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Ritto, Ana Paula. "Fluência de fala e alteração do feedback auditivo: comparação entre medidas objetivas e perceptuais." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5170/tde-07122018-092828/.
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INTRODUÇÃO: A gagueira do desenvolvimento é uma patologia caracterizada por rupturas involuntárias no fluxo de fala, causadas por déficits no processamento neuromotor para a fala. Estes sintomas têm como consequência uma variedade de reações fisiológicas, comportamentais, cognitivas e emocionais para a pessoa que gagueja. O objetivo geral deste trabalho foi investigar os efeitos do tratamento fonoaudiológico para gagueira baseado em dispositivos de alteração de feedback auditivo, e compará-los aos efeitos do tratamento tradicional, baseado em estratégias comportamentais. MÉTODOS: Esta tese foi desenvolvida no formato de compilação de artigos científicos. Foram compilados três artigos, dois já publicados em periódicos com indexação na base de dados Web of Science e um terceiro artigo já submetido para publicação, em processo de revisão por pares. Foi incluída ainda uma análise crítica das contribuições dos artigos compilados para a área da Fonoaudiologia. RESULTADOS: Os estudos analisados não apresentaram diferenças significativas entre os resultados das duas abordagens terapêuticas investigadas; ambos os protocolos terapêuticos alcançaram melhora pós-tratamento, medida por meio da performance da fluência de fala e da qualidade de vida auto referida. CONCLUSÕES: Os dispositivos de alteração do feedback auditivo podem ser utilizados como recurso no tratamento da gagueira em adultosINTRODUCTION: Developmental stuttering is a pathology characterized by involuntary disruptions in speech flow and is caused by deficits in neuromotor processing involved in speech production. These symptoms result in a variety of physiological, behavioral, cognitive and emotional consequences to the person who stutters. This study aimed to investigate the effects of a therapeutic approach for stuttering treatment based on altered auditory feedback devices, and to compare them with a traditional behavioral therapeutic approach. METHODS: This thesis is a compilation of two papers published in peerreviewed scientific journals indexed in the Web of Science database, and one unpublished manuscript, submitted to a scientific journal and currently awaiting review by peers. A critical analysis of the contributions of the compiled papers to the Speech-Language Pathology field was performed. RESULTS: The results presented in the analyzed papers did not show differences between the outcomes of the two therapeutic approaches; both protocols achieved improvements, as measured by speech fluency performance and selfreported quality of life. CONCLUSIONS: Altered auditory feedback devices may be used as a resource for the treatment of adults who stutter
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Sharygina, Ievgeniia. "A relação entre os swaps sobre taxas de juro em euros e libras esterlinas." Master's thesis, FEUC, 2016. http://hdl.handle.net/10316/30717.
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Relatório de estágio do mestrado em Economia (Economia Financeira), apresentado à Faculdade de Economia da Universidade de Coimbra.No âmbito do Mestrado de Economia Financeira da Faculdade de Economia (FEUC) da Universidade de Coimbra, apresento o Relatório de Estágio na entidade de acolhimento da Caixa Económica Montepio Geral. Neste relatório pretende-se destacar a importância da aprendizagem e experiência que adquiri no âmbito de estágio curricular. Aqui é documentado o estudo empírico realizado sobre um instrumento financeiro, nomeadamente o contrato swap, mais precisamente no que toca à da interligação que existe entre os mercados swaps das taxas de juro de Zona Euro e Reino Unido. Os mercados em causa encontram-se economicamente e politicamente ligados, devido à proximidade geográfica e ao envolvimento na União Europeia. Consequentemente, podemos inferir que existe também uma ligação entre os dois mercados no que toca às taxas de juro dos contratos swaps. Para efetuar o estudo empírico recorreu-se ao filtro desenvolvido por Cheng & Ng (1996). Depois de aplicado este método consegui estimar as medidas de Geweke da dependência linear, ou seja, o feedback entre as taxas de juro dos swaps.
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Moody, David A. "Vitrual reality medical training with force feedback." Connect to this title online, 2005. http://hdl.handle.net/1811/330.
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Thesis (Honors)--Ohio State University, 2005.Title from first page of PDF file. Document formattted into pages: contains v, 26 p.; also includes graphics. Includes bibliographical references (p. 24-25). Available online via Ohio State University's Knowledge Bank.
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Vickers, Jonathan Paul. "Medical image analysis incorporating knowledge and feedback." Thesis, Coventry University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399523.
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Urquhart, Lynn Margaret. "Exploring the feedback process with medical students and their educators : listening, watching, understanding." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/21a86bd9-fd9e-4650-84c8-c485cd0b71d5.
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Feedback is consistently shown to be a key influence upon both achievement and performance. Feedback in medical education is not only important for the performance and progression of medical trainees but also for patient safety. However, despite recognition of the power of successful feedback, medical students within the United Kingdom and beyond consistently report dissatisfaction with the feedback they receive. Whilst the literature has begun to explore what students feel about feedback there is limited understanding of why they feel this way. Within this thesis are two distinct but related studies which combine to provide a synergistic picture of feedback at medical school. The first, a multi-school focus group study at three UK medical schools, explores students’ narratives of their lived experiences of positive and negative feedback. In exploring how students make sense of these experiences an in depth exploration is presented of not only what they think but also why. The second study presented in this thesis is a video-reflexive ethnography (VRE) study of feedback in two sites at medical school. This study comprises two phases: (1) an observational phase of data collection utilising video to capture feedback as it occurred in two sites at medical school (the simulated clinical skills setting and the medical workplace); and (2) the (reflexivity) phase of the study involving showing this footage back to student and tutor participants (separately) to explore their recognition and perception of feedback seen within the footage. In its totality, this VRE study allows for a comparison of student and tutor perspectives, as well as of feedback practices and perspectives in these two different sites. ii In summary, through listening to, and observing the lived experiences of feedback for medical students and their educators, the research presented within this thesis provides an in depth (and novel) understanding of both feedback practices and perceptions at medical school.
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Ceccarelli, Calle Juan Francisco. "Feedback en educación clínica." Universidad Peruana Cayetano Heredia (UPCH), 2014. http://hdl.handle.net/10757/324129.
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The feedback is a central component of medical education. Unfortunately, medical teachers often believe that provide adequate feedback to students. But several studies show confl icting results. The aim of this paper is to review the main concepts associated to feedback in clinical education as part of the teaching–learning process.Revisión por pares
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Wallace, Richard L., Rachel R. Walden, and Nakia J. Woodward. "Focus Groups in Libraries: Acting on Feedback." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8815.
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Fredenlund, Teija. "Betydelsen av feedback i klinisk praktik." Thesis, Högskolan i Borås, Institutionen för Vårdvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19667.
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Genom studenters utvärderingar av deras verksamhetsförlagda utbildning har det framkommit att de ibland saknat tydlig feedback. Som handledande sjuksköterska är det ibland svårt att ge konstruktiv feedback till studenter. Det upplevs ofta lättare att ge positiv feedback än att tydliggöra vad som måste förbättras. Därför känns det av vikt att beskriva vilken betydelse feedbacken har för studenternas inlärning i klinisk praktik.Syftet med den här studien är att beskriva sjuksköterskestudenters upplevelser av betydelsen av feedback i klinisk praktik. Metoden är en litteraturstudie där analys, enligt Evans (2003), av aktuella vetenskapliga artiklar genomförts.Resultatet presenteras utifrån två teman och 13 subteman som framträtt vid analysarbetet. Materialet delas upp i två domäner som utgör en grov struktur. Dessa är ”konstruktiv feedback, en förutsättning för sjuksköterskestudenten i sin utveckling till sjuksköterska” och ”negativ eller utebliven feedback är ett hinder i sjuksköterskestudentens utveckling till sjuksköterska”. Temana belyser sjuksköterskestudenters uppfattning av att få feedback och att inte få feedback. Studien visar att när man lyckas få studenter att känna sig stöttade samt att minska deras känsla av otrygghet, genom att införskaffa sig kunskaper om feedbackens betydelse, kan handledare bidra till att underlätta sjuksköterskestudenters utveckling till sjuksköterskor.I resultatdiskussionen diskuteras olika subteman som framträtt. Ett av de starkaste känslorna som framkom är känslan av att bli kränkt. Är kränkhet ett ord som används som ett försvar av studenter som känner sig förolämpade eller ett mäktigt vapen? Vidare diskuteras även att när studenten känner sig sedd och bekräftad samt får konstruktiv feedback från sin handledare bidrar det till både personlig växt och ökade kunskaper.Program: Fristående kurs
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Prewett, Matthew S. "Training Teamwork in Medical Teams: An Active Approach with Role Play and Feedback." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003229.
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Besar, Mohd Nasri Awang. "Feedback in work-place assessment : lecturers' intentions and final year medical students' interpretations." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/8357/.
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This research evaluates the similarities and differences between lecturers’ intentions in providing performance feedback and how low and high achievers interpret this feedback. The research examines the discussions with the lecturers and students as to the sources of misinterpretations and the solutions which they agree on. In this mixed method case study, both quantitative and qualitative data were collected. For the quantitative data, a population of 246 final year medical students were selected to answer a questionnaire to identify their expectations of their assessment lecturers’ feedback in the mini-Clinical Evaluation Exercise (Mini-CEX). 33 mini-CEX feedback sessions given by 14 Family Physician lecturers involving the selected students were audio recorded and analysed, both quantitatively and qualitatively, to determine feedback strategies. Three further sets of qualitative data were collected: the 14 Family Physician lecturers who gave the feedback to the students were interviewed. Also interviewed were 16 low achievers and 17 high achievers who were selected using stratified purposive sampling. Semi-structured telephone interviews identified the students’ interpretations of their lecturers’ feedback. Quantitative analyses showed that more than 90% of the students had high expectations towards all questionnaire statements related to the feedback except the statement about praise. Six themes emerged from the lecturers’ intentions and the low and high achievers’ interpretations. These are feedback as promoting self-regulated learning, feedback as increasing student motivation, feedback for positive reinforcement, feedback improves power sharing, feedback preserves fairness, and feedback as an opportunity. Each of the feedback strategies used by the lecturers may have more than one intention and interpretation. There are misinterpretations which were evident among the low and high achievers towards the lecturers’ feedback. For example, although the intention of adopting self-assessment is to promote self- iii regulated learning, several low and high achievers interpreted it as perceiving fairness in feedback. Low self-efficacy, test anxiety, lack of clarity of the assessment criteria, and learning culture are the four reasons that made the students disagree with the feedback. Discussions between lecturers and students highlighted seven sources and solutions of misinterpretations. This empirical study assists in creating understandings about the similarities and the differences of students’ interpretations of performance feedback. In practise, it also contributes new findings regarding sources and solutions to eliminate misinterpretations. Implications are offered for future research involving other populations of students in different years, faculties, institutions and learning cultures.
