Expectation of Teaching and Self-Controlled KR in Motor Skills Acquisition: Are There Additive Effects?

Purpose: Recent evidence suggests learning a motor skill with the expectation of teaching it enhances motor learning. The mechanisms underlying this effect seem to be similar to those of another motor learning condition, the self-control of knowledge of results (KR). Considering the similarities between the mechanisms that underlie these conditions, we aimed to investigate the learning effects obtained through expected teaching and self-controlled conditions, and whether these effects would be additive. Methods: Participants practiced a dart-throwing task under one of the following conditions: a) expecting to teach the skill; b) controlling the KR request; c) combining the two previous conditions; and d) receiving KR in a yoked condition with self-controlled participants. In acquisition phase, motivational aspects, strategies for requesting KR and aspects related to the expectation of teaching were assessed according to each condition. Results: Participants with control over KR and/or with the expectation of teaching the skill showed superior learning of the task compared to the control condition. However, the combination of the experimental conditions did not result in additive learning benefits. Increased perceived competence was found in expecting to teach, self-controlled and combined conditions, compared to the yoked group. Additionally, expecting to teach also affected the way and the frequency learners requested KR. Conclusions: Our findings provide important insights toward understanding the effects of expecting to teach, in addition to demonstrating that expecting to teach affects self-controlled KR scheduling and its use during motor skill acquisition.

Licentîa hypomnema: reflections and perceptions in teacher education / Licentîa hypomnema: reflexões e percepções na formação de educadoras(es) / Licentîa hypomnema: reflexiones y percepciones en la formación del profesorado

Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student's teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.(AU)

O protagonismo de estudantes tem grande importância no processo de construção do conhecimento. Neste artigo, discutimos um recurso didático-pedagógico chamado licentîa hypomnema (LH), inspirado em portfólios e diários de aprendizagem, isto é, estudantes de licenciatura escrevem suas compreensões e reflexões acerca de assuntos pedagógicos vistos na universidade em um processo de meta-aprendizagem sobre aprender a ensinar. O contexto inicial da pesquisa foi um curso de Desenvolvimento Psicológico e Ensino, ministrado em cursos de Licenciatura da Universidade de Brasília (UnB). Duas das autoras eram estudantes do curso de Letras, elas produziram seus LH, realizando avaliação por pares entre si durante o curso. As estudantes-autoras trouxeram em seus registros duas situações pedagógicas relacionadas ao uso desse recurso em suas próprias práticas de ensino que causaram um impacto em suas trajetórias formativas. São esses relatos que compõem os dados para análise e discussão. Além disso, procuramos discutir possíveis desdobramentos para o uso do recurso da escrita reflexiva na formação docente e em outros contextos de aprendizagem. A produção do LH fornece suporte para a produção de conhecimento e permite ao aluno conectar teoria e prática, o que, consequentemente, reverbera na prática de ensino do aluno. O LH é um recurso didático-pedagógico e não uma ferramenta fechada, portanto, tanto o contexto quanto as pessoas que o utilizam devem ser considerados.(AU)

El protagonismo de los estudiantes tiene gran importancia en el proceso de construcción del conocimiento. En este trabajo, discutimos un recurso didáctico-pedagógico llamado licentîa hypomnema (LH), que se inspira en diarios de aprendizaje, es decir, estudiantes de profesorado escriben sus comprensiones y reflexiones sobre temas pedagógicos aprendidos en la universidad, produciendo un proceso de meta-aprendizaje sobre aprender a enseñar. El contexto inicial de la investigación fue un curso de Desarrollo Psicológico y Enseñanza, impartido en el programa de Formación de Profesores de la Universidade de Brasília (UnB). Dos de las autoras eran alumnas de la carrera de Letras que produjeron sus LH y realizaron una evaluación por pares mutua durante el curso. Las estudiantes autoras plantearon en su LH dos situaciones pedagógicas relacionadas con el uso de este recurso en sus propias prácticas de enseñanza, causando un impacto en su trayectoria formativa. Estos materiales constituyen los datos para el análisis y la discusión en esta investigación. Buscamos discutir posibles desdoblamientos para el uso del recurso de la escritura reflexiva en la formación docente y en otros contextos de aprendizaje. La producción de este recurso da soporte a la producción de conocimiento y permite al estudiante conectar teoría y práctica, lo que consecuentemente repercute en su práctica docente. El LH es un recurso didáctico-pedagógico y no una herramienta cerrada, por lo tanto, se debe considerar tanto el contexto como las personas que lo utilizan.(AU)

