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Journal articles on the topic 'Procedural feedback'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Wittler, Mary, Nicholas Hartman, David Manthey, Brian Hiestand, and Kim Askew. "Video-augmented feedback for procedural performance." Medical Teacher 38, no. 6 (2015): 607–12. http://dx.doi.org/10.3109/0142159x.2015.1075650.

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Eralil, Georgy J. "Role of Structured Feedback of Direct Observation of Procedural Skills in improving Clinical Skill of Interns." Journal of Postgraduate Medicine, Education and Research 51, no. 1 (2017): 22–27. http://dx.doi.org/10.5005/jpmer-51-1-22.

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ABSTRACT Objectives To assess clinical skills of interns in selected procedures using direct observation of procedural skills (DOPS) To assess the change in procedural skills among students who received a structured feedback on DOPS. Materials and methods The study was interventional and conducted between December 2015 and February 2016 at the Department of Obstetrics and Gynaecology of Sree Narayana Institute of Medical Sciences, Ernakulam, Kerala, India. In the study, investigator observed the trainee performing a practical procedure within the workplace and recorded a rating for each competency on the assessment form. Feedback was given expanding on the reasons for any ratings of development required and makes practical suggestions for any remedial steps. The intern is reassessed for the same procedure at a later stage and the impact on skills is scored. Then the structured feedback is provided, and later on again the score on skills obtained by DOPS are compared between pre- and post-values by Wilcoxon-signed rank test. Results The average of pre- and post-feedback values were compared by Wilcoxon signed rank test. The p-value calculated was <0.001, which is significant. None of the interns were competent to perform the procedure before feedback; 80% of them needed more practice and 20% needed supervision. After feedback, 53.3% achieved competency and 46.7% achieved competency needing supervision; 93.3% of interns regarded feedback as superior quality, while 6.7% regarded as satisfactory. Conclusion Direct observation of procedural skills can be used to assess clinical skills of interns in selected procedures and it brings changes in procedural skills among students who received a structured feedback on DOPS. How to cite this article Eralil GJ. Role of Structured Feedback of Direct Observation of Procedural Skills in improving Clinical Skill of Interns. J Postgrad Med Edu Res 2017;51(1):22-27.

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Connolly, AnnaMarie, Alice Goepfert, Anita Blanchard, et al. "myTIPreport and Training for Independent Practice: A Tool for Real-Time Workplace Feedback for Milestones and Procedural Skills." Journal of Graduate Medical Education 10, no. 1 (2018): 70–77. http://dx.doi.org/10.4300/jgme-d-17-00137.1.

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ABSTRACT Background Few tools currently exist for effective, accessible delivery of real-time, workplace feedback in the clinical setting. Objective We developed and implemented a real-time, web-based tool for performance-based feedback in the clinical environment. Methods The tool (myTIPreport) was designed for performance-based feedback to learners on the Accreditation Council for Graduate Medical Education (ACGME) Milestones and procedural skills. “TIP” stands for “Training for Independent Practice.” We implemented myTIPreport in obstetrics and gynecology (Ob-Gyn) and female pelvic medicine and reconstructive surgery (FPMRS) programs between November 2014 and May 2015. Residents, fellows, teachers, and program directors completed preimplementation and postimplementation surveys on their perceptions of feedback. Results Preimplementation surveys were completed by 656 participants of a total of 980 learners and teachers in 19 programs (12 Ob-Gyn and 7 FPMRS). This represented 72% (273 of 378) of learners and 64% (383 of 602) of teachers. Seventy percent of participants (381 of 546) reported having their own individual processes for real-time feedback; the majority (79%, 340 of 430) described these processes as informal discussions. Over 6 months, one-third of teachers and two-thirds of learners used the myTIPreport tool a total of 4311 times. Milestone feedback was recorded 944 times, and procedural feedback was recorded 3367 times. Feedback addressed all ACGME Milestones and procedures programmed into myTIPreport. Most program directors reported that tool implementation was successful. Conclusions The majority of learners successfully received workplace feedback using myTIPreport. This web-based tool, incorporating procedures and ACGME Milestones, may be an important transition from other feedback formats.

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Connolly, AnnaMarie, Darci Hansen, Kevin Schuler, Shelley L. Galvin, and Honor Wolfe. "Immediate Surgical Skills Feedback in the Operating Room Using “SurF” Cards." Journal of Graduate Medical Education 6, no. 4 (2014): 774–78. http://dx.doi.org/10.4300/jgme-d-14-00132.

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Abstract Background Ensuring residents develop operative skills requires application of the principles of guided learning, deliberate practice, and directed feedback. Objective We sought to create and implement a tool to promote procedural “key” step review and immediate feedback on surgical skills, and examined faculty and resident satisfaction with surgical skills feedback. Methods We created surgical skills feedback (SurF) cards for 8 gynecologic procedures. Faculty/fellows and residents completed prestudy surveys querying frequency of preoperative key step review and satisfaction with surgical skill feedback, a SurF card each time 1 of 8 procedures was performed, and poststudy surveys to evaluate for changes. Results Prestudy surveys were completed by 31 faculty/fellows and 20 residents, with 55% (17 of 31) of the faculty/fellows and 5% (1 of 20) of the residents reporting key step review before surgery. All reported low satisfaction rates with feedback frequency, quality, and timeliness. After implementation of SurF cards, preoperative key step review occurred in 78% (82 of 105) of the procedures. Twenty-one faculty/fellows (68%) and 16 residents (80%) completed our poststudy survey. Faculty/fellows reported statistically similar key step review (n = 15 [71%], P = .23), while residents reported that key step review had significantly improved (n = 6 [38%], P = .01). Resident satisfaction with feedback frequency (5% to 50%, P = .002) and quality (15% to 50%, P = .02) increased significantly. Conclusions The SurF cards we developed facilitated procedural key step review, were associated with significantly improved resident satisfaction with surgical feedback, and could prove helpful with outcomes assessments, such as Accreditation Council for Graduate Medical Education–required documentation of Milestone attainment.

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Nestel, Debra, Fernando Bello, Roger Kneebone, Kash Akhtar, and Ara Darzi. "Remote assessment and learner-centred feedback on procedural skills." Clinical Teacher 5, no. 2 (2008): 88–92. http://dx.doi.org/10.1111/j.1743-498x.2007.00199.x.