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Hung, Gary M. Y. "Investigating the feasibility of using focussed airborne ultrasound as tactile feedback in medical simulators." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/investigating-the-feasibility-of-using-focussed-airborne-ultrasound-as-tactile-feedback-in-medical-simulators(6dc5ae20-77c9-45a2-9e47-4b707ce05307).html.
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Novice medical practitioners commonly practice on live patients in real medical procedures. However, due to the inexperience of the practitioner, mistakes are likely which exposes the patient to undue risk. To improve the training of novices, medical simulators create a virtual patient providing a safe environment for the user to practice within. An important clinical skill is palpation, a physical examination technique. The practitioners use their hands to feel the body of the patient to make diagnosis. A virtual patient has a visual representation but as it is virtual, the patient is not physically present. Haptics technology provide additional benefits to the training session by stimulating the physical sense of touch. A novel technique has recently emerged for stimulating tactile sensation called acoustic radiation pressure from focussed airborne ultrasound. Acoustic radiation creates a focal point of concentrated acoustic pressure in a three-dimensional field producing a force in mid-air. Airborne ultrasound has several advantages over conventional technologies. It was also initially theorised that using airborne ultrasound to simulate palpation compared to a previous system called PalpSim which consists of a rubber tube filled with water permanently embedded in a block of silicone, will offer better controllability over the displayed sensation to simulate various tactile sensations. The thesis has investigated the feasibility of using focussed airborne ultrasound as tactile feedback in medical simulators. A tactile device called UltraSendo was completely custom built to simulate an arterial pulse and a thrill sensation. UltraSendo was integrated with an augmented reality simulator displaying a virtual patient for user interaction. The simulator was brought to Ysbyty Glan Clwyd hospital for user feedback. A wide range of user responses were gathered. The majority of responses felt the arterial pulse was not sufficiently realistic whilst there were higher ratings for the thrill sensation which is acceptably realistic. Positive feedback suggests that airborne ultrasound can indeed provide tactile feedback in a medical context and is better at simulating a thrill sensation compared to a pulse sensation.
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Saini, Devashish. "Development and testing of feed a feedback expert system for EMS documentation /." Thesis, Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007m/saini.pdf.
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Petersson, Frida, and Charlotte Åkerlund. "Haptic Force Feedback Interaction for Planning in Maxillo-Facial Surgery." Thesis, Linköping University, Department of Science and Technology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2036.
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New Virtual Reality technologies provide the possibility of widening access to information in data. Haptics, the technology of touch, could be an interesting future aid and have large impact on medical applications. The use of haptic devices allows computer users to use their sense of touch, in order to feel virtual objects with a high degree of realism.
The aim of the thesis is to investigate the potential deployment and the benefits of using haptic force feedback instruments in maxillo-facial surgery. Based on a produced test application, the thesis includes suggested recommendations for future haptic implementations.
At the Department of Maxillo-Facial Surgery, at the Karolinska Hospital in Stockholm, Virtual Reality technologies are used as an aid to a limited extent during the production of physical medical models. The physical medical models are produced with Rapid Prototyping techniques. This process is examined and described in the thesis. Moreover, the future of the physical medical models is outlined, and a future alternative visualizing patient data in 3D and use haptics as an interaction tool, is described. Furthermore, we have examined the present use of haptic technology in medicine, and the benefits of using the technology as an aid for diagnostic and treatment planning.
Based on a presented literature study and an international outlook, we found that haptics could improve the management of medical models. The technology could be an aid, both for physical models as well as for virtual models. We found three different ways of implementing haptics in maxillo-facial surgery. A haptic system could be developed in order to only manage virtual medical models and be an alternative solution to the complete Rapid Prototyping process. A haptic system could serve as a software, handling the image processing and interfacing from a medical scanner to an Rapid Prototyping system. A haptic system could be developed as an alternative interaction tool, which could be implemented as an additional function in currently used image processing software, in order to improve the management of virtual medical models before the Rapid Prototyping process.
An implementation for planning and examination in maxillo-facial surgery, using haptic force feedback interaction, is developed and evaluated. The test implementation is underlying our aim of investigating the potential deployment and the benefits of using haptic force feedback instruments in maxillo-facial surgery.
After discussing the possible future of our implementation and the future of haptic force feedback in maxillo-facial surgery, a recommendation is given as a conclusion of our total work.
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Hey, Alexandra H. "Feedback und Beurteilung bei selbstregulierter Gruppenarbeit /." Berlin : Dissertation.de, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009571540&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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König, Claudia. "Audiovisuelles Feedback : Konzeptentwicklung - methodisches Vorgehen - Evaluation /." Aachen : Shaker, 2003. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=010653087&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Bender, Isis Duarte. "Teste de amplificadores diferenciais através de medida DC e transiente de tensões internas de polarização." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131040.
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Este trabalho apresenta estudos voltados ao teste de Amplificadores Diferenciais. No primeiro momento, por meio de simulações SPICE, falhas catastróficas são injetadas em dois Amplificadores Diferenciais, projetados para uma tecnologia CMOS de 0,5m com configurações complementares, a fim de comprovar a ocorrência de variações nas tensões DC dos nós do circuito sob teste à medida que há injeções de falhas no mesmo. Também se faz análises preliminares dos resultados para verificar a possibilidade de diagnosticar as falhas através de assinaturas compostas pela digitalização (em um bit) dos valores DC dos nós do circuito sob teste. Posteriormente, é desenvolvida uma metodologia de teste simples e com baixo custo, aplicável a Amplificadores Totalmente Diferenciais. Considerando a necessidade do Circuito de Realimentação de Modo Comum para manter o controle do modo comum das saídas, é proposta a reutilização deste circuito como verificador, possibilitando a observação de falhas ocorridas tanto no Amplificador quanto no próprio bloco de CMFB. Falhas catastróficas e paramétricas são injetadas, por simulação, em dois amplificadores totalmente diferenciais, um projetado em 180nm e outro em 130nm. Testes DC e transientes são realizados e a cobertura de falhas é avaliada. Os resultados das simulações apontam boa cobertura de falhas, enquanto apenas os sinais de realimentação de modo comum precisam ser monitorados. Dessa forma é proposta uma estratégia de teste que apresenta um baixo custo e uma baixa sobrecarga de área do circuito.This work presents a study related to the testing of Differential Amplifiers. Firstly, by means of SPICE simulations, catastrophic faults are injected in two complementary Differential Amplifiers, designed considering a 0,5μm CMOS technology, in order to prove the concept of testing the circuit by checking the occurrence of variations in the DC voltage of the circuit internal nodes due to the injected faults. The possibility of diagnosing faults using a digitized representation of the DC values of the observed nodes of the circuit was also investigated. Then, a simple and cost-effective test methodology for Fully Differential Amplifiers (FDA) is proposed. Considering the need of the common mode feedback circuit to maintain the control of the common mode output voltage, it is proposed to re-use this circuit as a checker, allowing the observation of faults in both the amplifier itself and the CMFB block. Catastrophic and parametric faults are injected in two FDAs, designed in 180nm and 130nm technology respectively. DC and transient tests are performed and the fault coverage is evaluated. The simulation results indicate high fault coverage, while only the signals from the common mode feedback need to be monitored. This way a low cost and low overhead test methodology is proposed.
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Stolarik, Ladislav Udomslip Phuwadol Sangsub Suriya. "A feedback perspective of healthcare demand/supply relationship and behavior /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FStolarik.pdf.
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Thesis (M.B.A.)--Naval Postgraduate School, June 2003."MBA professional report"--Cover. Advisor(s): Tarek Abdel-Hamid and Bill Gates. Includes bibliographical references (p. 61-64). Also available online.
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Bryan, Billy. "The impact of two different feedback models on the immediate and future learning strategies of medical undergraduates." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18933/.
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Li, Min. "Haptic feedback of rigid tool/soft object interaction in medical training and robot-assisted minimally invasive surgery." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/haptic-feedback-of-rigid-tool--soft-object-interaction-in-medical-training-and-robotassisted-minimally-invasive-surgery(ec321790-1b95-4ae6-a913-abd10a6a1f13).html.
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Sense of touch is crucial for surgeons to effectively identify tumours and boundaries, and, thus to achieve successful cancer resections. To overcome the touch information loss which occurs during robotic-assisted surgical procedures, researchers have proposed methods capable of acquiring partial haptic feedback and mimicking the physical interaction which takes place between surgical tools and human tissue during palpation. This thesis proposes and evaluates haptic palpation systems and suggests the combination of different feedback methods for tumour identification in medical training and robot-assisted minimally invasive surgery using tissue models based on rolling indentation. A real-time visual tissue stiffness feedback method is proposed and compared to the performance of direct force feedback using tumour identification performance based on user studies with human subjects. The trade-off problem between system transparency and stability, which is caused by direct force feedback using a tele-manipulation system, is circumvented with the introduction of an intra-operative haptic tissue model generation method capable of representing tissue stiffness distribution of the examined soft tissue. During palpation, force feedback is exerted based on this model. This thesis proposes pseudo-haptic feedback and visualization of tissue surface deformation as an effective method to provide realistic palpation experience, which does not require the use of expensive haptic devices and is capable of handling three-dimensional haptic information. The tumour identification results are compared using different input devices: a computer mouse, a 3-DOF motion tracking input device and force-sensitive 2D haptic surface input devices. Furthermore, it is shown that the performance of haptic systems can be improved beyond the performance of force-feedback-only haptic systems by intelligently combining force feedback and pseudo-haptic feedback. Multi-fingered palpation is more effective in detecting differences in stiffness in the examined tissue than single-fingered palpation methods. Two approaches of multi-fingered palpation are proposed, studied and evaluated in this thesis: (1) methods using pseudo-haptic feedback and (2) those that use stiffness actuators. The performance of these methods is compared with the performance of single-fingered palpation approaches.