Identidade profissional do psicólogo judiciário: um estudo sobre configurações identitárias / Forensic psychologist´s professional identity: a study about identity configurations / Identidad profesional del psicólogo forense: un estudio sobre configuraciones de identidad

Este estudo objetivou descrever a identidade profissional de psicólogos judiciários, partindo do cenário contemporâneo da Psicologia Jurídica brasileira, contexto que envolve crises e conflitos sobre a forma de responder a atribuições e demandas do campo legal. Pela perspectiva da sociologia das identidades profissionais de Claude Dubar, sustenta-se a hipótese de que a identidade profissional do psicólogo judiciário depende de estratégias de compatibilização entre o pertencimento à categoria e as atribuições legais e institucionais. Participaram 95 psicólogos do quadro ativo do Tribunal de Justiça de São Paulo, que responderam a um formulário online sobre a percepção de si e do campo de atuação. Os dados foram submetidos à análise de conteúdo. Os resultados indicam a saliência da avaliação psicológica e da interdisciplinaridade na identidade profissional, e as rupturas identitárias diante de práticas verificatórias. Tais achados apontam a necessidade de participação da categoria na construção de suas atribuições; e dificuldades para o exercício das funções por limitações à autonomia profissional.(AU)

This study aimed to describe the professional identity of forensic psychologists, considering Brazil's Legal Psychology contemporary scenario which relates to a critical issues on how practitioners respond the demands of the legal system. Based on Claude Dubar's sociology of professional identities, we support the hypothesis that forensic psychologists' professional identity depends on strategies of compatibilization between belonging their reference group and the institutional attributions. There were 95 participants, all from the current staff of the Court of Justice of the state of São Paulo, who answered an online form. The data were subjected to content analysis. The results indicate a professional identity with noted salience on psychological assessment and interdisciplinarity, and the identity crises regarding verification practices. Such findings highlight the importance of practitioners taking part on the construction of their own tasks.(AU)

Este estudio tuvo como objetivo describir la identidad profesional de los psicólogos forenses, considerando el escenario de la Psicología Jurídica brasileña, que se relaciona con una crisis sobre si estos profesionales responden a las demandas del sistema legal. Teniendo en cuenta la sociología de las identidades profesionales de Claude Dubar, sostenemos la hipótesis de que la identidad profesional de los psicólogos forenses depende de estrategias de compatibilización entre la pertenencia a su grupo profesional y a instituciones. Participaron 95 psicólogos, quienes actuaban en el Tribunal de Justicia del Estado de São Paulo, a los cuales se aplicó un formulario en línea. Los datos se sometieron a análisis de contenido. Los resultados indican una identidad profesional saliente en cuanto a la evaluación psicológica y la interdisciplinariedad, pero también crisis de identidad en relación con las prácticas de verificación. Tales resultados señalan la importancia de que la categoría participe en la construcción de sus propias atribuciones.(AU)

The bandwidth knowledge of results regarding the task of the overhand serve in volleyball

Abstract Aim: Motor learning is considered a complex process, providing numerous investigations. Knowledge of Results (KR), a kind of extrinsic feedback, is one of the variables that are used for investigations on motor learning. There are different ways to provide KR to optimize motor learning. The bandwidth KR is one of these forms, being a factor that affects motor learning, however, the specificity of the task needs to be considered in the investigation of this theme. Thus, the objective of the study is to analyze the bandwidth of KR in the acquisition of motor skills of the overhand serve in volleyball. Methods: The sample consisted of 24 volunteers of both sexes (12 men and 12 women), 18 to 35 years of age (M = 27, SD = 3.46) and inexperienced in the task. The effect of the bandwidth was analyzed in two groups (with range and without range), in which the volunteers had to learn to control their force by performing the volleyball tennis type service in order to hit a target line. Performance was inferred by the mean and standard deviation of absolute, constant and variable errors. Results: There was no statistically significant difference between the groups and the volunteers improved both the precision (absolute error and constant error) and in the consistency (variable error) during the acquisition. There was an improvement in the groups also in the transfer test in the precision measures. Conclusion: The variable bandwidth is similar to a control condition in which the volunteers have information at each attempt, causing dependence on external information.