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Gaikwad, Nandkishor B., Pradnya Bhalerao, Tabssum Maner, and Vidya D. Mule. "Teaching surgical skills in obstetrics and gynaecology using cadaver simulation: an innovative teaching learning method." International Journal of Research in Medical Sciences 5, no. 10 (2017): 4411. http://dx.doi.org/10.18203/2320-6012.ijrms20174569.

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Background: Transfer of knowledge from teachers to students traditionally occurs in one direction using blackboards, overhead projectors, power-point presentations and lectures. It has many disadvantages. The main challenge in medical education is to teach surgical skills. For the learning of critical interventions, simulation-based training is structured so that the acquisition of new skills does not harm patients. Thus, the objective of this study was to enhance and improve procedural skills of resident doctors of Obstetrics and Gynaecology department of Government Medical College, Miraj using cadaver simulation in doing abdominal hysterectomy.Methods: Second year resident doctors from Obstetrics and Gynaecology department of GMC, Miraj who had completed their first year successfully in terms of basic orientation regarding surgical procedures were taken for study purpose. They were divided in two groups randomly. The first group underwent conventional method of teaching to learn the abdominal hysterectomy procedure and underwent feedback from them regarding the conventional teaching learning method. Then they were allowed to perform the procedure on a live patient and their performance of procedural skill was assessed by DOPS. (Direct observation of procedural skills). The second group underwent innovative method of use of cadaver simulation for the abdominal hysterectomy procedure and feedback on the same. They were allowed to perform the procedure on a live patient and their performance of procedural skill was assessed by DOPS. (Direct observation of procedural skills). All data was collected, analysed and processed to study the outcome of research project.Results: In group B, all resident were fully satisfied with newer method of teaching and learning for abdominal hysterectomy as surgical procedure. As far as, the advantages and disadvantages of teaching and learning are concerned, all residents pointed out large number of disadvantages in the conventional method. Evaluation of the surgical procedural skill was done by DOPS by senior faculty members of the department as per the questionnaire which showed good performance from group B.Conclusions: The benefit of simulation based medical education (SBME) is that it offers both learners and patients a safe environment for practice and error. In addition, SBME can provide a learning cycle of debriefing and feedback for learners as well as assessment and certification for procedures and competency.

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Kneebone, Roger, Debra Nestel, Fernando Bello, Tanya Tierney, Faranak Yadollahi, and Ara Darzi. "The Imperial College Feedback and Assessment System for Procedural Skills." Simulation In Healthcare: The Journal of the Society for Simulation in Healthcare 2, no. 1 (2007): 59. http://dx.doi.org/10.1097/01266021-200700210-00035.

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Swinnen, Stephan P., Veerle Puttemans, and Sabine Lamote. "Procedural memory in Korsakoff's disease under different movement feedback conditions." Behavioural Brain Research 159, no. 1 (2005): 127–33. http://dx.doi.org/10.1016/j.bbr.2004.10.009.

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Burnand, H., T. Fysh, J. Wheeler, and W. Allum. "Feedback and performance scores for direct observation of procedural skills." Bulletin of the Royal College of Surgeons of England 96, no. 7 (2014): e5-e8. http://dx.doi.org/10.1308/rcsbull.2014.96.7.e5.

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Direct observation of procedural skills (DOPS) is one of the four main workplace-based assessments (WBAs) in postgraduate medical training. Surgical trainees of all grades and specialties use the Intercollegiate Surgical Curriculum Programme (ISCP) to make an online record of each DOPS. The DOPS are used alongside other WBAs as formative assessments to aid the evaluation of trainee progression at the annual review of competence progression (ARCP).

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Feys, Marjolein, Frederik Anseel, and Bart Wille. "Improving Feedback Reports: The Role of Procedural Information and Information Specificity." Academy of Management Learning & Education 10, no. 4 (2011): 661–81. http://dx.doi.org/10.5465/amle.2010.0054.

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Nagala, S., R. Brar, GA Phillips, C. Van Wyk, and M. Lee. "Does error feedback improve the learning of a simple surgical skill?" Bulletin of the Royal College of Surgeons of England 96, no. 8 (2014): e1-e4. http://dx.doi.org/10.1308/147363514x13990346756364.

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The European Working Time regulations (EWTr) have led to a decrease in training opportunities for surgical trainees in the uk. it is therefore imperative that effciency of training is optimised to enable trainees to attain procedural competence within their curtailed training period. Workplace-based assessments are central to the intercollegiate Surgical curriculum Programme. These tools are important as not only do they give a formal way of assessing the trainee but they also trigger formal feedback of performance. The importance of feedback in learning surgical skills has been highlighted for procedures ranging from simple subcuticular suturing 1 and knot tying 2 to more complex vascular anastomoses 3 and laparoscopic work. 4 lack of feedback has been shown previously to have a detrimental effect on learning. 5

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Konradt, Udo, Yvonne Garbers, Martina Böge, Berrin Erdogan, and Talya N. Bauer. "Antecedents and Consequences of Fairness Perceptions in Personnel Selection." Group & Organization Management 42, no. 1 (2016): 113–46. http://dx.doi.org/10.1177/1059601115617665.

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Drawing on Gilliland’s selection fairness framework, we examined antecedents and behavioral effects of applicant procedural fairness perceptions before, during, and after a personnel selection procedure using a six-wave longitudinal research design. Results showed that both perceived post-test fairness and pre-feedback fairness perceptions are related to job offer acceptance and job performance after 18 months, but not to job performance after 36 months. Pre-test and post-test procedural fairness perceptions were mainly related to formal characteristics and interpersonal treatment, whereas pre-feedback fairness perceptions were related to formal characteristics and explanations. The impact of fairness attributes of formal characteristics and interpersonal treatment diminished over time, whereas attributes of explanation were only associated with pre-feedback fairness. Results are discussed in terms of theoretical implications for fairness research and for hiring organizations.

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Dunne, C., J. Chalker, K. Bursey, and M. Parsons. "P039: The iterative evaluation and development of a core and high-acuity low-occurrence simulation-based procedures training program for emergency medicine trainees." CJEM 21, S1 (2019): S77. http://dx.doi.org/10.1017/cem.2019.230.