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Shang, Weijian. "Teleoperation of MRI-Compatible Robots with Hybrid Actuation and Haptic Feedback." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-dissertations/49.
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Image guided surgery (IGS), which has been developing fast recently, benefits significantly from the superior accuracy of robots and magnetic resonance imaging (MRI) which is a great soft tissue imaging modality. Teleoperation is especially desired in the MRI because of the highly constrained space inside the closed-bore MRI and the lack of haptic feedback with the fully autonomous robotic systems. It also very well maintains the human in the loop that significantly enhances safety. This dissertation describes the development of teleoperation approaches and implementation on an example system for MRI with details of different key components. The dissertation firstly describes the general teleoperation architecture with modular software and hardware components. The MRI-compatible robot controller, driving technology as well as the robot navigation and control software are introduced. As a crucial step to determine the robot location inside the MRI, two methods of registration and tracking are discussed. The first method utilizes the existing Z shaped fiducial frame design but with a newly developed multi-image registration method which has higher accuracy with a smaller fiducial frame. The second method is a new fiducial design with a cylindrical shaped frame which is especially suitable for registration and tracking for needles. Alongside, a single-image based algorithm is developed to not only reach higher accuracy but also run faster. In addition, performance enhanced fiducial frame is also studied by integrating self-resonant coils. A surgical master-slave teleoperation system for the application of percutaneous interventional procedures under continuous MRI guidance is presented. The slave robot is a piezoelectric-actuated needle insertion robot with fiber optic force sensor integrated. The master robot is a pneumatic-driven haptic device which not only controls the position of the slave robot, but also renders the force associated with needle placement interventions to the surgeon. Both of master and slave robots mechanical design, kinematics, force sensing and feedback technologies are discussed. Force and position tracking results of the master-slave robot are demonstrated to validate the tracking performance of the integrated system. MRI compatibility is evaluated extensively. Teleoperated needle steering is also demonstrated under live MR imaging. A control system of a clinical grade MRI-compatible parallel 4-DOF surgical manipulator for minimally invasive in-bore prostate percutaneous interventions through the patient’s perineum is discussed in the end. The proposed manipulator takes advantage of four sliders actuated by piezoelectric motors and incremental rotary encoders, which are compatible with the MRI environment. Two generations of optical limit switches are designed to provide better safety features for real clinical use. The performance of both generations of the limit switch is tested. MRI guided accuracy and MRI-compatibility of whole robotic system is also evaluated. Two clinical prostate biopsy cases have been conducted with this assistive robot.
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Backlund, Gunilla. "Feedback-informerad terapi på familjerådgivningen - Leder det till förbättring?" Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-135097.
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Följande studie handlar om feedbackorienterad terapi på Familjerådgivningen. Syftet var att mäta parens upplevda förändring av livstillfredsställelse för att se om samtalen på Familjerådgivningen gör skillnad och om förändringen enligt skattningsinstrumenten ORS och SRS överensstämde med skattningen av klimatet i parrelationen/familjen samt om det fanns några könsskillnader. Undersökningsgruppen omfattades av 29 par, som sökte hjälp på Familjerådgivningen i södra Dalarna, i Mora och i Linköping under tiden januari 2016 till maj 2016. Paren fyllde i skattningsinstrumentet ORS (som mäter förändring) i början av varje samtal och SRS (som mäter alliansen) i slutet av varje samtal. Familjerådgivaren använde sig av den feedback som gavs och korrigerade behandlingen därefter. Vid första och tredje samtalet fyllde paren i skattningsinstrumentet "Familjeklimat". Resultatet efter tre samtal visade en liten förbättring av livstillfredsställelse för både män och kvinnor vilket överensstämde med skattningen av klimatet i familjen där närheten förbättrades och kaos minskade.The following study is about feedback informed treatment in family councelling. The purpose was to measure the couples experienced change in life satisfaction, to see if treatment sessions of family councelling makes a difference and change according to the estimation instruments ORS and SRS and is consistent with the estimate of the atmosphere in the couple´s relationship/family atmosphere and if there were any gender differences. The study group included 29 couples who sought help at the Family councelling in southern Dalarna, Mora and Linköping during the period of January 2016 to May 2016. The couples filled in the instrument ORS (measuring change) at the beginning of each session and SRS (measuring alliance) at the end of each session. The family councellor used the received feedback and corrected treatment accordingly. In the first and third session the couples filled in the "Family climate" instrument. The outcome after three sessions showed a small improvement in the life satisfaction for both men and women which were consistent with the estimate of the atmosphere and the climate in the family. The vicinity improved and chaos decreased.
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Leggett, Heather Danielle. "Helping clinical educators provide effective feedback to medical trainees on their diagnostic decision making : an educational design research approach." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/13434/.
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An educational design research approach (EDR) was adopted to understand what type of feedback is most effective to enhance medical trainees’ diagnostic decision making (DDM) in authentic clinical settings and how this understanding can be used to improve the feedback provided by clinical educators. Research was conducted within the three phases of EDR: 1) preliminary, 2) developmental and 3) assessment. Findings from the preliminary research phase indicated that more structured and specific feedback which focused on self-regulated learning (SRL) and contextual factors would be advantageous for medical trainees. A conceptual model of feedback that incorporated these findings was developed to inform a Personalised Model of Feedback (PFM) intervention in the development phase. Despite a positive response to the PFM intervention, recruitment was poor which highlighted barriers to involving clinical educators in research and training. Six clinical educators used the PFM intervention to provide feedback to their medical trainees after DDM in the authentic clinical setting. Using a mixed methods approach, the assessment phase evaluated participants’ perceptions of the PFM intervention. Participants found the PFM intervention useful, usable and effective for providing feedback on DDM. After participation more feedback was provided on SRL, confidence and the influence of contextual factors on DDM. Clinical educators and medical trainees also had an increased awareness of the influence of contextual factors on DDM. Medical trainees viewed SRL focused feedback as effective and useful for improving DDM and used more SRL skills on hypothetical reasoning cases. This research has added to current research on the use of SRL to provide feedback. It is the first research to specifically address how feedback after DDM can be better provided to medical trainees and shows that the PFM feedback can be given as an add on to feedback usually provided. Further research is necessary to modify the conceptual model and the PFM intervention to improve its ease of use in the authentic clinical setting, its receptivity by clinical educators and to determine whether it leads to an improvement in medical trainees’ DDM.
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Cooling, Christopher. "Development of a point kinetics model with thermal hydraulic feedback of an aqueous homogeneous reactor for medical isotope production." Thesis, Imperial College London, 2014. http://hdl.handle.net/10044/1/24969.
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This thesis presents the development of a model of the Medical Isotope Production Reactor (MIPR): a conceptual Aqueous Homogeneous Reactor (AHR). The model is a point kinetics model with zero and one-dimensional thermal hydraulic feedbacks. Three versions of the model of increasing complexity are presented and a number of scenarios are modelled with each version. The results of these simulations shows the stability of the reactor against reactivity insertions caused by the strong negative reactivity feedbacks inherent to AHRs. The first version of the model is modified using intrusive polynomial chaos in order to simulate the effects of uncertainty in key parameters. This allows a novel study into which physical parameters and processes are important at each stage of a transient and in determining steady state conditions. The final version of the model is used to model the CRAC-43 experiment and, after modification to include the delay of radiolytic gas production which accompanies the start up of an AHR, good agreement was found between model and experiment. The development of the equations, correlations and parameters used in the model is approached from the point of view of the governing physics. This approach to model development enables a comprehensive exploration of the physical processes underpinning the behaviour of AHRs. As well as being one of the most complete and fundamentally based models of an AHR presented within the literature, the final model is also extremely versatile and general. Given the appropriate input neutronic and thermal-hydraulic data the model presented in this thesis should be able to simulate a very wide range of AHR behaviour.
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Fernandez, Rodriguez Rodolfo. "Development and Implementation of Acoustic Feedback Control for Scanning Probe Microscopy." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/548.
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A remote-sensing acoustic method for implementing position control feedback in Scanning Probe Microscopy (SPM) is presented. The capabilities of this feedback control using the new Whispering Gallery Acoustic Sensing (WGAS) method is demonstrated in a Shear-force Scanning Probe Microscope that uses a sharp probe attached to a piezoelectric Quartz Tuning Fork (QTF) firmly mounted on the microscope's frame. As the QTF is electrically driven its mechanical response reaches the SPM frame which then acts as a resonant cavity producing acoustic modes measured with an acoustic sensor strategically placed on the SPM head. The novelty of the WGAS resides in using an SPM frame with a perimeter closely matching the intervening acoustic wavelength to act as a resonant cavity. The whispering gallery cavity constitutes an acoustic amplifier for the mechanical motion of the QTF probe. The observed monotonic behavior of the whispering gallery acoustic signal as a function of the probe sample distance is exploited here for tip-sample distance control with nanometer sensitivity, thus allowing topographic characterization as the probe is scanned across the sample's surface. This thesis includes a description of a Labview based programming for the Field Programmable Gate Array (FPGA) card used in the automated control of the WGAS feedback microscope, a solution for improving the effective resolution of the Digital to Analog Converter (DAC) and initial results towards theoretically modeling the WGAS working principle.
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Pricinote, Sílvia Cristina Marques Nunes. "Percepção de discentes de medicina sobre o feedback na avaliação formativa." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/3628.