Optimizing Feedback Frequency in Motor Learning: Self-Controlled and Moderate Frequency KR Enhance Skill Acquisition.

The purpose of this study was to compare the relative effects of self-controlled knowledge of results (SCKR) to other KR schedules of varying relative frequency (25%, 50%, and 100% of acquisition trials) on motor skill learning. Participants received basic instructions on the soccer overhead throw and then performed 50 acquisition trials, during which KR was provided according to the assigned schedule, followed by a retention test, during which no KR was provided. Retention scores were highest for the SCKR and 50% KR frequency groups who shared comparable absolute KR frequency and distribution relative to successful versus unsuccessful trials. These results indicated that both self-control and moderate frequency feedback enhanced learning, supporting an inverted U-shaped effect of feedback frequency on skill acquisition.

Observational vs coaching feedback on non-dominant whole-body motor skill performance - application to technique training.

We studied the effect of peer- and self-observational feedback versus coaching feedback during technique training on performance in competitive adolescent cross-country skiers. Fifty-four skiers (14.3 ± 0.6 years) were divided into a control group and three intervention groups (dyad practice, video, or coaching feedback), which practiced in the asymmetrical uphill sub-technique G2 on one side (non-dominant side), but not the other (dominant side) for 6 × 30 min over a 5 weeks period, on roller skis outdoors. High-speed performance and skiing economy were assessed on a roller ski treadmill before and after the intervention, and a questionnaire was answered post-intervention. The video feedback (p = .025, d = .65) and coaching feedback (p = .007, d = .89) groups improved high-speed performance during the intervention and an ANCOVA showed a tendency for different change scores between interventions (F3,49  = 2.5, p = .068, η p 2  = .134), with a difference between the coaching feedback and dyad practice (p = .05). No change was seen in skiing economy in any group. Coaching feedback ranked higher on enjoyment compared with dyad practice (p < .001) and led to higher self-perception of improved technique compared with the control group (p = .038). Overall, feedback from a competent coach seems better than observation for improving performance in young athletes, although self-observation through video with attentional cues seems a promising tool for increasing individual feedback when coaching large groups.

The Effects of Manipulating Task Difficulty and Feedback Frequency on Children's Dart Throwing Accuracy and Consistency.

In the present study we investigated the effects of manipulating task difficulty (constant vs. progressive difficulty) and frequency of knowledge of results (KR) on the accuracy and consistency of children's performance of a novel fine motor coordination task (dart throwing). We assigned 69 right-handed physical education (PE) students (M age = 10.73, SD = 0.89 years) to progressive (PDG) or constant difficulty (CDG) groups. PDG and CDG were each split into three subgroups who received varying KR frequency (100%KR, 50%KR, and 33%KR), creating a total of six groups. We increased difficulty in the PDG by manipulating the distance to the target (2 m, 2.37 m, and 3.56 m), while distance to the target was constant for CDG throughout the experiment (2.37 m). We conducted performance assessments during familiarization (pre-test), acquisition (post-test), and retention (retention testing) learning phases under both normal condition (NC) and a time pressure condition (TPC). Repeated-measures analysis of variance revealed a significant effect of difficulty manipulation on skill learning under both NC and TPC. Further analyses revealed that skill learning was enhanced by progressive difficulty manipulation. However, learning was not affected by KR frequency changes. Progressive difficulty practice enhanced both accuracy and consistency, specifically at retention testing. These results suggest that motor learning in children may be enhanced by practicing with progressive increases in difficulty. PE teachers are encouraged to gradually introduce difficulty levels in motor learning tasks that require high accuracy.

Belief polarization in a complex world: A learning theory perspective.