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Introduction: Competency-based skills development has driven the evolution of medical education. Simulation-based education is established as an essential tool to supplement clinical encounters and it provides the opportunity for low-stakes practice of common and high-acuity low-occurrence (HALO) procedures and scenarios. This is particularly important for emergency medicine trainees working to build confidence, knowledge, and skills in the field. Methods: In the procedural training sessions, learners rotate through 6 small-group stations over a 3-hour period. Skills topics are determined from faculty input, prior session feedback, and literature reviews. Topics included chest tubes, airway intervention, lumbar punctures and trauma interventions. Online content and brief written materials are used for pre-session learning. The small groups use hands-on faculty-guided training, with real-time feedback. Printed materials supplement key learning points at the stations. A combination of low-fidelity task trainers and simulated patients are used for practice and demonstration. R3 EM residents have the opportunity to mentor junior learners. Brief participant surveys are distributed at each session to gather qualitative and quantitative feedback. Results: Feedback forms were completed by 79/85 (92.9%) learners over a period of 4 years (2015-2018). Participants included medical students (11.8%), EM residents (52.9%), and non-EM residents (35.3%). 84.8% (67/79) gave positive qualitative feedback on the sessions, citing points such as the beneficial practice opportunities, quality of instruction, and utility of the models. Updated surveys (N = 26) used a 5-point Likert scale (1 = disagree strongly; 5 strongly agree) in addition to qualitative feedback. Participants indicated that sessions were valuable, and informative (M = 4.692, SD = 0.462; M = 4.270, SD = 0.710). They reported increased understanding of procedures discussed, and they were likely to recommend the session (M = 4.301, SD = 0.606; M = 4.808, SD = 0.394). Conclusion: The ongoing evaluation of our mentor guided hands-on low-fidelity and hybrid simulation-based procedural skills sessions facilitates meaningful programmatic changes to best meet the needs of EM learners. Sessions also provide a forum for EM resident mentorship of junior learners. Feedback indicates learners enjoyed the sessions and found this to be an engaging and effective instructional modality.

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Galvez, Victor, Rene de la Fuente, Cesar Meneses, et al. "Process-Oriented Instrument and Taxonomy for Teaching Surgical Procedures in Medical Training: The Ultrasound-Guided Insertion of Central Venous Catheter." International Journal of Environmental Research and Public Health 17, no. 11 (2020): 3849. http://dx.doi.org/10.3390/ijerph17113849.

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Procedural training is relevant for physicians who perform surgical procedures. In the medical education field, instructors who teach surgical procedures need to understand how their students are learning to give them feedback and assess them objectively. The sequence of steps of surgical procedures is an aspect rarely considered in medical education, and state-of-the-art tools for giving feedback and assessing students do not focus on this perspective. Process Mining can help to include this perspective in this field since it has recently been used successfully in some applications. However, these previous developments are more centred on students than on instructors. This paper presents the use of Process Mining to fill this gap, generating a taxonomy of activities and a process-oriented instrument. We evaluated both tools with instructors who teach central venous catheter insertion. The results show that the instructors found both tools useful to provide objective feedback and objective assessment. We concluded that the instructors understood the information provided by the instrument since it provides helpful information to understand students’ performance regarding the sequence of steps followed.

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Binstadt, Emily, Rachel Dahms, Amanda Carlson, Cullen Hegarty, and Jessie Nelson. "When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty." Western Journal of Emergency Medicine 21, no. 1 (2019): 141–44. http://dx.doi.org/10.5811/westjem.2019.11.45513.

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Emergency physicians supervise residents performing rare clinical procedures, but they infrequently perform those procedures independently. Simulation offers a forum to practice procedural skills, but simulation labs often target resident learners, and barriers exist to faculty as learners in simulation-based training. Simulation-based curricula focused on improving emergency medicine (EM) faculty’s rare procedure skills were not discovered on review of published literature. Our objective was to create a sustainable, simulation-based faculty education curriculum for rare procedural skills in EM. Between 2012 and 2019, most EM teaching faculty at a single, urban, Level 1 trauma center completed an annual two-hour simulation-based rare procedure lab with small-group learning and guided hands-on instruction, covering 30 different procedural education sessions for faculty learners. A questionnaire administered before and after each session assessed EM faculty physicians’ self-perceived ability to perform these rare procedures. Participants’ self-reported confidence in their performance improved for all procedures, regardless of prior procedural experience. Faculty participation was initially mandatory, but is now voluntary. Diverse strategies were used to address barriers in this learner group including eliciting learner feedback, offering continuing medical education credits, gradual roll-out of checklist assessments, and welcoming expertise of faculty leaders from EM and other specialties and professions. Participants perceived training to be most helpful for the most rarely-encountered clinical procedures. Similar curricula could be implemented with minimal risk at other institutions.

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Soukoulis, Victor. "EFFICACY OF AN IMMEDIATE POST-PROCEDURAL FEEDBACK SYSTEM IN THE CATHETERIZATION LABORATORY." Journal of the American College of Cardiology 71, no. 11 (2018): A2654. http://dx.doi.org/10.1016/s0735-1097(18)33195-4.

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Roberson, Quinetta M., and Marcus M. Stewart. "Understanding the motivational effects of procedural and informational justice in feedback processes." British Journal of Psychology 97, no. 3 (2006): 281–98. http://dx.doi.org/10.1348/000712605x80146.

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Fiesler, Casey L., Anne Collins McLaughlin, Arthur D. Fisk, and Wendy A. Rogers. "Conceptual versus Procedural Feedback in the Training of a Home Medical Device." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 47, no. 15 (2003): 1810–14. http://dx.doi.org/10.1177/154193120304701507.

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Broom, Catherine. "Procedural democracy: Perceptions of the latest curriculum revision in British Columbia, Canada." Citizenship, Social and Economics Education 19, no. 1 (2020): 51–68. http://dx.doi.org/10.1177/2047173420915862.

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In a historical review of curriculum revisions carried out in British Columbia, Canada, the author argued that these revisions were undemocratic in the sense that the revisions were carried out by a small selection of individuals associated with the Ministry/Department of Education. This article begins with a brief review of previous findings along with a discussion of how democracy, and in particular, procedural democracy, are understood. Procedural democracy is argued to relate to the public’s knowledge about government-initiated changes, ability to provide feedback, and how this feedback is attended to by those in government. This article then discusses the research methods and findings of a study carried out with British Columbian teachers and curriculum developers at a time when a major curriculum revision is occurring. The survey was designed based on the theoretical model of procedural model of democracy described. The findings focus on looking at the perceptions of teachers and curriculum developers regarding the process of curriculum reform carried out in British Columbia.