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In education, feedback can be defined by information provided by an agent that can be a teacher, a mate, a book, oneself or an experience about certain aspects of the student's performance or knowledge. Feedback creates awareness of learning, for it emphasizes deviations among the desired goals and the actual results, encourages changes and indicates the appropriate behavior, promoting individual's motivation to repeat the correct action. The aim of this research was to analyze the student’s perception of the meaning of feedback in formative assessment, and, therefore, know how it is delivered. This is a qualitative research. Data were collected via focus groups with fourth year or eighth term students at three medical schools in the state of Goiás. Thematic analysis revealed eight major themes: understanding of feedback by the students, frequency of the received feedback, impact of feedback in the teaching and learning process, the perception of the feedback received, characteristics of received feedback, factors related to the occurrence of feedback, characteristics of the teacher to provide feedback and characteristics of the student to receive feedback. We realize that the students, in spite of their difficulty to conceptualize, can understand partially what feedback means, because there is no concept of internal feedback. On the other hand, they can recognize the importance of feedback for their learning process and they are receptive to effective feedback. However, they are unhappy with the low frequency and the lack of regulation of this tool. It is observed that the practice of feedback needs to be improved in the teaching and learning environment of the students, regardless of the institution or curriculum. Teachers should be stimulated to give feedback, as well the students should be stimulated to seek it, so that it is regular and continuous practice in educational environments.
Em educação, define-se feedback como uma informação provida por um agente: professor, par, livro, por si próprio ou por uma experiência, sobre determinados aspectos da performance ou o conhecimento do aluno. Feedback gera uma conscientização para a aprendizagem, pois ressalta dissonâncias entre o resultado pretendido e o real, incentivando mudanças, apontando comportamentos adequados e motivando o indivíduo a repetir o acerto. O objetivo deste trabalho foi analisar a percepção de discentes de medicina sobre o significado do feedback na avaliação formativa e conhecer como o feedback é ministrado. Foi realizada uma pesquisa qualitativa por meio de grupos focais com alunos do quarto ano ou oitavo período de três faculdades de medicina do estado de Goiás. Os dados foram analisados através da técnica de análise de conteúdo, criando-se as seguintes categorias: compreensão de feedback pelos alunos, frequência do feedback recebido, impacto do feedback no processo de ensino aprendizagem, percepção sobre o feedback recebido, características do feedback recebido, fatores relacionados à ocorrência do feedback, características do docente para dar o feedback e características do discentes para receber o feedback. Percebe-se que os alunos, embora tenham dificuldade em conceituar, compreendem parcialmente o que é feedback, pois falta a concepção do feedback interno. Conseguem reconhecer a importância do feedback para seu processo de aprendizagem e se mostram receptivos ao feedback efetivo. Entretanto, encontram-se insatisfeitos com a baixa frequência e a falta de regulamentação desta ferramenta. Observa-se também que a prática do feedback precisa ser aprimorada nos ambientes de ensino e aprendizagem, independente da instituição ou modelo curricular. Deve – se estimular tanto os docentes a darem o feedback quanto aos discentes a buscar recebê-lo, para que seja uma prática regular e contínua nos ambientes de ensino.
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Naismith, Laura. "Examining motivational and emotional influences on medical students' attention to feedback in a technology-rich environment for learning clinical reasoning." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117101.
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This study examined motivational and emotional influences on medical students' attention to feedback in BioWorld (Lajoie, 2009), a technology-rich environment (TRE) for learning clinical reasoning. Thirty first- and second-year medical and dental students completed questionnaires to measure their achievement goal orientations and then solved and reviewed expert solutions for three endocrinology patient cases in BioWorld. An expert solution in BioWorld contains both outcome (the "correct answer" in the form of a prioritized evidence list of pertinent symptoms and test results) and process (a summary of the steps the expert took to arrive at the final diagnosis) feedback components (Naismith & Lajoie, 2010). Participants were asked to think aloud while both solving the cases and reviewing the expert solutions. Questionnaires administered after each case measured participants' experiences of five feedback emotions: pride, relief, joy, shame, and anger. To measure attention, participants' think-aloud protocols were recorded, transcribed, and systematically searched for verbal utterances that matched the expert solutions. Participants reported high mastery, moderate performance-approach, and moderate performance-avoidance goal orientations. They diagnosed the BioWorld cases accurately, but often did not prioritize evidence items that experts considered important. Their overall levels of feedback emotions were low. Participants attended to a higher proportion of process feedback in the summary than outcome feedback in the prioritized evidence list. Logistic regression analyses using the method of generalized estimating equations (GEE) modelled participants' attention to individual text segments. Results showed that attention to the prioritized evidence list and the summary could be differentially predicted based on achievement goal orientation, learning performance, characteristics of how the feedback was displayed, and the specific feedback emotions experienced. These results have implications for the design of feedback in TREs to support medical education. The findings of this study support and extend current research on identifying factors that mediate the use of feedback to promote learning and detecting and responding to students' emotional states in TREs.Cette recherche s'est attachée à étudier comment les objectifs et émotions d'étudiants en médecine peuvent influencer leur prise en compte de solutions fournies par des experts dans BioWorld (Lajoie, 2009), un environnement assisté par ordinateur pour l'apprentissage du raisonnement clinique.Trente étudiants en première et deuxième années de médecine et médecine dentaire complétèrent un questionnaire pour mesurer leurs orientations de 'buts d'accomplissement'. Après quoi ils résolurent trois cas de patients en endocrinologie présentés avec BioWorld et évaluèrent les solutions proposées par des experts pour ces mêmes cas. Une solution d'expert dans BioWorld contient à la fois des composants de rétroaction sous la forme de résultats (une sélection correcte de symptômes pertinents et de résultats de tests) et de processus (un résumé des étapes que suit un expert pour aboutir à une diagnostique final) (Naismith & Lajoie, 2010). Il fût demandé aux participants de 'penser à haute voix' tout en résolvant ces cas et en évaluant les solutions des experts. Après chaque résolution de cas, des questionnaires furent administrés de manière à mesurer les expériences affectives ressenties par les participants pour cinq émotions de rétroaction : la fierté, le soulagement, la joie, la honte et la colère. Dans le but de mesurer la prise en compte des solutions d'experts, les tâches de 'pensée à haute voix' des participants furent enregistrées et transcrites. S'ensuivit une recherche systématique des mentions verbales liées aux solutions d'experts. Les étudiants démontrèrent une très forte orientation des étudiants vers l'apprentissage, i.e. l'acquisition de nouvelles connaissances et compétences. Ils étaient également préoccupés par l'image qu'ils projetaient. En d'autres termes, il demeurait important pour eux d'obtenir de bonnes évaluations et de ne pas paraître incompétents. Ils diagnostiquèrent les cas de BioWorld avec succès. Pour autant, ils n'utilisèrent pas fréquemment les preuves que les experts avaient jugées importantes et, de manière générale, leur réponse émotionnelle aux solutions d'experts demeura faible. Dans la sélection de preuves qui leur fût fournie, les participants se référèrent avant tout aux rétroactions présentées sous la forme de processus plutôt qu'à celles consistant en des résultats. Des analyses par régression logistique en utilisant la méthode GEE (« Generalized Estimating Equations ») modélisèrent l'attention des participants envers différents segments de texte. Les résultats démontrèrent que l'attention envers la sélection de preuves pouvait être différenciée de celle envers les résumés en fonction des orientations de 'buts d'accomplissement', des performances d'apprentissage, des expériences émotionnelles ressenties et de la manière dont la rétroaction était fournie. Ces résultats ont des implications pour la conception de rétroactions dans les environnements assistés par ordinateur pour l'enseignement médical. Les découvertes de cette étude confirment et étendent la recherche actuelle visant à identifier les facteurs qui encadrent l'utilisation de rétroactions dans le but de promouvoir l'apprentissage ainsi que pour détecter et répondre aux états affectifs des étudiants dans des environnements d'apprentissage assistés par ordinateur.
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Johnson, Paul G. "EVALUATION OF FLUOROSCOPY RADIATION WORKER EXPOSURE AT A LARGE MEDICAL CENTER: IMPLICATIONS FOR UTILIZING GRAPHICAL FEEDBACK INFORMATION FOR IMPROVING OCCUPATIONAL SAFETY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523631347981258.
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Smith, Rachelle Marie. "Regulating the anterior medial prefrontal cortex : exploratory investigation of real-time fMRI training." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1413.
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The feasibility of using real-time functional magnetic resonance imaging (fMRI) feedback regarding the level of activation in rostromedial prefrontal cortex (rMPFC) to learn improved regulation of this brain area was examined in a group of 5 young adults. Subjects received real-time feedback from the target brain region while engaging in a blocked-design task involving alternating blocks of attempted up-regulation and down-regulation of the target brain region. A transient negative emotional state was induced prior to each scanning session. Subjects completed 6 scanning sessions (a pre-training session, 4 feedback sessions and a post-training session - no feedback was provided for pre and post-training sessions). The guideline strategy provided to subjects of engaging in emotional awareness during up-regulation and bodily awareness during down-regulation was found to consistently regulate the region in the pre-training session prior to the fMRI feedback sessions. This finding is in line with the previously proposed role of the rMPFC in emotional awareness. In contrast to previous real-time fMRI findings, greater recruitment of the region was observed in the pre-training session compared to the post-training session, with a non-significant negative trend observed across feedback sessions. These results suggest that there may be limitations to which the feedback techniques successfully employed for other brain regions extend to yet unexplored brain regions.
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Brown, Maria D. "Does Retrieval Practice Among Medical Trainees Promote Recognition, Diagnosis and Treatment of Eating Disorders?" The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606914020488199.
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Pineda, Hoyos Jorge Eduardo. "Oral language accuracy, corrective feedback and learner uptake in an online EFL course." Doctoral thesis, Universitat Oberta de Catalunya, 2019. http://hdl.handle.net/10803/668851.
