable improvement. Neither increased levels of modified output nor the provision of text feedback were associated with significant improvements in word recognition gain scores. Implications for computer-mediated approaches for the development of L2 WRS are described and areas for future empirical research are suggested.

Developing situation awareness amongst nursing and paramedicine students utilizing eye tracking technology and video debriefing techniques: A proof of concept paper

ObjectiveThe aims of this quasi-experimental before-and-after study were to first determine whether the use of eye tracking technology combined with video debriefing techniques has the potential to improve the quality of feedback and enhance situation awareness (SA) in simulated settings and second to determine students' satisfaction towards simulated learning. MethodsNursing and paramedicine students from three universities participated in three 8-minute simulation scenarios of acutely deteriorating patients. Eye tracking glasses video recorded the scenarios and tracked right eye movement. On completion, participants were questioned using the Situation Awareness Global Assessment Technique, completed the Satisfaction with Simulation Experience Scale (SSES), and provided textual feedback and received video-based verbal feedback. ResultsParticipants lacked awareness of presenting medical conditions and patient environments and had poor recall of patient vital signs. Significant improvements in SA scores were demonstrated between the first and third scenarios (P = 0.04). Participants reported greater insight into their performance and were satisfied with simulated learning. ConclusionsUse of visual field review techniques appears to enhance the use of realistic simulated practice as a means of addressing significant performance deficits. Eye tracking and point of view recording techniques are feasible and with applicable debriefing techniques could enhance clinical and situated performance.

Increasing the response rate of text messaging data collection: a delayed randomized controlled trial

Abstract Objective To test the effectiveness of multiple interventions on increasing the response rate of text messaging for longitudinal data collection. Methods Our cohort included 283 caregivers of children aged 6–12 months who were participating in an anemia program in rural China. Using text messages to collect data on anemia medication adherence, we conducted a delayed randomized controlled trial to test multiple interventions (an additional four reminders; a ¥5.0 (US$0.79) credit reward for replying; and a feedback text message). After a 6-week pilot study with week 7 as the baseline measurement, we randomly allocated all participants into two groups: group 1 (n = 142) and group 2 (n = 141). During weeks 8–11, we introduced the interventions to group 1, and in weeks 12–15 the intervention was introduced to both groups. We compared the response rates between groups and explored factors affecting the response rate. Results During weeks 8–11, the response rates in group 1 increased and were significantly higher than in group 2 (p<0.05). During weeks 12–15, the response rate increased significantly in group 2 (p>0.05) and slightly decreased in group 1. Younger participants or participants who had children with lower hemoglobin concentration were more likely to reply (p = 0.02). Sending four reminders on the second day contributed to only 286 (11.7%) extra text messages. Discussion Our study showed that multiple interventions were effective in increasing response rate of text messaging data collection in rural China. Conclusions Larger multi-site studies are needed to find the most effective way of using these interventions to allow usage of text messaging data collection for health research.

CommTrust: Computing Multi-Dimensional Trust by Mining E-Commerce Feedback Comments

Reputation-based trust models are widely used in e-commerce applications, and feedback ratings are aggregated to compute sellers' reputation trust scores. The “all good reputation” problem, however, is prevalent in current reputation systems-reputation scores are universally high for sellers and it is difficult for potential buyers to select trustworthy sellers. In this paper, based on the observation that buyers often express opinions openly in free text feedback comments, we propose CommTrust for trust evaluation by mining feedback comments. Our main contributions include: 1) we propose a multidimensional trust model for computing reputation scores from user feedback comments; and 2) we propose an algorithm for mining feedback comments for dimension ratings and weights, combining techniques of natural language processing, opinion mining, and topic modeling. Extensive experiments on eBay and Amazon data demonstrate that CommTrust can effectively address the “all good reputation” issue and rank sellers effectively. To the best of our knowledge, our research is the first piece of work on trust evaluation by mining feedback comments.

The development of effective behaviour change interventions to support the use of malaria rapid diagnostic tests by Tanzanian clinicians.

