Opportunity for Effective Feedback: A Supervision Tool

2013 ◽  
Vol 23 (1) ◽  
pp. 28-46
Author(s):  
Deborah A. Wilson ◽  
Mary J. Emm
Keyword(s):  
Effective Feedback

How Effective Feedback for Training Depends on Learner Resources and Task Demands

2006 ◽  
Author(s):  
Anne Collins McLaughlin ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Task Demands ◽  
Effective Feedback ◽  
And Task

scholarly journals FAC-Net: Feedback Attention Network Based on Context Encoder Network for Skin Lesion Segmentation

Sensors ◽  
2021 ◽  
Vol 21 (15) ◽  
pp. 5172
Author(s):  
Yuying Dong ◽  
Liejun Wang ◽  
Shuli Cheng ◽  
Yongming Li
Keyword(s):  
Skin Lesion ◽  
Real Life ◽  
Good Deal ◽  
Experimental Tests ◽  
Skin Lesions ◽  
Lesion Segmentation ◽  
Attention Network ◽  
Effective Feedback ◽  
Public Datasets ◽  
Learning Architectures

Considerable research and surveys indicate that skin lesions are an early symptom of skin cancer. Segmentation of skin lesions is still a hot research topic. Dermatological datasets in skin lesion segmentation tasks generated a large number of parameters when data augmented, limiting the application of smart assisted medicine in real life. Hence, this paper proposes an effective feedback attention network (FAC-Net). The network is equipped with the feedback fusion block (FFB) and the attention mechanism block (AMB), through the combination of these two modules, we can obtain richer and more specific feature mapping without data enhancement. Numerous experimental tests were given by us on public datasets (ISIC2018, ISBI2017, ISBI2016), and a good deal of metrics like the Jaccard index (JA) and Dice coefficient (DC) were used to evaluate the results of segmentation. On the ISIC2018 dataset, we obtained results for DC equal to 91.19% and JA equal to 83.99%, compared with the based network. The results of these two main metrics were improved by more than 1%. In addition, the metrics were also improved in the other two datasets. It can be demonstrated through experiments that without any enhancements of the datasets, our lightweight model can achieve better segmentation performance than most deep learning architectures.

scholarly journals 1129. Optimizing Feedback Strategies on the Infectious Diseases Inpatient Service

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S593-S594
Author(s):  
Eva Clark ◽  
Prathit Kulkarni ◽  
Mayar Al Mohajer ◽  
Stacey Rose ◽  
Jose Serpa ◽  
...  
Keyword(s):  
Medical Education ◽  
Infectious Diseases ◽  
Clinical Education ◽  
Mental Model ◽  
Inpatient Service ◽  
Shared Mental Model ◽  
Effective Feedback ◽  
Medical Trainees ◽  
Feedback Strategies ◽  
Giving Feedback

Abstract Background Timely, efficient, and effective feedback strategies are crucial for enhancing faculty-trainee communication and trainee education. Here we describe attitudes, practices, and perceived behaviors regarding giving feedback to medical trainees rotating on Infectious Diseases (ID) inpatient consult services. Methods An anonymous survey on feedback strategies was distributed to our adult ID Section in February 2020 as part of a facilitated discussion on optimizing trainee clinical education. Results Twenty-six ID Section members completed the survey (18 faculty, 8 trainees). Most trainees (62.5%) and faculty (66.7%) felt that trainees are “sometimes” comfortable voicing concerns to faculty; however, no trainees but 11.1% of faculty indicated that trainees are “always” comfortable voicing concerns to faculty. Most trainees (87.5%) felt that conversations about team expectations occur “sometimes” or “often.” In contrast, most faculty (72.2%) felt that these conversations “always” occur. Although most faculty felt that both informal (94.4%) and formal (83.3%) feedback should be given to trainees, 22.2% of faculty responded that they do not explicitly use the term “feedback” when discussing feedback with a trainee. No trainees and 22.2% of faculty indicated that they utilize a feedback tool. Regarding quantity of feedback trainees perceive they receive from faculty, 37.5% of trainees felt they needed more feedback while 50% felt they received adequate feedback. Most faculty (88.9%) responded that they encourage trainees to give feedback to faculty, although most trainees (62.5%) responded “sometimes” regarding how comfortable they feel doing so. Conclusion In summary, we found differences between faculty and trainees regarding two important aspects of medical education: setting expectations and providing feedback. While most faculty feel that conversations regarding these topics occur invariably, trainees do not always share this perception. Trainees felt less comfortable voicing concerns and giving feedback to faculty than faculty perceived them to be. Overall, the data suggest that there is room for improvement to ensure that trainees and faculty are operating from a shared mental model regarding setting team expectations and providing/receiving feedback. Disclosures All Authors: No reported disclosures

scholarly journals A haptic laparoscopic trainer based on affine velocity analysis: engineering and preliminary results

BMC Surgery ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin De Witte ◽  
Charles Barnouin ◽  
Richard Moreau ◽  
Arnaud Lelevé ◽  
Xavier Martin ◽  
...  
Keyword(s):  
Motor Skills ◽  
Haptic Feedback ◽  
High Fidelity ◽  
Velocity Analysis ◽  
Self Assessment ◽  
Laparoscopic Skills ◽  
Effective Feedback ◽  
Simulation Based ◽  
Good Trade ◽  
Laparoscopic Techniques