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Les eines tecnològiques han ampliat el ventall de possibilitats en l'ensenyament i l'aprenentatge de llengües i han generat moltes preguntes en professors i investigadors: quina és la millor manera d'integrar la tecnologia? Quins efectes té la tecnologia en l'aprenentatge? Quin és el paper de la correcció d'errors en ambients totalment virtuals? Aquesta investigació busca identificar els errors més comuns, les estratègies de correcció més freqüents i les reaccions dels alumnes a les correccions dels professors en ambients sincrònics. Aquest és un estudi de cas qualitatiu que fa servir mètodes mixtos i l'anàlisi del discurs mitjançat per ordinador per analitzar la informació. Els resultats de la investigació mostren que els estudiants produeixen errors a velocitats similars, el professor tendeix a proveir la correcció explícita dels errors i els estudiants tendeixen a repetir les correccions del professor.Las herramientas tecnológicas han ampliado el abanico de posibilidades en la enseñanza y el aprendizaje de lenguas y han generado muchas preguntas en profesores e investigadores: ¿cuál es la mejor manera de integrar la tecnología?, ¿qué efectos tiene la tecnología en el aprendizaje?, ¿cuál es el rol de la corrección de errores en ambientes totalmente virtuales? Esta investigación busca identificar los errores más comunes, las estrategias de corrección más frecuentes y las reacciones de los aprendices a las correcciones de los profesores en ambientes sincrónicos. Este es un estudio de caso cualitativo que usa métodos mixtos y el análisis del discurso mediado por computador para analizar la información. Los resultados de la investigación muestran que los estudiantes producen errores a velocidades similares, el profesor tiende a proveer la corrección explícita de los errores y los estudiantes tienden a repetir la corrección del profesor.
The use of computer-mediated communication (CMC) technologies has broadened the scope of possibilities for language teaching and learning, while also leading teachers and researchers alike to pose a number of relevant questions. What is the best way to blend such technologies into teaching? What impact will CMC technologies have on learners' target language development? What role does teacher feedback play in exclusively online language learning settings? To answer these questions, a qualitative case study was carried out to identify the most common errors made by language learners, the correction strategies employed by teachers and, finally, learners' reactions to these corrections in synchronous interactions. The study's main findings, based on a mixed-methods and computer-mediated discourse analysis approach, are as follows: most learners make mistakes at a similar rate, the number of mistakes drops towards the end of the course, the teacher tends to provide explicit corrective feedback and students' main strategy for amending their mistakes is to repeat the teacher's correction.
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Newnham, Elizabeth A. "Informing best practice in mental health : using feedback to improve clinical outcomes." University of Western Australia. School of Psychology, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0096.
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[Truncated abstract] Physical healthcare uses a suite of tools for measuring response to treatment. However, reliable systems of regular patient monitoring are rare in mental healthcare. Mental health services often measure a treatment response from pre- to post- therapy, yet measurement between those occasions is less common. This omission is problematic since arguably there is a need for an alarm system in psychotherapy (Andrews & Page, 2005). A substantial minority of patients do not experience reliable change following treatment, and a small proportion deteriorates (Hansen, Lambert, & Forman, 2002; Newnham, Harwood, & Page, 2007). Without monitoring, it is not always possible to know which patients are progressing poorly. Since the publication of Howard and colleagues' (1996) proposal that patient progress be monitored routinely during therapy and the results fed back to clinicians to direct treatment, this monitoring regime has garnered attention in the United States and Europe (Lambert, 2007; Lutz, et al., 2006). Findings in outpatient psychotherapy have demonstrated that providing real-time feedback on patient progress to clinicians and patients significantly improves clinical outcomes for those patients demonstrating a negative response to treatment (Harmon et al., 2007; Lambert et al., 2001; Lambert et al., 2002). What is not yet apparent is how these processes would generalize to inpatient and day patient (i.e. patients attending hospital for a whole day of treatment) psychiatric care. Inpatients often present with greater severity and are treated in an intensive setting. ... Deviations from this expected pattern would highlight possible differences between inpatient and outpatient care. To develop an appropriate system for monitoring patient progress, it was important to first define clinically significant recovery in inpatient psychiatric care, and provide criteria for clinicians to judge outcome in routine practice (Newnham, Harwood, & Page, 2007). Second, a quick and easy-to-administer system of progress monitoring and real-time feedback was developed to enhance treatment decision making (Newnham, Hooke, & Page, 2009). Third, the system was evaluated to determine clinical effectiveness. Using the World Health Organizations Wellbeing Index, a program for monitoring patient progress and providing feedback to clinicians and patients was established at Western Australia's largest private psychiatric service. The sample consisted of 1308 consecutive inpatients and day patients whose primary diagnoses were predominantly depressive (67.7%) and anxiety (25.9%) disorders. Feedback to patients and clinicians was effective in reducing depressive symptoms (F (1,649) = 6.29, p<.05) for those patients at risk of poor outcome, but not effective in improving wellbeing (F (1,569) = 1.14, p>.05). The findings support the use of progress monitoring and feedback in psychiatric care to improve symptom outcomes, but raise questions about changes in wellbeing during psychotherapy. The effectiveness study was conducted as a historical cohort trial, consistent with quality improvement efforts, and replication with a randomized controlled design is warranted. Feedback of progress information appears to be an important process within psychotherapy, and further investigation of the means by which clinicians and patients use that information is necessary.
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Chun, Hee. "Auditory sensory feedback tool to supplement visual data perception in radiologic imaging a demonstration using MR mammography /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148594830.
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Garner, Jayne Louise Stephanie. "Peer feedback on professional behaviours in the undergraduate medical curriculum : a case study of tutor and student views at the University of Liverpool." Thesis, University of Liverpool, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569660.
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The General Medical Council (GMC) is the UK's independent regulator of doctors, ensuring that proper standards in the practice of medicine are maintained to safeguard the public. The GMC sets and accredits the undergraduate medical curriculum in the UK as detailed in the Tomorrow's Doctors documentation. This specifies the standards of professional behaviour to be delivered as part of the undergraduate medical curriculum. Tomorrow's Doctors (GMC, 2009) places emphasis on the use of formative and summative feedback, with students' knowledge, skills and professional behaviours being assessed as part of their learning experience. Peer assessment has emerged as an effective mechanism for delivering feedback on professional behaviours (Schonrock-Adema et aI, 2007). However, clear guidance from the GMC on how to incorporate peer feedback on professional behaviours in the undergraduate medical curriculum is absent. This thesis will examine different ways that peer feedback on professional behaviours can be incorporated within the existing curriculum at the University of Liverpool with reference to the latest GMC guidance and the views of staff and students. The research used a social constructionist approach informed by action research theory (Carr and Kemmis, 1997). This sociological approach aimed to produce recommendations for curriculum change that were relevant and achievable. The interpretation and analysis of data is presented to highlight how peer feedback on professional behaviours is and can be incorporated into the undergraduate medical curriculum at Liverpool, other medical schools regulated by the GMC, and related medical and health care courses. The study population consisted of two undergraduate medical student cohort groups in their second year of study (2007/8, 2009/10), contemporary Problem Based Learning (PBL) and communication skills tutors. A mixed methods research methodology was employed using qualitative and quantitative methods in the form of interviews, online surveys and Problem Based Learning (PBL) evaluation data to elucidate the mechanisms that exist in relation to peer feedback on professional behaviours. The thesis demonstrates what students and staff think of peer feedback generally, and how this would fit into the delivery of PBL with reference to current GMC guidance. Recommendations are made for how peer feedback could fit into the Liverpool - and other - undergraduate medical curriculums. By examining the same material from different viewpoints, the research has produced a set of methodological triangulated qualitative data to provide detailed information about the peer feedback of professional behaviours. Tutors and students expressed some concerns about the delivery and use of peer feedback on professional behaviour but did appreciate the value of these comments for reflective learning. The results suggest a formative model of peer feedback on professional behaviours supported by training for students and tutors would be the most effective way to implement this aspect of curriculum change. This model should link to the communication elements of the MBChB course explicitly referring to outcomes of GMC guidance.
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Knoll, Tilmann. "Self-Awareness von Führungskräften: Messung und individuelle Unterschiede in einem 360-Grad-Feedback /." Göttingen : Cuvillier, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015203101&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Hjort, Erik. "Att arbeta med det större systemet : Feedback-informerad terapi och nätverksterapi inom socialtjänsten." Thesis, Linköpings universitet, Centrum för social och affektiv neurovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159697.
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The purpose of this paper is to investigate Feedback-Informed Therapy (FIT) (Miller & Bertolino, 2015) in the form of the Outcome Rating Scale (ORS) and Group Session Rating Scale (GSRS) scales when used in network therapy within the social services. The study is quantitative and is based on collected ORS and GSRS forms from 10 network therapies, including 94 people. The material is collected by network teams in four municipalities in Sweden; Norrköping, Enköping, Gothenburg and Botkyrka. The protagonists have completed an ORS on three occasions during the treatment period; before, during and after. The closest relatives, mainly parents, have made parallel estimates on the same occasions. In each network therapy, a network meeting and a follow-up network meeting have been held. All participants have completed a GSRS after the meetings. Of the study participants, 38% estimated a Clinical Significant Change in ORS after the network therapy. 50% estimated a positive change that did not exceed the limit of clinical significance. 12% estimated a small deterioration. In the cases of a Clinically Significant Change or major change, the meeting participants at the network meetings have estimated high on the GSRS (36.5 in the first meeting and 37.1 in the second meeting. In those cases with a small positive change or decrease, the participants have estimated lower on the GSRS (33.5 in first and 31.8 in others). The results indicate that network therapy gives a good effect if measured with ORS and that this effect appears early in the treatment. The study also indicates that the limit value for GSRS does not appear to be lower in Network Therapy than in other group therapy. Furthermore, the study points out that the network therapies that have network meetings with balance from the different sectors in the protagonist's life provide the best results both on the GRSR and ORS.Syftet med denna uppsats är att undersöka Feedback-informerad terapi (FIT) (Miller & Bertolino, 2015) i form av skattningsskalorna Outcome Rating Scale (ORS) och Group Session Rating Scale (GSRS) när de används i nätverksterapi inom socialtjänsten. Studien är kvantitativ och utgår från insamlade ORS- och GSRS-formulär från 10 nätverksterapier som inkluderat 94 personer. Materialet är insamlat av nätverkslag i fyra kommuner i Sverige: Norrköping, Enköping, Göteborg och Botkyrka. Studiedeltagarna har fyllt i en ORS-skattning vid tre tillfällen under behandlingstiden; före, under tiden och efter. De närmast anhöriga, oftast föräldrar, har gjort parallella skattningar vid samma tillfällen. I varje nätverksterapi har det hållits ett nätverksmöte och ett uppföljande nätverksmöte. Samtliga deltagare har fyllt i en GSRS efter mötena. Av studiens deltagare skattade 38 % en klinisk signifikant förändring (KSF) på ORS efter nätverksterapin. 50 % skattade en positiv förändring som inte översteg gränsen för klinisk signifikans. 12 % skattade en försämring. I fallen med en klinisk signifikant förändring eller stor förändring har mötesdeltagarna på nätverksmötena skattat högt på GSRS (36,5 i första mötet och 37,1 i andra mötet. I de fall med liten positiv förändring eller minskning har deltagarna skattat lägre på GSRS (33,5 i första och 31,8 i andra). Resultaten pekar på att nätverksterapi ger god effekt om man mäter med ORS och att denna effekt visar sig tidigt i behandlingen. Studien pekar också på att gränsvärdet för GSRS inte verkar ligga lägre i Nätverksterapi än i annan gruppterapi. Vidare pekar studien på att de nätverksterapier som har nätverksmöten med balans från de olika sektorerna i huvudpersonens liv ger bäst resultat både på GRSR och ORS.