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Mbewe, Martha, Natalia Mbewe, and Catherine M. Ngoma. "Factors contributing to students’ satisfaction with direct observation of procedural skills in the school of nursing sciences at the University of Zambia." Journal of Nursing Education and Practice 10, no. 9 (2020): 47. http://dx.doi.org/10.5430/jnep.v10n9p47.

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Direct observation of procedural skills is an evidence-based assessment tool used for assessing competence in the practical procedures that nursing students undertake during clinical placement. Having knowledge about students’ satisfaction with their educational issues is very important as it helps both faculty and students to achieve educational goals. However factors that may influence student satisfaction with this method of assessment are not known in the school of nursing sciences at the University of Zambia. The purpose of this study was to investigate factors influencing student satisfaction with direct observation of procedural skills in order to get students views on this assessment tool. A cross sectional quantitative survey was used on ninety two (92) conveniently sampled final year undergraduate nursing students. Data were collected using a validated self-reported questionnaire and analysed using IBM SPSS Version 20. Fisher’s exact tests were used to determine association between student satisfaction and the independent variables. A p-value of ≤ .05 was considered statistically significant. Major findings revealed that poor clinical environment 98.9% and faculty non availability 98% influenced student’s satisfaction negatively. Other significant associations where clinical experiences, and feedback, with p ≤ .05. In conclusion, the major factors that influenced student satisfaction included poor clinical environment which was not conducive for assessments as it lacked many essential medical surgical supplies and non-availability of faculty in the clinical area who were needed to provide feedback, guidance and supervision to the students. Improving the clinical environment, ensuring faculty availability in order to provide timely and constructive feedback may help students achieve their learning objectives. Direct observation of procedural skills still remains an appropriate tool to assess student clinical competence. However, further research and development of cheap, less stressful and economic methods of clinical evaluation to blend with this tool is required in the school of nursing sciences.

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Giachero, Alberto, Agnese Quadrini, Francesca Pisano, et al. "Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability." Brain Sciences 11, no. 6 (2021): 766. http://dx.doi.org/10.3390/brainsci11060766.

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Intellectual disability (ID) compromises intellectual and adaptive functioning. People with an ID show difficulty with procedural skills, with loss of autonomy in daily life. From an embodiment perspective, observation of action promotes motor skill learning. Among promising technologies, virtual reality (VR) offers the possibility of engaging the sensorimotor system, thus, improving cognitive functions and adaptive capacities. Indeed, VR can be used as sensorimotor feedback, which enhances procedural learning. In the present study, fourteen subjects with an ID underwent progressive steps training combined with VR aimed at learning gardening procedures. All participants were trained twice a week for fourteen weeks (total 28 sessions). Participants were first recorded while sowing zucchini, then they were asked to observe a virtual video which showed the correct procedure. Next, they were presented with their previous recordings, and they were asked to pay attention and to comment on the errors made. At the end of the treatment, the results showed that all participants were able to correctly garden in a real environment. Interestingly, action observation facilitated, not only procedural skills, but also specific cognitive abilities. This evidence emphasizes, for the first time, that action observation combined with VR improves procedural learning in ID.

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Nabi, Ghulam, Faheem Ghazanfar, and Naveeda Zeb. "Recruitment and Selection in the Public Sector Organizations: A Study based on Qualified and NonQualified Applicants." Global Management Sciences Review V, no. III (2020): 129–36. http://dx.doi.org/10.31703/gmsr.2020(v-iii).14.

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The basic objective of this article is to understand the perceived applicant's experience regarding procedural justice. This study was conducted in the public sector organizations of the State of the Azad Jammu and Kashmir. Data was collected from those applications which had applied for any post in the public service commission jobs. Further, the sample was divided into two categories, one those who were selected and the other who could not make it through. A research questionnaire ranging from strongly agree to strongly disagree on the likert scale was used, which was personally administered. The data were analyzed by using SPSS version 22, where it was found that the overall pattern of results indicates that both of the categories of applicants showed dissatisfaction with the procedural justice and feedback mechanism of the existing selection procedures.

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Linde, Amber S., and Geoffrey T. Miller. "Applications of Future Technologies to Detect Skill Decay and Improve Procedural Performance." Military Medicine 184, Supplement_1 (2019): 72–77. http://dx.doi.org/10.1093/milmed/usy385.

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Abstract Medical simulation training has progressed in its use of incorporating various technologies to provide quality training interfaces from novices to experts. The purpose of this paper is to explore modeling, simulation and visualization training technology interfaces to improve precision learning, rigorous, objective assessment, and performance improvement feedback for clinical procedural skill training and sustainment. Technologies to include augmented reality (AR), haptic technology and computer vision will be defined and clarified. It is believed that by exploring the combination of using AR, haptics and computer vision technologies it is possible to develop a fully immersive learning system that can automate mentoring while detecting and measuring gross and fine motor skills. Such a system can be used to predict or delay the onset of skills decay (SD) by capturing rigorous, objective measures, and human performance metrics that can provide feedback to individual performers for skills improvement in real time.

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Gil-Arias, Alexander, Luis Garcia-Gonzalez, Fernando Del Villar Alvarez, and Damián Iglesias Gallego. "Developing sport expertise in youth sport: a decision training program in basketball." PeerJ 7 (August 13, 2019): e7392. http://dx.doi.org/10.7717/peerj.7392.

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Background This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. Methods Participants were eleven male players aged between 12 and 13 years old (Mage = 12.75, SDage = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. Results The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. Discussion These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players’ formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

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Dong, K., S. Agarwal, J. Wojtowicz, and E. Hanel. "P002: Effectiveness of video-based learning modules in emergency medicine procedural skill training." CJEM 21, S1 (2019): S63. http://dx.doi.org/10.1017/cem.2019.193.