We present two models of how people form beliefs that are based on machine learning theory. We illustrate how these models give insight into observed human phenomena by showing how polarized beliefs can arise even when people are exposed to almost identical sources of information. In our first model, people form beliefs that are deterministic functions that best fit their past data (training sets). In that model, their inability to form probabilistic beliefs can lead people to have opposing views even if their data are drawn from distributions that only slightly disagree. In the second model, people pay a cost that is increasing in the complexity of the function that represents their beliefs. In this second model, even with large training sets drawn from exactly the same distribution, agents can disagree substantially because they simplify the world along different dimensions. We discuss what these models of belief formation suggest for improving people's accuracy and agreement.

The influence of teacher-student proximity, teacher feedback, and near-seated peer groups on classroom engagement: An agent-based modeling approach.

Fostering students' classroom engagement is a research hotspot in classroom teaching management. Enhancing classroom engagement requires consideration of the interactive effects of physical and interpersonal environments. Considering the characteristics of physical space, the teacher gives feedback on student engagement in terms of different seating positions. Further, near-seated peer group engagement has an impact, though previous research has found this to be inconsistent. The teacher and near-seated peer groups have different paths of influence on classroom engagement, and there is interplay between them. However, based on realistic classroom scenarios, it is difficult for traditional research methods to reveal how spatially heterogeneous and non-linear micro-interactions among teachers, students, and near-seated peer groups evolve into dynamic changes in macro-classroom engagement. Hence, this study utilized agent-based simulation to explore the non-linear dynamic mechanism underlying how teacher-student proximity, teacher feedback, and near-seated peer groups affect classroom engagement, thereby shedding light on the evolutionary features of classroom engagement. According to the results, the teacher's positive feedback promoted an S-shaped increase in classroom engagement, and the closer a student sat to the teacher, the greater the increase was. The level and homogeneity of near-seated peer group engagement were predictors of changes in classroom engagement. Moreover, the proximity of students to the teacher, teacher feedback, and near-seated peer groups had a joint effect on student engagement. The compensation effect of the teacher's positive feedback on the impact of low-engagement, near-seated peer groups was weaker than that of highly engaged, near-seated peer groups on the effects of the teacher's negative feedback. This suggests that the model of teacher-student proximity and teacher feedback effects differed from that of near-seated peer group influence, and the two interacted and showed asymmetry.

Effect of Coach Feedback and Awareness of Head Impact Exposure on Practice Structure in Youth Football.

With the concern of concussion risk and repetitive head impacts in youth football, organizations have adopted rules that limit contact during practice. However, rule changes are not ubiquitous among organizations and are challenging to monitor and enforce. Ultimately, football practice activities are determined by coaches, but it is unknown whether providing objective data to coaches relating activities to their athletes' head impact exposure (HIE) would alter practice structure or help reduce HIE. This study evaluated the effect of coach awareness of HIE on practice structure over time. Head impact data from three intervention (56 players) and three control (38 players) teams were collected over two youth football seasons. Athletes were instrumented with the Head Impact Telemetry (HIT) System and time-synchronized video was recorded for practices and games. Impact frequencies and head accelerations were compiled into weekly HIE practice and game reports and shared with the head coach of each intervention team. Time per drill, impact rate, and impact magnitude were compared across three time frames (pre-season, mid-season, and late-season) using generalized linear models. Control teams had higher impact rates than intervention teams in all drills across time frames. Among all teams, 95th percentile linear and rotational accelerations were highest during mid-season. Among intervention teams, more time was spent on scrimmage and skill development from pre-season to late-season, with less time spent on tackling. This study suggests that receiving objective data informing HIE in practice may contribute to changes in practice structure and help inform intervention efforts to improve head impact safety in football.

Only Familiar Information is a "Curse": Children's Ability to Predict What Their Peers Know.