Abstract Background There is a general agreement upon the importance of acquiring laparoscopic skills outside the operation room through simulation-based training. However, high-fidelity simulators are cost-prohibitive and elicit a high cognitive load, while low-fidelity simulators lack effective feedback. This paper describes a low-fidelity simulator bridging the existing gaps with affine velocity as a new assessment variable. Primary validation results are also presented. Methods Psycho-motor skills and engineering key features have been considered e.g. haptic feedback and complementary assessment variables. Seventy-seven participants tested the simulator (17 expert surgeons, 12 intermediates, 28 inexperienced interns, and 20 novices). The content validity was tested with a 10-point Likert scale and the discriminative power by comparing the four groups’ performance over two sessions. Results Participants rated the simulator positively, from 7.25 to 7.72 out of 10 (mean, 7.57). Experts and intermediates performed faster with fewer errors (collisions) than inexperienced interns and novices. The affine velocity brought additional differentiations, especially between interns and novices. Conclusion This affordable haptic simulator makes it possible to learn and train laparoscopic techniques. Self-assessment of basic skills was easily performed with slight additional cost compared to low-fidelity simulators. It could be a good trade-off among the products currently used for surgeons' training.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

Clinical Supervision: A Review of Underlying Concepts and Developments

2002 ◽  
Vol 36 (1) ◽  
pp. 92-98 ◽  
Author(s):  
Joanna Macdonald
Keyword(s):  
New Zealand ◽  
American Literature ◽  
Clinical Supervision ◽  
Developmental Process ◽  
Empirical Support ◽  
Personal Contact ◽  
Role Conflicts ◽  
Effective Feedback ◽  
Zealand College ◽  
The Relationship

Objective: This review examines how psychiatric clinical supervision is represented in the psychiatric literature and its relevance for Australasian psychiatry. Method: The literature was first identified then reviewed using Medline and Psychlit, manual searches of relevant journals and personal contact with some key workers in Australia and New Zealand. Results: The predominantly American literature written two to three decades ago reflected the conditions in which psychiatry was practised at that time, largely based in asylums or private offices and informed by the dominant psychoanalytic discourse of that era. These articles, frequently anecdotal and with little empirical support, conceptualized supervision as a developmental process, a syndrome, or a process of identification. They focused substantially on the nature of the relationship between the trainee and supervisor. More recent writers have included trainees’ perspectives. They have identified a number of problems with supervision, including role conflicts, uncertainty about boundaries, lack of supervisory training and lack of effective feedback, and have introduced the concepts of adult learning as highly relevant. These concerns, however, have led to little change to date. Conclusion: The implementation by the Royal Australian and New Zealand College of Psychiatrists (RANZCP) of new training by-laws provides an opportunity to define the meaning of supervision in the current clinical context, to undertake research to clarify the key elements in the process, and to evaluate different techniques of supervision.

scholarly journals Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction

2017 ◽  
Vol 7 (1) ◽  
pp. 112
Author(s):  
Aridah Aridah ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Writing Instruction ◽  
Teacher Practices ◽  
Survey Design ◽  
Corrective Feedback ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Effective Feedback ◽  
Writing Instructions ◽  
The One ◽  
Direct Feedback

The discrepancy between students’ preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students’ writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students’ preferences and teachers’ practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers’ practices and students’ preferences for written feddback. Based on the profile of students’ preference and teachers’ practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.

The Two Problems of Russian Statistics: User's Perspective.

2021 ◽  
Vol 28 (4) ◽  
pp. 5-22
Author(s):  
V. A. Bessonov
Keyword(s):  
Extended Period ◽  
Economic Transformation ◽  
Statistical Information ◽  
Statistical Methodology ◽  
Effective Feedback ◽  
Blood Clots ◽  
History Of ◽  
Printed Materials ◽  
The One ◽  
Expert Community

The article discusses two groups of problems in Russian statistics that still have no viable solutions. The frst one - the state of the statistics interface – is the set of channels through which users obtain statistical information. The second – metadata status – is the information on how the indicators are constructed. The problems are considered from the standpoint of consumers of statistical information, performing tasks of analyzing economic dynamics.It is concluded that with the transition from traditional printed materials to statistical information systems, interface development has come to a standstill, and in the development of metadata, there is no compliance with any standards, uniformity, and consistency. In the author's opinion, these problems seriously hinder the improvement of all Russian statistics, being a kind of blood clots. When an interface becomes a bottleneck, the value of statistics to users decreases. The unsatisfactory state of metadata leads to the fact that consumers of statistical information are not always able to use it adequately, and the problems of statistical methodology are conserved.The causes of the problems are determined, on the one hand, by the complex history of domestic statistics (extended period of development in a planned economy and the specifcs of economic transformation), and, on the other hand, by the lack of effective feedback.The author considers possible approaches to addressing the problems. The expediency of creating groups of specialists in the structure of the statistical department on the main problem blocks, acting as points of growth and centers of competence, accumulating knowledge, mastering domestic and foreign experience, attracting representatives of the expert community, directing and controlling the activities to solve problems, is substantiated.

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