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Introduction: Competence in procedural skills is vital within the emergency department. Challenging procedures such as cricothyroidotomy are difficult to master as they are rare and hard to train for. Additionally, common procedures such as chest tube insertions require practice to become sufficiently competent. Opportunities to hone these skills are essential in residency training. This project aimed to create instructional video modules for specific emergency medicine (EM) procedures and gauge their utility as adjunctive resources for procedural learning in the EM residency curriculum. Methods: Tutorial videos for clamshell thoracotomy, cricothyroidotomy, and chest tube insertion were filmed within a cadaver lab with step-by-step instructions. The footage was edited and overlaid with a pre-prepared audio narration using Camtasia®/Apple® Video Editing software. These videos were embedded within modules that included foundational knowledge relevant to the procedures, including anatomy, physiology and pathophysiology. The modules were peer-edited by licensed EM staff physicians and distributed to EM residents and staff physicians for analysis. Qualitative and quantitative analysis relied upon participants’ answers to questions and a Modified Task Value Scale, respectively. Results: Ten participants were included in the analysis, including EM residents (n = 6) and staff emergency physicians (n = 4). Qualitative feedback suggested that positive aspects of the modules included visuals, content, narration, and review of anatomy. Negative aspects included the lack of indications for procedures, technical details, real patient examples, and a speed up function. Quantitative feedback resulted in scores of 4 and above out of 5 on the Motivated Task Value Scale across all aspects for all the modules. Furthermore, analysis revealed an average score of 3.9 for inclination to access more modules such as these, and a score of 4.4 for overall perception of the modules. Conclusion: Participants found the video modules valuable to their learning, both qualitatively and quantitatively. This study was limited by a small sample size of modules and a low number of participants. Furthermore, a more detailed analysis with further measures, including self-efficacy and self-confidence, would yield more comprehensive conclusions. However, video-based modules provide an effective and easily accessible adjunctive tool to acquire skill and confidence with EM procedures, for medical learners and staff physicians.

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Baez, Jessica, Elizabeth Powell, Megan Leo, Uwe Stolz, and Lori Stolz. "Derivation of a procedural performance checklist for ultrasound-guided femoral arterial line placement using the modified Delphi method." Journal of Vascular Access 21, no. 5 (2020): 715–22. http://dx.doi.org/10.1177/1129729820904872.

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Background: Many specialties utilize procedural performance checklists as an aid to teach residents and other learners. Procedural checklists ensure that the critical steps of the desired procedure are performed in a specified manner every time. Valid measures of competency are needed to evaluate learners and ensure a standard quality of care. The objective of this study was to employ the modified Delphi method to derive a procedural checklist for use during placement of ultrasound-guided femoral arterial access. Methods: A 27-item procedural checklist was provided to 14 experts from three acute care specialties. Using the modified Delphi method, the checklist was serially modified based on expert feedback. Results: Three rounds of the study were performed resulting in a final 23-item checklist. Each item on the checklist received at least 70% expert agreement on its inclusion in the final checklist. Conclusion: A procedural performance checklist was created for ultrasound-guided femoral arterial access using the modified Delphi method. This is an objective tool to assist procedural training and competency assessment in a variety of clinical and educational settings.

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Khan, Rishad, Michael A. Scaffidi, Colleen Parker, et al. "Sa1089 The Influence of Video-Based Feedback on Self-Assessment Accuracy of Procedural Skills." Gastrointestinal Endoscopy 85, no. 5 (2017): AB186. http://dx.doi.org/10.1016/j.gie.2017.03.408.

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Connolly, A., N. Donnellan, E. Lutz, et al. "“Real-Time” Feedback for Milestones and Procedural Skills: A Multi-Center Trial of “myTIPreport”." Journal of Minimally Invasive Gynecology 23, no. 7 (2016): S52—S53. http://dx.doi.org/10.1016/j.jmig.2016.08.133.

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Hatala, Rose, David A. Cook, Benjamin Zendejas, Stanley J. Hamstra, and Ryan Brydges. "Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis." Advances in Health Sciences Education 19, no. 2 (2013): 251–72. http://dx.doi.org/10.1007/s10459-013-9462-8.

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Liu, Yajie, Wanying Jiang, Yuqing Bi, and Kunlin Wei. "Sensorimotor knowledge from task-irrelevant feedback contributes to motor learning." Journal of Neurophysiology 126, no. 3 (2021): 723–35. http://dx.doi.org/10.1152/jn.00174.2021.

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When the motor system faces perturbations, such as fatigue or new environmental changes, it adapts to these changes by voluntarily selecting new action plans or implicitly fine-tuning the control. We show that the action selection part can be enhanced without practice or explicit instruction. We further demonstrate that this enhancement is probably linked to the acquisition of abstract knowledge about the to-be-adapted novel visual feedback. Our findings draw an interesting parallel between motor and perceptual learning by showing that top-down information affects both types of procedural learning.

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Novak-Marcincin, Jozef, Adrian Nicolescu, and Mirela Teodorescu. "Information from Theory towards Science." International Letters of Social and Humanistic Sciences 45 (January 2015): 1–7. http://dx.doi.org/10.18052/www.scipress.com/ilshs.45.1.

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Information from Theory towards Science, the professor Stefan Vlăduţescu’s book from University of Craiova, is a confirmation of high intelligence level and propensity of author’s cognition. From various semiotic materials (words, images, gestures, drawings, etc.), following certain principles, under different procedures (operations, actions, movements, maneuvers, mechanisms, strategies) using means (languages, codes, subcodes) and specific tools (knowledge, concepts, categories) adapted aim between earth (with autocorrection by feedback) and firmament (as anticipation by feed-forward) rises an imposing edifice, a cognitive construction: this is information. It has systemic and procedural character and is organized on four coordinates: metric, semantic, structural and pragmatic.

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Dharmalingam, Kalpana, and Thyagarajan Thangavelu. "Parameter estimation using relay feedback." Reviews in Chemical Engineering 35, no. 4 (2019): 505–29. http://dx.doi.org/10.1515/revce-2017-0099.

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Abstract In process industries, closed-loop step and closed-loop relay feedback tests are popularly used for estimating model parameters. In this paper, different methods available in the literature for parameter estimation using conventional techniques and techniques based on relay feedback test are surveyed by reviewing around 152 research articles published during the past three decades. Through a comprehensive survey of available literature, the parameter estimation methods are classified into two broad groups, namely conventional techniques and relay-based parametric estimation techniques. These relay-based techniques are further classified into two subgroups, namely single-input-single-output (SISO) systems and multi-input-multi-output systems (both square and nonsquare), and are revealed in a lucid manner with the help of benchmark examples and case studies. For the above categorized methods, the procedural steps involved in relay-based parametric estimation methods are also presented. To facilitate the readers, comparison tables are included to comprehend the results of different parametric estimation techniques available in the literature. The incorporation of quantitative and qualitative analysis of papers published in various journals in the above area with the help of pie charts and graphs would enable the readers to grasp the overview of the research activity being carried out in the relay feedback domain. At the end, the challenging issues in relay-based parametric estimation methods and the directions for future investigations that can be explored are also highlighted.

