DIGITAL TEACHER FEEDBACK AS A TRANSLATION ASSESSMENT TOOL

This paper analyses the opportunities of digital feedback delivery, its use in the translation classroom, and its application as the tool of active instruction and formative assessment at university level. A mixed research design involved 33 third-year students of Poltava University of Economics and Trade majoring in Translation. They participated in the study voluntarily in the spring term of 2019/2020 academic year. The effectiveness of the digital teacher feedback of different modality was estimated with the help of a questionnaire from two perspectives: students’ behavioral engagement associated with feedback convenience in use for translation revisions and their affective engagement concerning emotional saturation of the suggested type of digital feedback. Students’ preferences were collated with their results in leading sensory channel test and acquired translation competency level. According to the received data, overwhelming 69.7% of undergraduate translators appeared to be digitals as per their leading sensory channel, which had no statistically significant impact on the preferred feedback modality inversely to students’ translation competency level. The observed correlation proved the viability of both suggested digital feedback modalities at different stages of the training process. It was concluded that digital teacher feedback promotes the development of the students’ translation skills in particular and leverages formative assessment practices in the translation classroom in general.

Freire, dialogic feedback, and power issues

The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts. This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.

A Parent-Implemented Shared Reading Intervention via Telepractice

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

Innovative aspects of feedback delivery in management process by applying emotional intelligence

This article focuses on examining new specific practical recommendations for delivering feedback in the process of staff management in organizations by applying the resources of emotional intelligence. Managers’ I-statement mistakes, imperceptible at first sight, are analyzed and explained from the point of view of their psychological correctness; ways of correcting them are presented. In detail, with real-life examples of the feedback in the organizations, it is explained how a leader can take into account the psychological difficulties of feedback perception and increase its effectiveness. Thus, the following mistakes of the feedback are analyzed: the feeling the one giving feedback is not mentioned at all; his feeling is generalized; it is determined in an unspecified way or expressed to a person in general; the person’s behavior, which evokes a feeling, is not described at all or is described in an unspecified way; it is not specified what exactly has caused a feeling in a communicative situation; a conclusion on the person’s actions and the person in general as a generalization of his actions; exaggerating; identifying a trait of character of someone’s actions as a generalization of his actions; emphasis; describing internal processes of another person; expressing another person’s attitude to something or someone; a subjective evaluation; interpreting a person’s actions; an instruction (lecturing, sermonizing); a tirade; a mockery; an accusation; comparing a person with someone; a condemnation; a threat, an insult, a humiliating statement; condescending phrases; a wish; a request. Correct I-statements are a universal mechanism of self-regulation, self-support.

Barriers to Learning During Clinical Rotations in the Emergency Department: The Perspective of Students in a Public Sector Institute of a Developing Country

Background: Clinical learning is the crux of medical education. Students perceive many barriers to effective clinical learning due to transition, poor supervision, and lack of orientation. There is an urgent need for recommendations to alleviate these barriers and improve the quality of medical education in a public sector institute of a developing country. Aims: The study aims to identify the barriers in clinical learning perceived by the students during their clinical rotations in emergency. The study also aims to provide recommendations to alleviate these barriers. Methods: A cross-sectional study conducted among 300 students from a public sector institute of Pakistan. The perception of clinical learning was assessed using a structured questionnaire in students attending medical and surgical emergency ward. Independent samples t-test and ANOVA were used to assess differences in perception scores across gender and academic years. Results: The mean perception score was 52.0±11.74. There was a significant difference in perception scores across academic years (p=0.028) with the final year having lower perception scores than the junior students. The mean scores of items in domain 1 (Transition and stress) and domain 4 (Supervision and feedback) were lower indicating a negative perception in these domains. Conclusions: Lack of clinical orientation, non-integration of the clinical curriculum in preclinical years, poor supervision, lack of resources, and a crippled feedback delivery system are barriers to clinical learning. Interventions such as integration of clinically orientated curriculum, teacher training, student-centered teaching methodology, and development of an effective feedback delivery system must be employed for quality clinical learning during rotations.