The ability to make inferences about what one's peers know is critical for social interaction and communication. Three experiments (n = 309) examined the curse of knowledge, the tendency to be biased by one's knowledge when reasoning about others' knowledge, in children's estimates of their peers' knowledge. Four- to 7-year-olds were taught the answers to factual questions and estimated how many peers would know the answers. When children learned familiar answers, they showed a curse of knowledge in their peer estimates. But, when children learned unfamiliar answers to the same questions, they did not show a curse of knowledge. These data shed light on the mechanisms underlying perspective taking, supporting a fluency misattribution account of the curse of knowledge.

Video-Based Guided Simulation without Peer or Expert Feedback is Not Enough: A Randomized Controlled Trial of Simulation-Based Training for Medical Students.

BACKGROUND: Feedback is a pivotal cornerstone and a challenge in psychomotor training. There are different teaching methodologies; however, some may be less effective. METHODS: A prospective randomized controlled trial was conducted in 130 medical students to compare the effectiveness of the video-guided learning (VLG), peer-feedback (PFG) and the expert feedback (EFG) for teaching suturing skills. The program lasted 4 weeks. Students were recorded making 3-simple stitches (pre-assessment and post-assessment). The primary outcome was a global scale (OSATS). The secondary outcomes were performance time, specific rating scale (SRS) and the impact of the intervention (IOI), defined as the variation between the final and initial OSATS and SRS scores. RESULTS: No significant differences were found between PFG and EFG in post-assessment results of OSATS, SRS scores or in the IOI for OSATS and SRS scores. Post-assessment results of PFG and EFG were significantly superior to VLG in OSATS and SRS scores [(19.8 (18.5-21); 16.6 (15.5-17.5)) and (20.3 (19.88-21); 16.8 (16-17.5)) vs (15.7 (15-16); 13.3 (12.5-14)) (p < 0.05)], respectively. The results of PFG and EFG were significantly superior to VLG in the IOI for OSATS [7 (4.5-9) and 7.4 (4.88-10) vs 3.5 (1.5-6) (p < 0.05)] and SRS scores [5.4 (3.5-7) and 6.3 (4-8.5) vs 3.1 (1.13-4.88) (p < 0.05)], respectively. CONCLUSION: The video-guided learning methodology without any kind of feedback is not enough for teaching suturing skills compared to expert or peer feedback. The peer feedback methodology appears to be a viable alternative to handling the emerging demands in medical education.

COVID-19 Health Knowledge and Practices among Nigerian Residents during the Second Wave of the Pandemic: A quick online cross-sectional survey

The COVID-19 pandemic has redefined life as a whole. The lack of knowledge about the safe practices needed to manage the spread of the global pandemic could be detrimental to public health. This dearth of knowledge and inappropriate practices could increase the spread of the coronavirus and lead to high mortality rates in a country like Nigeria where access to healthcare services is limited. The study's objective was to assess the health knowledge and practices of Nigerian residents in the face of the second wave of the COVID-19 pandemic. MATERIALS AND METHODS The study adopted a cross-sectional online survey which was conducted from January 2 to February 1, 2021. A self-administered questionnaire was used to collect data on the socio-demographics characteristics of respondents, the knowledge of COVID-19 and health management practices related to the virus. The reliability of the instrument yielded 0.72 internal consistency and the data were analyzed using descriptive and logistic regression at p<0.05. RESULTS A total of 1,988 respondents participated in the study; 49.3% of this number were urban residents, 63.0% were males, 58.1% were married, and 67.4% had tertiary education. Overall, the mean score was 9.44±1.8 (72.6%) for knowledge and 6.72±3.1 (56%) for appropriate practices. Rural residence (OR = 0.552, 95% CI 0.351­0.868), female gender (OR = 4.494, 95% CI 3.264­6.187), aged 50 years and above (OR = 0.137, 95% CI 0.071-0.261), married status (OR = 5.004, 95% CI 3.242­7.724), tertiary education (OR = 7.049, 95% CI 4.362­ 11.391), Yoruba ethnicity (OR = 2.828, 95% CI 1.292­6.187), and good knowledge of COVID-19 (OR = 1.905, 95% CI 1.376­2.637) significantly predict appropriate practices. CONCLUSION A substantial number of our respondents had good knowledge but lacked appropriate practices towards COVID-19. The beliefs of the people influenced inappropriate practices just as adequate practice was associated with good African Journal of Health Sciences Volume 34, Issue No.4, July- August 2021 483 knowledge. There is a need for adequate sensitization programmes which might require the use of local languages/dialects and Nigerian Pidgin English to reduce the misinformation surrounding the virus.