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Dong, J., S. Agarwal, J. Wojtowicz, and E. Hanel. "P032: Video-based learning modules as an adjunct for teaching emergency medicine procedural skills." CJEM 21, S1 (2019): S74. http://dx.doi.org/10.1017/cem.2019.223.

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Innovation Concept: Competence in procedural skills is vital within the emergency department. Challenging procedures such as cricothyroidotomy are difficult to master as they are rare and hard to train for. Additionally, common procedures such as chest tube insertions require practice to become sufficiently competent. Opportunities to hone these skills are essential in residency training. This project aimed to create instructional video modules for specific emergency medicine (EM) procedures and to gauge its utility as an adjunctive resource for procedural learning in the EM residency curriculum. Methods: Tutorial videos for clamshell thoracotomy, cricothyroidotomy, and chest tube insertion were filmed within a cadaver lab with step-by-step instructions. The footage was edited and overlaid with a prepared audio narration using Camtasia®/Apple® Video Editing software. These videos were embedded within modules that included foundational knowledge relevant to the procedures including anatomy, physiology and pathophysiology. The modules were peer-edited by licensed EM staff physicians and distributed to EM residents and staff physicians for analysis. Qualitative and quantitative analysis relied upon participants’ answers to questions and a Modified Task Value Scale (measures the value of a module for overall learning), respectively. Curriculum, Tool or Material: Ten participants were included in the analysis, including EM residents (n = 6) and staff emergency physicians (n = 4). Qualitative feedback suggested that positive aspects of the modules included visuals, content, narration, and review of anatomy. Negative aspects included the lack of indications for procedures, technical details, real patient examples, and a speed up function. Quantitative feedback resulted in scores of 4 and above out of 5 (1 = lowest value, 5 = highest value) on the Motivated Task Value Scale across all aspects for all the modules. Furthermore, analysis revealed an average score of 3.9/5 for inclination to access more modules such as these, and a score of 4.4/5 for overall perception of the modules. Conclusion: Participants found the video modules valuable to their learning, both qualitatively and quantitatively. This study was limited by a small sample size of modules and a low number of participants. Furthermore, a more detailed analysis with further measures, including self-efficacy and self-confidence, would yield more comprehensive conclusions. However, video modules provide an effective and easily accessible adjunctive tool to acquire skill and confidence with EM procedures, for medical learners and staff physicians.

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Al-Jundi, Wissam, Mohamed Elsharif, Melanie Anderson, Phillip Chan, Jonathan Beard, and Shah Nawaz. "A Randomized Controlled Trial to Compare e-Feedback Versus “Standard” Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill." Journal of Surgical Education 74, no. 3 (2017): 390–97. http://dx.doi.org/10.1016/j.jsurg.2016.11.011.

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DE CREMER, DAVID, NIEK HOOGERVORST, and PIETER DESMET. "Procedural Justice and Sanctions in Social Dilemmas: The Moderating Effects of Group Feedback and Identification." Journal of Applied Social Psychology 42, no. 7 (2012): 1675–93. http://dx.doi.org/10.1111/j.1559-1816.2012.00914.x.

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Abbasy, Asma Akter, and Mir Misbahuddin. "Involving postgraduate medical students in pharmacology practical classes by e-learning." Bangladesh Journal of Pharmacology 14, no. 1 (2019): 26–31. http://dx.doi.org/10.3329/bjp.v14i1.39927.

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The aim of the present study was to evaluate the effectiveness of e-learning (virtual class) in achieving procedural knowledge necessary to conduct practical class in the laboratory. In this study, teaching modules were prepared on eight selected topic related to pharmacology laboratory works. Virtual classes were conducted among the postgraduate MD students (n=26) of this Department. To know the existing procedural knowledge pre-test was taken before the classes and to evaluate the effectiveness of virtual class, a post-test was carried out seven days later. To get the feedback from students, two additional questionnaire surveys were done. The performance of each student improved in the post-test in comparison to the pre-test. Most of the students mentioned that virtual class was easier in comparison to face to face class. But they preferred combination classes to learn procedural knowledge.

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Kurenov, Sergei, Juan Cendan, Saleh Dindar, et al. "Surgeon-Authored Virtual Laparoscopic Adrenalectomy Module Is Judged Effective and Preferred Over Traditional Teaching Tools." Surgical Innovation 24, no. 1 (2016): 72–81. http://dx.doi.org/10.1177/1553350616672971.

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Objective. The study assesses user acceptance and effectiveness of a surgeon-authored virtual reality (VR) training module authored by surgeons using the Toolkit for Illustration of Procedures in Surgery (TIPS). Methods. Laparoscopic adrenalectomy was selected to test the TIPS framework on an unusual and complex procedure. No commercial simulation module exists to teach this procedure. A specialist surgeon authored the module, including force-feedback interactive simulation, and designed a quiz to test knowledge of the key procedural steps. Five practicing surgeons, with 15 to 24 years of experience, peer reviewed and tested the module. In all, 14 residents and 9 fellows trained with the module and answered the quiz, preuse and postuse. Participants received an overview during Surgical Grand Rounds session and a 20-minute one-on-one tutorial followed by 30 minutes of instruction in addition to a force-feedback interactive simulation session. Additionally, in answering questionnaires, the trainees reflected on their learning experience and their experience with the TIPS framework. Results. Correct quiz response rates on procedural steps improved significantly postuse over preuse. In the questionnaire, 96% of the respondents stated that the TIPS module prepares them well or very well for the adrenalectomy, and 87% indicated that the module successfully teaches the steps of the procedure. All participants indicated that they preferred the module compared to training using purely physical props, one-on-one teaching, medical atlases, and video recordings. Conclusions. Improved quiz scores and endorsement by the participants of the TIPS adrenalectomy module establish the viability of surgeons authoring VR training.

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Saito, Hiroko. "Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners." TESL Canada Journal 11, no. 2 (1994): 46. http://dx.doi.org/10.18806/tesl.v11i2.633.

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The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.

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Lankiewicz, Hadrian. "Developing procedural language awareness of the constructionist nature of knowledge and language among prospective L2 language teachers." Neofilolog 1, no. 43/1 (2019): 67–80. http://dx.doi.org/10.14746/n.2014.43.1.6.