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Mubuuke, Aloysius Gonzaga. "The use of a structured formative feedback form for students` assignments in an African health sciences institution : an action research study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71659.
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Thesis (MPhil)--Stellenbosch University, 2012.Background: Formative feedback is an important process in facilitating student learning as it helps students identify learning gaps early enough and devise means of covering those gaps. Most health professional educators spend most of the time designing summative assessment tools and pay little emphasis to giving qualitative feedback to students throughout the learning process. This problem has been identified at Makerere University College of Health Sciences (MaKCHS) and forms the basis of this study. Objectives: To investigate prior understanding of students and lecturers about formative feedback. The study also aimed at exploring experiences of students and lecturers regarding implementation of feedback in a resource-constrained context. Methods: This was an action research study using a participatory approach. Results: Initially, lecturers had some prior knowledge of feedback, however, students had misconceptions of what feedback could mean. After introducing a written feedback form, all participants expressed satisfaction with the feedback process. Key themes that emerged included: enhancing motivation, enhancing learning, promoting reflection and clarifying understanding. Conclusion: Students` motivation to learn can be greatly enhanced through formative qualitative feedback. A simple structured form is one way of providing qualitative formative feedback to students in resource-limited settings. Key words: formative feedback, structured form, action research.
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Heina, Elisabet, and Charlotte Johansson. "Ny på jobbet : Nyutexaminerade sjuksköterskors upplevelser av sin arbetssituation." Thesis, Högskolan i Borås, Institutionen för Vårdvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19209.
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Bakgrund och problemformulering: Sjuksköterskan har ett brett kompetensområde med stort ansvar. Den nyutexaminerade sjuksköterskan behöver en god introduktion, där möjlighet att uppöva sin yrkesskicklighet finns. Stöd och feedback från kollegor är viktigt, då stress och utbrändhet är vanligt och påverkar den nyutexaminerade sjuksköterskans välbefinnande. När en sjuksköterska upplever ohälsa och utsatthet på grund av stress, kan kvalitén på vården påverkas.Syfte: Syftet är att beskriva nyutexaminerade sjuksköterskors upplevelser av sin arbetssituation.Metod: En litteraturstudie som bygger på vetenskapliga artiklar med kvalitativ metod. Evans (2003) modell för innehållsanalys har varit utgångspunkten under analysarbetet.Resultat: Tre huvudteman och nio subteman identifierades under analysarbetet. Huvudtemana var; Organisatoriska faktorer som påverkar upplevelsen av arbetssituationen, Behov av stöd för att uppleva yrkesutveckling och Från verklighetschock till upplevd tillfredställelse. Önskan efter en grupptillhörighet är stor och tid är en bristvara, vilket resulterar i mindre patientkontakt och mindre reflektion. Stöd har en betydande roll, vilket ses i de båda subteman; Behov av kunskapsutveckling och Behov av handledning. Upplevelsen av osäkerhet och stress är stor. Trots att en del nyutexaminerade sjuksköterskor upplever verklighetschock och utbrändhet, finns det de som upplever en tillfredställande arbetssituation.Diskussion: Vid nyanställning behöver nyutexaminerade sjuksköterskor en introduktion av en kompetent handledare, där tid för reflektion finns. Då den nyutexaminerade sjuksköterskan upplever stress upplever hon även ett livslidande.Program: Sjuksköterskeutbildning
Uppsatsnivå: C
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Merricks, Beverley Ann. "The use of a self-regulated learning conceptual framework to investigate students' engagement with individualised feedback from summative clinical examinations at a UK medical school." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7938/.
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Research regarding students’ engagement with feedback from objective structured clinical examinations (OSCEs) is currently limited. Medical students at the University of Birmingham are provided with individual comments from examiners on their performance in summative OSCEs. This thesis explores student engagement with feedback in this context, and if engagement differs depending on the level of performance in the OSCE. A self-regulated learning (SRL) conceptual framework was devised to illustrate how effective learners incorporate feedback into their learning routines, highlighting the role of reflection in this process. Three empirical studies were conducted to appraise the SRL framework. An interview study (N=11) found that students at different performance levels in the OSCE had contrasting approaches to engaging with their feedback. However, two questionnaire studies (N=180 & 233) with sub-scales to assess the level of student engagement with feedback and their propensity to reflect on their learning, found that the majority of respondents claim to cognitively engage with feedback, whilst a lower number act to improve clinical skills or knowledge. The majority of the respondents were assessed as being reflective learners. Therefore there was no association between performance levels and these attributes. There was a statistically significant association between the engagement and reflection scales, suggesting that these may be related as hypothesised in the SRL conceptual framework, but a causal relationship cannot be asserted from these results. The findings of this research indicate a gap in the current level of engagement with feedback between cognitive engagement and action. Suggestions are made for activities to ameliorate this situation, which may be relevant for similar contexts.
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Ubrig, Maysa Tiberio. "A influência do feedback auditivo e da reabilitação vocal em indivíduos com surdez pré-lingual após o implante coclear." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5143/tde-12092018-085605/.
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OBJETIVO: Verificar se ocorrem modificações nos parâmetros vocais perceptivos, acústicos e no Voice Onset Time das consoantes plosivas em adultos implantados com deficiência auditiva pré-lingual, após reabilitação vocal específica. MÉTODO: Participaram 20 adultos alfabetizados com deficiência auditiva sensorioneural de severa a profunda bilateral pré-lingual implantados tardiamente, com uso fluente de linguagem oral para a comunicação, com idades entre 17 e 48 anos. Todos apresentavam exame laringológico normal e limiares auditivos com implante coclear melhores que 40dBHL. Os indivíduos foram aleatoriamente distribuídos em dois grupos: Grupo 1 (estudo) e Grupo 2 (controle), com 10 pacientes em cada um deles, sendo 5 pacientes do gênero masculino e 5 do gênero feminino, semelhantes na média de idade e no tempo de privação auditiva anterior ao implante coclear. Os pacientes do Grupo 1 foram submetidos a um protocolo de terapia de voz e fala composto por 12 sessões individuais, com a mesma terapeuta, utilizando exercícios vocais e treinamento da produção de consoantes e do Voice Onset Time (VOT) com auxílio da espectrografia. O Grupo 2 realizou apenas gravações de voz. Foram realizadas gravações da voz antes e após a participação no protocolo de terapia para o Grupo 1, e após o mesmo período, 3 meses depois, sem qualquer intervenção, para o Grupo 2. Para as sessões de gravações da voz, utilizamos leitura das frases do protocolo CAPE-V, emissão da vogal sustentada /a/ e leitura de frases veículo com as seis plosivas do português brasileiro em posição inicial da palavra. Foi realizada avaliação perceptivo-auditiva das vozes por três juízes, e análise acústica por meio do programa PRAAT. RESULTADOS: Observou-se redução estatisticamente significante no grau geral da voz, na instabilidade vocal e no grau de alteração da ressonância após a reabilitação vocal no Grupo 1. Foi possível comprovar estatisticamente que os indivíduos do sexo feminino do Grupo 1 se diferenciaram do Grupo 2 nos valores da variabilidade da frequência fundamental (F0). Em relação à análise do VOT, o Grupo 1 apresentou modificação estatisticamente significante na melhora da produção das consoantes sonoras [b] e [d]. O Grupo 2 não apresentou mudanças significantes em quaisquer dos parâmetros analisados. CONCLUSÃO: Após a intervenção vocal, os implantados adultos submetidos à reabilitação vocal apresentaram modificações nos parâmetros perceptivo-auditivos e acústicos, com redução do grau geral da voz, da instabilidade vocal, do grau da alteração da ressonância, dos valores da variabilidade da F0 na emissão da vogal sustentada e do VOT das consoantes sonoras [b] e [d]OBJECTIVE: To verify changes in the perceptual and acoustic vocal parameters and in the Voice Onset Time of plosive consonants in pre-lingual deaf adults with cochlear implants, after specific vocal rehabilitation. METHODS: 20 literate adults with bilateral severe to profound pre-lingual sensorineural hearing loss participated in the study; individuals were implanted late and were fluent users of oral language. Ages ranged from 17 to 48 years. All individuals presented normal results in laryngoscopy, and hearing thresholds with the cochlear implant better than 40dBHL. Individuals were randomly distributed in two groups: Group 1 (study) and Group 2 (control) both with ten patients, five men and five women, matching mean age and hearing deprivation time before the cochlear implantation. Patients from Group 1 underwent a protocol of vocal and speech therapy including 12 individual sessions with the same therapist, comprising vocal exercises and plosive consonants production training, and the Voice Onset Time (VOT) with the support of the acoustic spectrogram. Group 2 only underwent vocal recordings. The vocal recordings occurred before and after the participation in the therapy protocol for Group 1 and after the same period, three months later without any intervention, for Group 2. The recording sessions used the CAPE-V protocol sentence reading, emission of sustained vowel /a/ and reading of carrier phrases with the six plosive consonants of the Brazilian Portuguese language in the initial position of the word. Auditory-perceptual evaluation of voices was performed by three judges and the acoustical analysis used the PRATT program. RESULTS: A statistically significant reduction in the overall vocal degree, in the vocal instability and in the degree of resonance change was observed after vocal rehabilitation in Group 1. It was possible to statistically evidence that female individuals from Group 1 differed from the ones in Group 2 regarding the modification of variability values of fundamental frequency (F0). Concerning the VOT analysis, Group 1 presented statistically significant improvement in the production of consonants [b] and [d]. Group 2 did not present significant changes in any of the analyzed parameters. CONCLUSIONS: The implanted adults submitted to vocal rehabilitation presented changes in the auditory-perceptual and acoustic parameters, with reduction of the overall vocal degree, vocal instability, degree of resonance change, in variability values of F0 in the emission of sustained vowel and in VOT of consonants [b] and [d] after vocal intervention
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Eriksson, Magnus G. "Haptic and visual simulation of a material cutting process : a study focused on bone surgery and the use of simulators for education and training /." Licentiate thesis, Stockholm : Department of Neuronic Engineering, KTH, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4052.