Intrasession Real-time Ultrasonography Feedback Improves the Quality of Transverse Abdominis Contraction.

OBJECTIVE: The purpose of this study was to compare changes in thickness of the transverse abdominis during performance of the hollowing exercise guided by feedback using ultrasonography images together with verbal guidance and using verbal guidance alone. We also determined the minimal detectable change and agreement between normalized pressures and muscle thickness. METHODS: Twenty participants without lumbar pain performed the hollowing exercises with or without ultrasonography feedback: 7 men and 13 women, mean (SD) age = 25 (5) years, height = 166 (10) cm, body mass = 64 (6) kg, body mass index = 22.2 (5.8) kg/m2. The thickness of the transverse abdominis was quantified during the exercise using musculoskeletal ultrasonography. Basal and 3 repetitions guided by an evaluator were performed. Pressure was determined using a lumbar cushion. Data were compared with a mixed-model analysis of variance and Bonferroni post hoc test (P < .05). Minimal detectable changes were identified and Bland-Altman analysis performed considering normalized thickness and pressure. RESULTS: Ultrasonography feedback resulted in larger thickness changes (P < .05). The lowest minimal detectable changes were achieved using ultrasonography feedback. Nonagreement was found between normalized thickness and pressure. CONCLUSION: Contraction of the transverse abdominis is improved using real-time ultrasonography together with verbal feedback. Low changes in muscle contraction estimated by thickness showed nonagreement with a pressure cushion.

Feedback fundamentado no Teacher Behavior Checklist para professores universitários: uma pesquisa exploratória / Feedback based on the Teacher Behavior Checklist for university teachers: an exploratory research

Esta pesquisa exploratória investigou efeitos da avaliação com o Teacher Behavior Checklist (TBC), respondido por estudantes, em condições com ou sem feedback, sobre o desempenho de professores universitários brasileiros. Participaram seis professores, de diferentes disciplinas, avaliados duas vezes, no meio do semestre por 105 alunos e ao final por 93. Após a primeira avaliação, o procedimento dependeu do grupo no qual o professor estava: G1 -sem feedback; G2 -apenas feedback; G3 -feedback e plano sobre o que fazer para melhorar resultados no TBC. Os três grupos aperfeiçoaram o desempenho, sendo que G1 obteve os maiores escores de melhora, contrariando as hipóteses da pesquisa. Verificou-se que o TBC pode ser útil para favorecer mudanças de desempenho docente, que o delineamento deve ser modificado para garantir a formação de grupos homogêneos entre si, e que o modelo de feedback adotado pode ser insuficiente para promover mudanças em curto prazo.(AU)

This exploratory research investigated the effects of the evaluation with the Teacher Behavior Checklist (TBC), answered by students, under conditions with or without feedback, on the performance of Brazilian college teachers. Six teachers from different areas participated, assessed twice, in the middle of the semester by 105 students, and at the end by 93. After the first assessment, the procedure depended on the group in which the teacher was: G1 -no feedback; G2 -feedback only; G3 -feedback and plan on what to do to improve TBC results. The three groups improved their performance, with G1 obtaining the highest scores, contrary to the research hypotheses. We found that the TBC can be useful to favor changes in teacher performance, that the study design must be modified to guarantee the formation of homogeneous groups among themselves, and that the adopted feedback model may be insufficient to promote changes in the short term.(AU)

A Survey of Perceptions of Surgical Trainees on Feedback During Training in West Africa.