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While teacher feedback has got a long established tradition in pedagogic or educational discourse as a form of reflection, it has to be noticed by students to result in raised awareness. Apprehension of teacher feedback depends on its various characteristics such as salience, length, complexity or linguistic features (Swain, 2006a). Thereby its value may be too much engrained in the positivist paradigm of knowledge and language. Sociocultural approaches to learning, resting firmly on constructivist theories of knowledge and interactive theories of language, underscore the centrality of the learner. The agency of the learner places reflection in the form of talks (Moate, 2011) or languaging (Swan, 2006a). The aim of this paper is to present a microgenetic analysis of languaging on the concept of “noticing” (Schmidt, 1990) in teacher training during a methodology class. The working hypothesis is the claim that reflection, in the form of substantiated thinking, presents a potential for developing procedural dimension of teacher language awareness.

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Klein, Luciana, Ilse Maria Beuren, and Delci Dal Vesco. "Effects of the management control system in unethical behaviors." RAUSP Management Journal 54, no. 1 (2019): 54–76. http://dx.doi.org/10.1108/rausp-06-2018-0036.

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Purpose This study investigates which dimensions of the management control system (MCS) increase the perception of organizational justice and reduce unethical behavior in the perception of managers. The purpose of this paper is to validate the theoretical model of the study of Langevin and Mendoza (2012), testing the theoretical hypotheses formulated by the authors. Design/methodology/approach A survey was performed in companies listed among the Best and Largest of Exame Magazine, and the sample is composed of 102 respondents of the research, which consists of 41 assertions. Findings The results of the structural equation modeling show that the definition of objectives increases the perception of procedural justice, but the same was not observed regarding the remuneration of the managers. Likewise, disregarding aspects that are uncontrollable by managers in performance evaluation does not lead to the perception of procedural and distributive justice. However, feedback quality leads to the understanding that the MCS is fair. Perception of procedural and distributive justice was also observed in the use of multiple measures of performance by the company. Research limitations/implications Other factors that have not been investigated may interfere with and contribute to the reduction of unethical behavior (budget slack and data manipulation). Originality/value The only variable that interferes in the reduction of unethical behavior is feedback quality. The non-confirmation of all the hypotheses instigates the replication of the research in other contexts for empirical validation of the theoretical model of Langevin and Mendoza (2012).

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Ahmadi, Freyedon. "Job involvement in Iranian Custom Affairs Organization: the Role of Organizational Justice and Job Characteristics." International Journal of Human Resource Studies 2, no. 1 (2012): 40. http://dx.doi.org/10.5296/ijhrs.v2i1.1249.

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Job Involvement (JI) is defined as employee’s psychological identification with current job. Some researchers argue that JI is explained only by intrinsic variables. In contrast, others use organizational variables as drivers of JI. The purpose of Current research is to explain JI using simultaneously two important but ignored organizational drivers, as organizational justice (OJ) and job characteristics (JC). OJ is conceptualized by three dimensions as distributive, procedural, and interactional justice. Also, JC model is divided, as Henchman and Oldham (1976) suggested, into five dimensions as task variety, task identity, task significance, job autonomy, and feedback. The question is: do OJ and JC dimensions can explain and predict variance of JI? By selecting systematically random 140 employees from Iranian custom affairs organization (ICAO), standard questionnaire is sent in order to fill it based on self-report. Structural equation modeling approach results show that distributive and procedural justices, task variety task identity, autonomy, and feedback have significantly positive impacts on JI, but interactional justice and task significance do not. Some practical and theoretical suggestions and recommendations are presented at the end of report. Key words: job involvement, organizational justice, job characteristics, ICAO.

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Fu, Mengxia, and Shaofeng Li. "THE ASSOCIATIONS BETWEEN IMPLICIT AND EXPLICIT LANGUAGE APTITUDE AND THE EFFECTS OF THE TIMING OF CORRECTIVE FEEDBACK." Studies in Second Language Acquisition 43, no. 3 (2021): 498–522. http://dx.doi.org/10.1017/s0272263121000012.

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AbstractThis study examines the associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback (CF). A total of 112 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. The three groups underwent three treatment sessions during which they performed six focused communicative tasks eliciting the use of the English past tense. The Immediate and Delayed CF groups received CF treatments in the first and final sessions, respectively, and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through an untimed grammaticality judgment test and an elicited imitation test. Implicit language aptitude was operationalized as procedural memory and explicit language aptitude as working memory and declarative memory. Multiple regression analysis showed that procedural memory was significantly predictive of the effectiveness of Immediate CF, declarative memory was significantly associated with Delayed CF and Task Only, and working memory was a significant predictor of Immediate CF and Delayed CF. The results were interpreted by consulting the methodological features of the treatments and the mechanisms of the three cognitive abilities.

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Zhu, Jing, Youjia Hua, and Chengan Yuan. "Effects of Remote Performance Feedback on Procedural Integrity of Early Intensive Behavioral Intervention Programs in China." Journal of Behavioral Education 29, no. 2 (2020): 339–53. http://dx.doi.org/10.1007/s10864-020-09380-8.

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Catchpole, John, Marilyn Di Stefano, and Kim Mestroni. "Trial of improved procedures for driver licence testing by occupational therapists." Journal of the Australasian College of Road Safety – Volume 30, Issue 1, 2019 30, no. 1 (2019): 20–26. http://dx.doi.org/10.33492/jacrs-d-18-00287.

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A draft manual for the Occupational Therapy Driving Test had previously been developed via a consultation process, setting out detailed specifications intended to improve the validity and reliability of the test and its consistency with other VicRoads licence tests. A trial was conducted to assess the feasibility, acceptability and effectiveness of the documented procedures and requirements. The trial involved (a) upgrading existing test routes to comply with the updated requirements, and (b) conducting licence tests using the updated procedures. Detailed written feedback was obtained from the occupational therapy driver assessors (OTs) who upgraded test routes and from the OTs who conducted the licence tests. Analysis of 156 feedback forms from 19 OTs revealed that the updated requirements resulted in a test that exceeded the preferred timeframe (35 minutes). The number of compulsory tasks required for all clients precluded sufficient time to conduct additional, clientspecific tasks with those clients who needed them. This led the project team to reduce the number of compulsory tasks, relax some constraints regarding task locations, and reclassify two previously compulsory tasks as client-specific (optional) tasks. Extra guidance was added to the manual covering various procedural and assessment issues, and supplementary documentation was developed to assist OTs to comply with VicRoads requirements. The updated test is expected to provide a valid test of driving skills, while offering greater reliability than previous OT licence reassessment procedures.