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Forsberg, Henrik, and Andreas Garhed. "Att få avsluta sitt uppdrag." Thesis, Högskolan i Borås, Institutionen för Vårdvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19318.
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Vid prehospital patientkontakt är symptom och problem ofta tydliga, men ibland är det svårt att få en utförlig anamnes på grund av språksvårigheter eller medvetandepåverkan. Symptomen kan också vara diffusa och svårtolkade. Efter avlämnandet på mottagande enhet, vilket vanligtvis är en akutmottagning, finns det funderingar hos ambulansperso-nalen om vad som hände efteråt med patienten och om de kunde ha fått bättre prehospitalt omhändertagande. Syftet med studien är att beskriva ambulanspersonals behov av uppföljning av vårdade patienter.En enkät skickades ut till åtta ambulansstationer i Västsverige under våren 2008. Till-stånd från enhetschefen på respektive station inhämtades och personalen fick frivilligt delta i studien. Enkäten innehöll ett antal olika påståenden om hur ofta respondenten utför patientuppföljning, varför de gör uppföljningar och om det finns hinder för detta. Totalt (n=108) enkäter samlades in och bearbetades samt analyserades i statistikpro-grammet SPSS 16.0. I resultatet framkom att större delen av respondenterna tyckte det var bra och lärorikt med patientuppföljningar, men de beskrev också nyttan med uppföljning i bearbetande syfte. Det framkom också omständigheter som försvårade uppföljningsarbetet, den vanligaste var sekretess. I genomsnitt gjordes en uppföljning per 35 uppdrag. Få uppföljningar gjordes av nyfikenhet, istället var det lärande och personlig utveckling som var de främsta skälen.Program: Specialistsjuksköterskeutbildning med inriktning mot ambulanssjukvård
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Mohammad, Sundus. "Utilizing a high-fidelity computer-based sonography simulator to enhance sonographic knowledge and psychomotor skills among OB/Gyn residents." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158768304407702.
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Hammar, Eric, and Fredrick Landervik. "Behöver ambulanspersonal veta? En enkätstudie om ambulanspersonals behov av uppföljning." Thesis, Högskolan i Borås, Institutionen för Vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17940.
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Introduktion: Att arbeta inom ambulanssjukvården är fysiskt, psykiskt och kunskapsmässigt utmanande. Ett företrädelsevis kort vårdmöte kan försvåra ambulanspersonalens möjlighet till kännedom om patientens varande efter vårdtiden i ambulansen om inte uppföljning är möjlig.Syfte: Syftet med studien var att undersöka ambulanspersonals behov av att följa upp tidigare vårdade patienter med fokus på orsaker bakom behovet, hur ofta uppföljning genomförs, vilka hinder finns, fördelar och nackdelar och finns det skillnader i behovet av uppföljning mellan storstad och mindre stad, beroende på yrkeserfarenhet. Metod: En enkät skickades ut till 220 ambulanspersonal på tre verksamheter, en lokaliserad i storstad och två i mindre städer, för att undersöka behovet att följa upp tidigare vårdade patienter. Av dessa besvarade 116 enkäten.Resultat: Nästintill all ambulanspersonal hade ett behov av att följa upp tidigare vårdade patienter. Det vanligaste sättet att följa upp patienter var via sjuksköterska på akutmottagningen. Det fanns skillnader mellan storstad och glesbygd gällande metoder att följa upp och yrkeserfarenhet. De vanligaste orsakerna till behovet var att öka sin kunskap och att veta om rätt medicinska åtgärder genomfördes. Uppföljningen genomfördes inte i samma utsträckning som det faktiska behovet och hinder för detta var sekretesslagen och tidsbrist. Nackdelar med utebliven uppföljning var brist på utveckling och osäkerhet om rätt behandling genomförts. Diskussion: Enligt Orlandos reflektiva omvårdnadsprocess bör sjuksköterskan kontinuerligt utvärdera omvårdnadshandlingar. Att utvärdera och följa upp tidigare vårdade patienter genomförs inte av ambulanspersonalen i samma utsträckning som behovet av det uttrycks. En förklaring kan vara att det inte fanns något väl fungerande uppföljningssystem i de tre verksamheterna. Förtydligande av sekretesslagar behövs för att underlätta för ambulanspersonal att följa upp tidigare vårdade patienter.Program: Specialistsjuksköterskeutbildning med inriktning mot ambulanssjukvård
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Borgesand, Anna, and Anna Brundin. "Var finner sjuksköterskan sin motivation till att stanna kvar i yrket?" Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25563.
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Bakgrund: Motivation är något som finns hos alla människor, den kan bestå av både inre och yttre motivation. Inre motivation är något en människa får när hen gör något intressant och meningsfullt. En yttre motivation nås när något ges tillbaka efter den handling som utförts. Dagens sjuksköterskor möts av många hinder i form av hög arbetsbelastning, låga löner och stressiga miljöer vilket leder till att sjuksköterskor väljer att lämna vården. Å andra sidan väljer ändå en stor del sjuksköterskor att jobba kvar eftersom de fortfarande känner motivation. Syfte: Syftet med denna litteraturstudie var att sammanställa vetenskaplig litteratur om vilka faktorer som är motiverande för sjuksköterskan att stanna kvar i sitt yrke. Metod: En litteraturstudie med vetenskaplig litteratur från databaserna CINAHL och PubMed. Inklusionskriterierna var kvalitativa studier med grundutbildade sjuksköterskor, studier som handlade om motivation samt att studierna skulle vara från år 2004-2014. Studierna kvalitetsgranskades med SBU:s granskningsmall. Totalt tio studier inkluderades i litteraturstudien. Resultat: Fyra stycken teman för sjuksköterskans motivationsfaktorer till att stanna kvar i vården identifierades: Patientens inflytande, vikten av feedback i arbetsgruppen, utveckling och yttre faktorer. Slutsats: Den största motivationsfaktorn för sjuksköterskan till att stanna i vården var möjligheten till att få göra en bättre skillnad för patienten och få känna sig in i patientens situation. Det är viktigt att sjuksköterskan får den tiden som behövs till patientarbetet. Andra motivationsfaktorer som spelade in på sjuksköterskans val till att stanna var positiv feedback från kollegor och ett bra teamwork i arbetsgruppen. Möjligheten till vidareutbildning var viktig för att ha chansen att utvecklas i sitt yrke men yttre faktorer som lön var inte en stor motivationsfaktor, då det endast var en del studiers deltagare som nämnde den.Background: Motivation is something that exists in all people, it can consist of both intrinsic and extrinsic motivation. The intrinsic motivation is something that comes when a person does something that she or he feels is interesting and meaningful. Extrinsic motivation is reached when something is given back after a performed act. Nurses in healthcare today face many obstacles such as heavy workloads, low wages and stressful environments, which lead to that many nurses choose to leave healthcare. On the other hand a large part of nurses still choose to remain because they can still feel motivation for their work. Aim: The aim of this literature study was to compile scientific literature of those factors that are motivating for the nurses to stay in their profession. Method: A literature review of scientific literature from databases CINAHL and PubMed. The criterias for those studies that were included in this study were qualitative studies, bachelorette nurses, studies with motivation as topic and studies that were made 2004-2014. The studies were reviewed for quality by the SBU review assessment template. A total of ten studies were included in the literature review. Result: Four themes for nurse’s motivators to remain in their profession were identified: Patient influence, the importance of feedback in teams, development and external factors. Conclusion: The major motivation factor for the nurse to remain in her or his profession was the opportunity to get to make a difference to the better for the patient and get an insight of the patients’ situation. It is important that the nurse gets the time required for patient care. Other motivational factors that played into the nurse’s choice to stay were positive feedback from colleagues and a good teamwork. The opportunity for further education was important so the nurses could develop the professional skills, but external factors as salary was not a big motivating factor, where there were only some studies’ participants who mentioned it.
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Pfrimer, Felipe Walter Dafico 1984. "Temperature measurement technique in fiber Bragg gratings networks using optical feedback = Nova técnica para medida de temperatura em redes de sensores de grades de Bragg em fibras ópticas usando realimentação óptica." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/260869.
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Orientador: Jose Antonio Siqueira DiasTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação
Made available in DSpace on 2018-08-24T00:41:09Z (GMT). No. of bitstreams: 1 Pfrimer_FelipeWalterDafico_D.pdf: 3374919 bytes, checksum: aa34af0e6bc2013297d4bd53c2901a20 (MD5) Previous issue date: 2013
Resumo: O crescente interesse na utilização de Grades de Bragg (FBG) em sistemas sensores pode ser explicado por algumas de suas características, que são: imunidade à interferência eletromagnética (EMI), isolamento elétrico, baixo peso, flexibilidade, e transmissão de informações a longa distância. Este trabalho apresenta uma nova técnica de interrogação capaz de medir a temperatura de uma rede de sensores de grades de Bragg em fibras ópticas, onde um circuito eletrônico realiza rotinas de controle possibilitando a implementação de uma realimentação óptica. O esquema optoeletrônico empregado é capaz de realizar a interrogação de todos os sensores da rede de maneira quase instantânea, além de permitir que novos sensores possam ser facilmente acrescentados. Um protótipo contendo dois sensores foi construído e testado para validar a técnica obtendo-se uma alta resolução de ± 1 mºC na medida de temperatura em uma faixa de 72ºC
Abstract: The increasing interest in the use of fiber Bragg gratings (FBG) in sensing systems can be explained by some of its features, which are immunity to electromagnetic interference (EMI), electrical insulation, low weight, flexibility, and long distance data transmission capability. This work presents a new interrogation technique capable of measuring temperature of Bragg gratings sensor networks in optical fibers, where an electronic circuit, capable to perform control routines, allows the implementation of an optical feedback. The optoelectronic scheme used is capable of performing the interrogation of all the sensors of the network almost instantly, and allows new sensors to be easily added. A prototype containing two channels was built and tested to validate the technique achieving a high resolution of ± 1 mºC in temperature measurements in a range of 72º C.