BACKGROUND: Feedback has become an integral part of learning within the medical profession, particularly as training becomes more trainees'-centered. Feedback from the trainees about their training and trainers is essential for effective and high-quality training. The purpose of this survey was to evaluate trainees' perceptions on feedback on their postgraduate training and trainers in West Africa. METHODS: Cross-sectional self-administered written survey of junior and senior registrar attending the annual revision and update course of the West African College of Surgeons. Information sought included sociodemographic variables, perception on feedback, opportunity to give feedback, trainee-trainers relationship and their opinion on different aspects of the postgraduate program where they would like to give feedback. RESULTS: The response rate was 81.5% (66/81). Median age was 33 years. Sixty trainees (90.9%) were junior registrars. Sixty-four (97%) trainees would like to give feedback about their training and trainers. Only 18 (27.3%) trainees have had opportunity of giving feedback about their training. Most trainees (90.9%) would like to give feedback on patient care and learning environment; 89.4% would like to give feedback on their training curriculum and 87.9% would like to give feedback on their operating room experiences. Most trainees (81.8%) believed trainee feedback is of critical importance to training. With regard to trainees-trainer relationship, 39 (59.1%) trainees were either unsatisfied or reported just a fair relationship. CONCLUSIONS: This study has shown that many of the trainees lack opportunity of giving feedback on their training but considered feedback critical to their training. Trainees would like to give feedback on patient care, curriculum, learning environment and operative room experience. Trainee feedback should be encouraged in surgical training in West Africa.

Use of Individualized Learning Plans to Facilitate Feedback Among Medical Students.

THEORY: Self-regulated learning theory suggests that individualized learning plans can benefit medical trainees by providing a structured means of goal setting, self-monitoring, and self-evaluation. External feedback also plays an important role in affecting learner motivations, perceptions, and self-evaluations. Accordingly, having learners share individualized learning plans with preceptors might promote self-regulated learning by helping align the feedback they receive with their learning goals. Hypothesis: We hypothesized having medical students share individualized learning plans with attendings and residents would improve the quality of the feedback they received, increase the likelihood that feedback correlated to their learning goals, and improve their perceptions of feedback received. Method: In this multisite study, third-year medical students on their pediatric clerkship created individualized learning plans and shared them with residents and attendings by writing a learning goal on at least one of their required faculty feedback forms. The quality of feedback on forms with versus without a learning goal written on top was scored using a validated scoring tool and compared using a Wilcoxon signed-ranks test, and the frequency with which feedback directly correlated to a student learning goal on forms with versus without a learning goal written on top was compared using a chi-square test. Students completed a post-clerkship survey rating the quality of feedback and teaching they received, perceptions of the individualized learning plans, progress toward achieving learning goals, and whether or not they received teaching and/or feedback related to learning goals. Results: Thirty-six students completed a total of 108 learning goals and 181 feedback forms, of which 42 forms (23.2%) had a learning goal written on top. The mean (SD) feedback score between forms with [3.9 (0.9)] versus without [3.6 (0.6)] a learning goal written on top was not different (p = .113). Feedback on forms with a learning goal written on top was more likely to correlate to a student learning goal than feedback on forms without a learning goal (92.9% vs 23.0% respectively, p < .001). Student perceptions of the usefulness of learning goals did not differ between students who reported receiving teaching or feedback related to a learning goal and those who did not. Conclusions: Sharing individualized learning plans with preceptors helped align feedback with learning goals but did not affect the quality of feedback. Further research should examine the bidirectional relationship between individualized learning plans and feedback in light of other contextual and interpersonal factors.

Students tell us what good written feedback looks like.

Feedback can be an important element of learning, but only if students engage with it. Students are only likely to engage with feedback that they find useful. This study aimed to identify characteristics of written feedback perceived by students as effective. We used a mixed-method approach, integrating quantitative and qualitative data that were collected through the analysis of feedback that was identified by students as good, a student questionnaire, as well as interviews and a focus group exploring students' views on what good feedback looks like. Although the results show that length and composition of 'good' feedback can be extremely variable, some common characteristics could be identified, leading to a set of recommendations for staff marking written assessments. According to students, good feedback should be detailed and specific, and it should tell students how they can improve. Students also find it important that feedback is honest and constructive. In addition, positive reinforcement was identified as important by the focus group, although few examples of good written feedback on the assignment contained any direct praise. Surprisingly, feedforward which might help students in other modules did not feature highly in students' perceptions of good feedback, possibly indicating a focus by students on improving the current assignment rather than on future assignments.