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Search Results: 1 - 10 of 21190 matches for " video review of performance with feedback "
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Is video review of patient encounters an effective tool for medical student learning? A review of the literature
Hammoud MM, Morgan HK, Edwards ME, Lyon JA, White C
Advances in Medical Education and Practice , 2012, DOI: http://dx.doi.org/10.2147/AMEP.S20219
Abstract: video review of patient encounters an effective tool for medical student learning? A review of the literature Review (2464) Total Article Views Authors: Hammoud MM, Morgan HK, Edwards ME, Lyon JA, White C Published Date March 2012 Volume 2012:3 Pages 19 - 30 DOI: http://dx.doi.org/10.2147/AMEP.S20219 Received: 15 November 2011 Accepted: 14 December 2011 Published: 22 March 2012 Maya M Hammoud1, Helen K Morgan1, Mary E Edwards2, Jennifer A Lyon2, Casey White3 1Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA; 2Health Sciences Center Libraries, University of Florida, Gainesville, FL, USA; 3Graduate Medical Education, Faculty Affairs and Department of Anesthesiology, University of Florida College of Medicine, Gainesville, FL, USA Purpose: To determine if video review of student performance during patient encounters is an effective tool for medical student learning. Methods: Multiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical) and study design (controlled or non-controlled). Results: A total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone. Conclusion: There are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback from faculty or other trained individuals for maximum effectiveness. We also recommend additional research in this area.
Influence of Expert Video Feedback, Peer Video Feedback, Standard Video Feedback and Oral Feedback on Undergraduate Medical Students’ Performance of Basic Surgical Skills  [PDF]
Marieke Lehmann, Jasmina Sterz, Maria-Christina Stefanescu, Julian Zabel, Kenan Dennis Sakmen, Miriam Ruesseler
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.98091
Abstract: Purpose: In daily clinical practice, sterile working conditions, as well as patient safety and self-protection, are essential. Thus, these skills should be taught appropriately during undergraduate training. Receiving constructive feedback can significantly improve future performance. Furthermore, reviewing one’s performance using video tools is a useful approach. This study investigates the impact of different modes of video feedback on the acquisition of practical surgical skills, including wound management and a bedside test. Methods: Third-year medical students completed a structured training of practical skills as part of their mandatory surgery rotation. All students received the same practical skills training for performing wound management and a bedside test. However, for feedback regarding their performance, students were assigned to one of four study groups: expert video feedback (receiving feedback by an expert after reviewing the recorded performance), peer video feedback (receiving feedback by a fellow student after reviewing the recorded performance), standard video (giving feedback to a standardized video of the skill), or oral feedback (receiving feedback by an expert without a video record). Afterwards, students completed two 5-minute OSCE stations in which they were assessed with respect to their acquired competencies. Effects on long-term retention were measured at two further measurement points. Results: A total of 199 students were included in the study (48 for expert video feedback, 49 for peer video feedback, 52 for standard video feedback, and 50 for oral feedback). All teaching methods were feasible in the given timeframe of 210 minutes for each module. There were nearly no statistically significant differences among the groups with regard to the technical and non-technical ratings for the three measurement points. Conclusion: In the present study, video-assisted feedback in various forms offered no significant benefit over oral feedback
Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students  [PDF]
Samiha Amara, Bessem Mkaouer, Sarra H. Nassib, Helmi Chaaben, Younes Hachana, Fatma Z. Ben Salah
Advances in Physical Education (APE) , 2015, DOI: 10.4236/ape.2015.54027
Abstract: The purpose of this study was to investigate the difference between two pedagogical methods in teaching/learning hurdle clearance such as the traditional learning method which was based on verbal feedback and the new technology through motion analysis and video modeling which was based on self-modeling, expert modeling and model’s superposition. Twenty-seven sports science students took part in this study. Modeling group composed of 15 students and traditional group of 12 students. Both groups participated in a 10-week hurdle clearance learning (two sessions per week) which was composed of 10 sets (5 hurdles clearance per set) in total 1000 repetitions. The findings indicated a better enhancement of the learning score in the modeling group compared to the traditional one (14.26 ± 2.05 pts vs. 11.66 ± 1.72 pts, respectively with p < 0.01). In addition, the analysis of delta-percentage revealed a high increase of technical performance in the modeling group. In conclusion, video feedback with model’s superposition led to a better improvement of learning in hurdle clearance more than verbal feedback.
Dilshad Ali,Dr. Kabir Shah Khan
Indian Streams Research Journal , 2012,
Abstract: One of the challenges the physical education programs face is how to use feedback and bio-feedback effectively as an important tool in competitive sports while at the same time coaching to athlete and to incorporate feedback into their own physical education program which should e encouraged to take into account other factors to improve the learning style and executing skills in various sports and games and master in various styles by a combination of peer teaching unit as well as it is important to continue modulation for further achievement.The athlete can have intermediate success to maintain his interest and motivate further achievement. The bio-feedback access should be in both the teaching and coaching version.
Feedback Reliability Ratio of an Intrusion Detection System  [PDF]
Usha Banerjee, Gaurav Batra, K. V. Arya
Journal of Information Security (JIS) , 2012, DOI: 10.4236/jis.2012.33030
Abstract: The behavior and nature of attacks and threats to computer network systems have been evolving rapidly with the advances in computer security technology. At the same time however, computer criminals and other malicious elements find ways and methods to thwart such protective measures and find techniques of penetrating such secure systems. Therefore adaptability, or the ability to learn and react to a consistently changing threat environment, is a key requirement for modern intrusion detection systems. In this paper we try to develop a novel metric to assess the performance of such intrusion detection systems under the influence of attacks. We propose a new metric called feedback reliability ratio for an intrusion detection system. We further try to modify and use the already available statistical Canberra distance metric and apply it to intrusion detection to quantify the dissimilarity between malicious elements and normal nodes in a network.
Influences on the Marking of Examinations  [PDF]
Christina Bermeitinger, Benjamin Unger
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.52014