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Fu, Mengxia, and Shaofeng Li. "The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback." Journal of Second Language Studies 2, no. 2 (2019): 233–57. http://dx.doi.org/10.1075/jsls.19002.fu.

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Abstract This paper reports on a study investigating the role of working memory in predicting L2 development under immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue for the superiority of immediate feedback over delayed feedback.

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Singh, Anupriya. "Perceptions of Software Professionals regarding Performance Management Processes: An Exploratory Study." Vikalpa: The Journal for Decision Makers 38, no. 2 (2013): 39–60. http://dx.doi.org/10.1177/0256090920130203.

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Performance management has been considered as a critical tool aimed at strategically managing the contribution of human resources. As opposed to mere appraisal of performance, performance management as a process has a more holistic orientation which aims to define, facilitate, measure, and constantly improve performance at the individual, team, and organizational levels. The primary purpose of this study was to understand the perceptions of software professionals regarding certain performance management process dimensions (viz., performance planning, feedback, and employee participation in the process); system knowledge and justice dimensions (viz., procedural, distributive and interactional justice with respect to the performance management system) and their potential inter-relationship. The study was carried out on a sample of 341 software professionals in four software firms in the NCR region. Three survey instruments, i.e., perception of performance management process dimensions questionnaire, perceived system knowledge questionnaire, and perception of organizational justice dimensions questionnaire, were designed and used for the study. Results revealed that: Software professionals of all the four organizations were fairly satisfied with performance planning and their participation in performance management process; but only moderately satisfied with feedback. Perceived system knowledge of the software professionals was moderate. They perceived the performance management systems to be interactionally just to a large extent, but pointed towards a need for improvement on procedural and distributive dimensions. Significant positive correlation was seen between justice dimensions, performance management process dimensions, and perceived system knowledge. Inter-correlations within performance management process dimensions and justice dimensions were also positive and significant. Stepwise multiple regression analysis suggested feedback as the most significant predictor that explained maximum variance in each of the justice dimensions, viz., procedural, distributive, and interactional justice. The other two predictors were perceived system knowledge and employee participation in performance management process. Findings of this research have significant implications for HR practitioners. Feedback, perceived system knowledge and their participation in performance management process were found to be significant variables influencing their perceptions regarding fairness of the system and hence, may need specific attention especially in the software industry context. Strong inter-relationship was found amongst all dimensions relating to performance management process; perceived system knowledge, and justice dimensions pointing towards the significance of an integrated and systemic approach towards the process and have significant implications for improving the overall design, implementation, and outcomes of the performance management system.

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Milliken, Lisa Y., Dawn Ralph, and Sally Jones-McNamara. "Responding to Clinicians' Challenges in Working With Geriatric Patients." Perspectives on Gerontology 16, no. 1 (2011): 22–29. http://dx.doi.org/10.1044/gero16.1.22.

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Clinicians work with older residents who have not only multiple physical limitations, but cognitive loss, communication deficits, dysphagia, and multiple medical diagnoses. They must work within procedural, regulatory, and reimbursement systems that challenge them to provide optimal resident care. In this article, the authors will discuss some specific challenges brought forth by clinicians in response to a clinical scenario and will provide information and feedback from several health-care consultants.

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Harrison, Mark E., Deborah A. Kroeker, and Carolyn R. Ahlers-Schmidt. "Using Simulation to Improve Medical Students' Comfort with Selected Pediatric Procedures." Kansas Journal of Medicine 8, no. 2 (2015): 72–79. http://dx.doi.org/10.17161/kjm.v8i2.11522.

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BACKGROUND: Simulation in pediatrics is described often in more procedurally-heavy areas, such as in intensive care, emergency medicine, and neonatology. However, there is a paucity of literature related to simulation in general pediatrics. We sought to improve students’ comfort with and knowledge about selected procedures using simulation mannequins during their pediatric rotation. METHODS: During a workshop, third year medical students received a lecture on male circumcisions, lumbar punctures, the Ortolani and Barlow maneuvers, and ear examinations. Following the lecture, the students were given hands-on instruction and feedback on the techniques for performing ear and hip exams, lumbar punctures, and circumcisions. Students took a pre- and post-encounter assessment regarding their confidence level, procedural knowledge, and perceived usefulness of the training. Wilcoxon Signed Rank tests were used to determine changes in the students’ confidence levels and knowledge. Alpha was set at 0.05 for all comparisons. RESULTS: Sixty medical students (100%) participated in the study during the 2012/2013 academic year. Confidence and knowledge increased significantly on all procedures following the simulation experience (p < 0.001). Perception of usefulness of the training also increased significantly at post-test (p = 0.019). CONCLUSION: Medical students benefited from using simulation to demonstrate and practice common pediatric procedures, both in their confidence and knowledge. The use of simulation for general pediatric procedures should improve patient safety, as well as remove some of the anxiety of performing procedures in actual clinical scenarios.

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Cox, Cody Brent, Laura G. Barron, William Davis, and Bernardo de la Garza. "Using situational judgment tests (SJTs) in training." Personnel Review 46, no. 1 (2017): 36–45. http://dx.doi.org/10.1108/pr-05-2015-0137.

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Purpose Situational judgment tests (SJTs) are widely used in personnel selection but have not been empirically explored as methods of training design. The purpose of this paper is to evaluate SJT-based training as a workplace training design method which utilizes active learning and structured feedback to enhance learning of both procedural and declarative knowledge. Design/methodology/approach Volunteers (n=416) were randomly assigned to full-length lecture-based training or abbreviated lecture-based training followed by 15 minutes of SJT-based training. Knowledge of training content was assessed at pre-test and three weeks after training. Findings SJT-based trainees showed greater improvement on declarative and procedural knowledge than those in traditional training. Research limitations/implications The results indicate that integrating the SJT methodology into training delivery may lead to greater mastery of declarative and procedural knowledge relative to exclusive use of lecture-based training methods. Practical implications Findings suggest that the relatively inexpensive, low-fidelity scenario-based training methodology the authors detail may increase retention of training material compared to more traditional training methods. Originality/value This is the first study to incorporate SJT methodology into the design of training content and to demonstrate that such content can produce greater retention of both declarative and procedural content.

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Maddox, W. Todd, and A. David Ing. "Delayed Feedback Disrupts the Procedural-Learning System but Not the Hypothesis-Testing System in Perceptual Category Learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 31, no. 1 (2005): 100–107. http://dx.doi.org/10.1037/0278-7393.31.1.100.

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