Doutorado
Eletrônica, Microeletrônica e Optoeletrônica
Doutor em Engenharia Elétrica
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Ribeiro, Mateus de Lara. "Definição, implementação e validação de técnicas de retorno háptico para treinamento virtual em exame de palpação mamária." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100131/tde-14022016-230440/.
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O exame de palpação é um procedimento no qual um profissional da saúde pressiona uma região específica do corpo de um paciente com os dedos a fim de detectar a presença ou ausência de características e anormalidades sob a pele. Um simulador que forneça subsídios para o treinamento deste procedimento pode contribuir para o aprendizado da técnica e o aprimoramento de sua execução em pacientes, além de, dentre outras vantagens, eliminar a necessidade de exposição de pacientes aos riscos das situações reais, minimizar o uso de objetos físicos e tornar possível a simulação de diferentes casos e ações. O objetivo principal deste trabalho consiste em desenvolver um simulador de palpação mamária com retorno háptico realista. No contexto do exame de palpação, existe uma lacuna no que concerne a definição de técnicas e parâmetros de retorno de força que ofereçam uma experiência mais realista de interação para o usuário. Após uma revisão sistemática da literatura foi feito o mapeamento dos principais parâmetros para representar diferentes nódulos durante o treinamento virtual visando ao diagnóstico de anomalias mamárias. Tais parâmetros foram equacionados com a finalidade de obter uma representação realista em um dispositivo háptico. Além disso, interfaces foram implementadas para permitir a geração de casos com a variação desses parâmetros referentes aos nódulos (tamanho, consistência, localização e contorno). Os resultados obtidos a partir de uma avaliação com uma profissional da medicina mostraram que o retorno de força aplicado a cada uma das características foi realista para todos os parâmetros, com limitação na representação de nódulos espiculados, que deve ser melhorada. Além de contribuir com a área de Computação no sentido de ter definido técnicas e parâmetros de retorno de força importantes para a simulação de exames de palpação, o trabalho disponibiliza uma ferramenta que pode contribuir para a aquisição efetiva da habilidade necessária para a execução do procedimento em questãoPalpation exam is a procedure in which a health care professional presses a specific region of a patient\'s body with the fingers in order to detect the presence of features and abnormalities under the skin. A simulator that aids the training this procedure may contribute to the learning of the technique and the improvement of its implementation in real patients. The main objective of the Master\'s degree work proposed in this paper is to develop a breast palpation simulator with haptic feedback. The results of a Systematic Review conducted in order to assess the state-of-art of the simulation of the palpation procedure showed that despite being a new area, there are already many innovative works that received positive reviews. However, in the context of palpation examination, a gap exists regarding the definition of techniques and force feedback parameters to provide a more realistic experience to the user. After a Systematic Review from the literature the mapping of the main parameters was done to represent different nodules during the virtual training for the diagnosis of breast abnormalities. These parameters were transformed into equations with the goal of obtaining a realistic representation on a haptic device. Besides, user interfaces were implemented to allow the creation of cases with the variation of the parameters relative to the nodules (size, consistency, localization and contour). The results obtained from an assessment done with a medical professional showed that the force feedback applied to each one of the characteristics was realistic to all the parameters, with limitations on the representation of spiculated nodules, which must be improved. Aside from the contribution to the Computing area in the sense that force feedback techniques and parameters important to the simulation of palpation exams were defined, this work offers a tool that can contribute to the effective acquisition of the necessary skills to the execution of the procedure in question
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Hester, Sarah Elizabeth. "Keeping Up with the Grandkids: Using TAGteach to Train Baton Twirling Skills in Older Adults." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5702.
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Exercise has many physical, cognitive, and social benefits, but the majority of older adults do not meet the recommended level of physical activity (Centers for Disease Control and Prevention, 2014). TAGteach, which combines elements of both behavioral coaching and acoustical feedback, has been demonstrated as an effective way to teach athletic skills (Fogel, Weil, & Burris, 2010; Quinn, Miltenberger, & Fogel, 2015; Stokes, Luiselli, Reed, & Fleming 2010). However, none of the current research on teaching athletic skills targeted an older population. This study evaluated TAGteach in a multiple baseline across behaviors design as a method of teaching 4 basic baton twirling skills to 3 women aged 62-73. Performance accuracy was low in baseline but improved substantially following the implementation of TAGteach. Participants also rated the intervention positively on a social validity survey. Implications and suggestions for future research are discussed.
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Krudtaa, Terese. "Kartläggning av återkoppling inom ambulanssjukvården : En kvantitativ enkätstudie." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-72667.
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Bakgrund: Återkoppling har visat sig vara viktigt för ambulanspersonal speciellt för de som är nyanställda i yrket. Återkoppling kan ske från kollegor, patienter, vid praktiska övningar och kan vara både verbalt och skriftligt. Om återkoppling inte sker kan misstag upprepas. Syfte: Syftet med studien är att kartlägga återkoppling till ambulanspersonal och dess betydelse för kompetensutveckling. Metod: Som metod användes en kvantitativ tvärsnittsstudie med ett bekvämlighetsurval. Som datainsamlingsmetod valdes en enkät som var webbaserad och som importerades som en Excel-fil och analyserades i SPSS 25. Resultat: Resultatet visade att majoriteten av ambulanspersonalen ansåg att återkopplingen var viktig för deras kompetensutveckling. Vissa skillnader fanns om ambulanspersonal ansåg att de fick tillräckligt med återkoppling. Majoriteten av respondenterna fick återkoppling från varje vecka till varje månad, men det var även många respondenter som aldrig fick återkoppling. Slutsats: Olika studier skulle kunna ge svar på vilken typ av återkoppling som ambulanspersonal har behov av för deras kompetensutveckling och varför, både kvalitativa och kvantitativa studier skulle kunna genomföras. En liknande studie skulle även kunna genomföras men eftersträva en högre svarsfrekvens. Forskning skulle behövas genomföras nationellt för att se om det finns skillnader mellan olika län i Sverige. Den nationella forskningen skulle kunna bidra till utformning av standardiserade rutiner för hur återkoppling ska ske till ambulanspersonal nationellt.Background: Feedback has proven to be important for ambulance personnel especially for those who are newly employed in the profession. Feedback can come from colleagues, patients, practical exercises and it may be both verbal and written. Absents of feedback may cause mistakes to be repeated. Aim: The aim of the study was to describe systematically feedback to ambulance personnel and its importance for competence development. Method: As a method for the study a quantitative cross-sectional study with a convenience sampling was chosen. As data collection a servery was selected which was web-based and then imported as an Excel-file and analysed in SPSS 25. Result: The result showed that the majority of the ambulance personnel felt that feedback was important for their competence development. Some differences were found among the ambulance personnel about if the feedback was sufficient. The majority of respondents received feedback weekly to monthly, but there were also many who never received feedback. Conclusion: Different studies would be needed to investigate what type of feedback ambulance personnel need for their competence development and why, both qualitative and quantitative studied could be conducted. The research would need to be carried out nationally to explore if there are differences between different counties in Sweden. A national study could lead to design of standardized procedure for how feedback should be presented to ambulance personnel nationally.
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Karlsson, Jessika. "A Novel Approach to Teaching Emotional Expression in Music Performance." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017628597&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Eriksson, Magnus G. "Haptic Milling Simulation in Six Degrees-of-Freedom : With Application to Surgery in Stiff Tissue." Doctoral thesis, KTH, Neuronik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-90547.
Full textAbstract:
The research presented in this thesis describes a substantial part of the design of a prototypical surgical training simulator. The results are intended to be applied in future simulators used to educate and train surgeons for bone milling operations. In earlier work we have developed a haptic bone milling surgery simulator prototype based on three degrees-of-freedom force feedback. The contributions presented here constitute an extension to that work by further developing the haptic algorithms to enable six degrees-of-freedom (6-DOF) haptic feedback. Such feedback is crucial for a realistic haptic experience when interacting in a more complex virtual environment, particularly in milling applications.The main contributions of this thesis are:The developed 6-DOF haptic algorithm is based on the work done by Barbic and James, but differs in that the algorithm is modified and optimized for milling applications. The new algorithm handles the challenging problem of real-time rendering of volume data changes due to material removal, while fulfilling the requirements on stability and smoothness of the kind of haptic applications that we approach. The material removal algorithm and the graphic rendering presented here are based on the earlier research. The new 6-DOF haptic milling algorithm is characterized by voxel-based collision detection, penalty-based and constraint-based haptic feedback, and by using a virtual coupling for stable interaction.Milling a hole in an object in the virtual environment or dragging the virtual tool along the surface of a virtual object shall generate realistic contact force and torque in the correct directions. These are important requirements for a bone milling simulator to be used as a future training tool in the curriculum of surgeons. The goal of this thesis is to present and state the quality of a newly developed 6-DOF haptic milling algorithm. The quality of the algorithm is confirmed through a verification test and a face validity study performed in collaboration with the Division of Orthopedics at the Karolinska University Hospital. In a simulator prototype, the haptic algorithm is implemented together with a new 6-DOF haptic device based on parallel kinematics. This device is developed with workspace, transparency and stiffness characteristics specifically adapted to the particular procedure. This thesis is focuses on the 6-DOF haptic algorithm.QC 20120226