In the present work, we examined a phenomenon highly relevant in the educational field for assessing or judging performance, that is, the question how the second examiner’s marking is influenced by the evaluation of the first examiner. This phenomenon is known as anchoring in cognitive psychology. In general, in anchoring effects numeric information (i.e., the anchor) pulls estimations or judgments towards the anchor. One domain which is highly important in real life has been investigated only occasionally, that is, the marking of examinations. In three experiments, participants were asked to evaluate a written assignment. The mark (either good or bad) of a ficticious first examiner was used as the anchor. We found clear anchoring effects that were unaffected by feedback in a preceding task (positive, neutral, negative) or the expert status of the presumed first examiner. We discussed the problems related to this effect.

Análisis de la eficacia y eficiencia del empleo del Videofeedback en el tratamiento de adolescentes con un trastorno de ansiedad social
Ramos,Victoriano; Piqueras,José Antonio; García-López,Luis-Joaquín;
Clínica y Salud , 2008,
Abstract: this paper shows how the increase in the use of video-feedback from four to ten sessions could improve therapy success in adolescents suffering social phobia (iafs; olivares y garcía-lópez, 1998; garcía-lópez, 2007a). the sample consisted of 50 high school and private school students -18 boys and 32 girls aged 14 to 18. the treatment was administered in a school setting. the design consisted of two experimental conditions: the original treatment (4 sessions including video-feedback) and a revised treatment protocol using videofeedback as a therapeutic technique in 10 out of 12 sessions. the results revealed that both experimental conditions were equally efficient, with no significant differences both at post-test and at the follow-up 6 months later. issues that could contribute to future research and clinical implications are discussed.
The Key Technologies of Maritime Video Enhancement: A Survey

杨达, 王孝通, 徐冠雷
Journal of Image and Signal Processing (JISP) , 2014, DOI: 10.12677/JISP.2014.34012
Electro-optical surveillance systems have been widely used in maritime fields. However, severe degradation of video captured on the sea limits the usage. In view of the main reasons of video de-gradation which are sea fog and jitter, we briefly reviewed the technologies of defogging, stabilizing and non-reference image quality accessment, to enable researchers to understand the situation and the latest developments. Finally, further discussions are pointed out on future development.
Performance Feedback: Individual Based Reflections and the Effect on Motivation
Kurtulus Kaymaz
Business and Economics Research Journal , 2011,
Abstract: There is also enough scientific research proved the positive effect of performance on motivation. The common idea is that the performance feedback improve the technical and behavioral effectiveness of employees which then reflect on the job motivation. Around this idea, performance feedback effect motivation via reducing the performance ambiguity, improving the manager-subordinate relationships, making more easy to achieve goals, supporting the personal development and adapting to change. In this article, the effect of performance feedback on motivation is examined arround this stated five different variables. The research result indicated that the only reducing performance ambiguity have positive effect on motivation.
Sylvie Fortier,Fabien A. Basset,Ginette A. Mbourou,Jér?me Favérial
Journal of Sports Science and Medicine , 2005,
Abstract: The purpose of this study was twofold: (a) to examine if kinetic and kinematic parameters of the sprint start could differentiate elite from sub-elite sprinters and, (b) to investigate whether providing feedback (FB) about selected parameters could improve starting block performance of intermediate sprinters over a 6-week training period. Twelve male sprinters, assigned to an elite or a sub-elite group, participated in Experiment 1. Eight intermediate sprinters participated in Experiment 2. All athletes were required to perform three sprint starts at maximum intensity followed by a 10-m run. To detect differences between elite and sub-elite groups, comparisons were made using t-tests for independent samples. Parameters reaching a significant group difference were retained for the linear discriminant analysis (LDA). The LDA yielded four discriminative kinetic parameters. Feedback about these selected parameters was given to sprinters in Experiment 2. For this experiment, data acquisition was divided into three periods. The first six sessions were without specific FB, whereas the following six sessions were enriched by kinetic FB. Finally, athletes underwent a retention session (without FB) 4 weeks after the twelfth session. Even though differences were found in the time to front peak force, the time to rear peak force, and the front peak force in the retention session, the results of the present study showed that providing FB about selected kinetic parameters differentiating elite from sub-elite sprinters did not improve the starting block performance of intermediate sprinters
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