BackgroundParasitological confirmation is now recommended for all cases of suspected malaria. The roll-out of rapid diagnostic tests (RDTs) is hoped to enable this goal in low resource settings through point of care testing. However, simply making RDTs available has not led to high uptake of the tests or adherence to results by clinicians, with malaria continuing to be overdiagnosed in many settings. We undertook to design an evidence-based intervention package that would be sufficient to support the introduction of RDTs at dispensaries in Tanzania, to be evaluated through the Targeting Artemisinin Combination Therapy (TACT) cluster randomised controlled trial.MethodsWe describe five steps in our intervention design: formative research, review of existing evidence and theory, a workshop to define the intervention approach and content and results of formative research, engagement with behaviour change theory and literature, detailed design of intervention materials and piloting and pretesting of intervention materials. This involved fieldwork with a total of 19 health workers and 212 community members in northeast Tanzania.ResultsThe formative research suggested that RDTs were a potential source of conflict in the health worker-patient interaction, but that health workers used various techniques to resolve this, including provision of antimalarial drugs for RDT-negative patients. Our reviews showed that evidence was mixed regarding the effectiveness of different methods and theories to support change in prescribing practice. Our design process is presented, drawing from this collective evidence. We describe the final TACT intervention package (including interactive small group workshops, feedback text messages, motivational text messages and patient information leaflets and posters) in terms of its programme theory and implementation theory.ConclusionsOur study suggests that evidence-based design of complex interventions is possible. The use of formative research to understand malaria overdiagnosis in context was central to the design of the intervention as well as empirical research to test materials and methods prior to implementation. The TACT interventions may be appropriate for other settings where clinicians face similar challenges with malaria diagnostics.Trial registrationNCT01292707.

Accessible smartphones for blind users: A case study for a wayfinding system

While progress on assistive technologies have been made, some blind users still face several problems opening and using basic functionalities when interacting with touch interfaces. Sometimes, people with visual impairments may also have problems navigating autonomously, without personal assistance, especially in unknown environments. This paper presents a complete solution to manage the basic functions of a smartphone and to guide users using a wayfinding application. This way, a blind user could go to work from his home in an autonomous way using an adaptable wayfinding application on his smartphone. The wayfinding application combines text, map, auditory and tactile feedback for providing the information. Eighteen visually impaired users tested the application. Preliminary results from this study show that blind people and limited vision users can effectively use the wayfinding application without help. The evaluation also confirms the usefulness of extending the vibration feedback to convey distance information as well as directional information. The validation was successful for iOS and Android devices.

The value of user feedback: Healthcare professionals' comments to the health information provider

The construct of value is highly relevant to information. For research on the value of information, Saracevic and Kantor (1997) proposed a framework from a value perspective in philosophy. In this report, we substantiate the framework with an updated review of the literature and demonstrate its applicability to understanding the value of user feedback as one type of information. Our field study, in the setting of a health information provider whose information products serve thousands of Canadian healthcare professionals, provides an example of how this value‐of‐information framework can be operationalized for an organization. In addition to the theoretical and methodological contributions, this research adds to the literature by documenting the way that textual feedback data were used to optimize the content of an information resource. This contrasts with published studies that only dealt with the use of quantitative feedback by information providers not involved in content production.

Wireless Sensor Networks Based on a New Block Encryption Algorithm

In the power system for wireless sensor networks special working environment. The net works in special environment, the node, with the characteristics of small bulk, the little memory resource, lower operation and little energy, can not be reused, the wireless network thus has special requirements for the security. Based on the characteristics of wireless sensor networks was proposed based on chaotic key block encryption algorithm. Based on the characteristics of wireless sensor networks was proposed based on chaotic key block encryption algorithm. Chaos expansion algorithm uses integer keys, the improved RC6 encryption plaintext shift operation, use cipher text feedback modify the control parameters to the relevant key and cipher text, effective against plaintext attack. The simulation results show that the security of the algorithm is high and fit for WSN.