High Speed Visual Insect Swarm Tracker (Hi-VISTA) used to identify the effects of confinement on individual insect flight

Individual insects flying in crowded assemblies perform complex aerial maneuvers by sensing and feeding back neighbor measurements to small changes in their wing motions. To understand the individual feedback rules that permit these fast, adaptive behaviors in group flight, a high-speed tracking system is needed capable of tracking both body motions and more subtle wing motion changes for multiple insects in simultaneous flight. This capability extends tracking beyond the previous focus on individual insects to multiple insects. This paper presents Hi-VISTA, which provides a capability to track wing and body motions of multiple insects using high speed cameras (9000 fps). Processing steps consist of automatic background identification, data association, hull reconstruction, segmentation, and feature measurement. To improve the biological relevance of laboratory experiments and develop a platform for interaction studies, this paper applies the Hi-VISTA measurement system to Apis mellifera foragers habituated to transit flights through a transparent tunnel. Binary statistical analysis (Welch's t-test, Cohen's d effect size) of 95 flight trajectories is presented, quantifying the differences between flights in an unobstructed tunnel and in a confined tunnel volume. The results indicate that body pitch angle, heading rate, flapping frequency, and vertical speed (heave) are all affected by confinement, and other flight variables show minor or statistically insignificant changes. These results form a baseline as swarm tracking and analysis begins to isolate the effects of neighbors from environment.

Teaching in Geriatrics: Is structured written feedback effective for lectures

Background Although there have been discussions about traditional lecturing, lectures are still largely a widespread concept of knowledge transfer. Therefore, it is important to constantly review and evaluate this format. The aims of this study were to analyze which effect a criteria-based written feedback has on the lecture course in geriatrics as an alternative to the conventional student evaluation. Furthermore, we wanted to investigate what kind of impact structured feedback has on lecturers in terms of content, organization and quality. Methods The study was a prospective longitudinal analysis. The 34 lectures on the subject of geriatrics were analyzed over two cohorts using a standardized evaluation sheet. The assessment was carried out on a 5-point-scale using a 22-item feedback instrument. After the first evaluation, each lecturer received an individual evaluation with strengths and suggestions for improvement. In the second cohort the lecture series was evaluated again, and individual feedback was sent. Results In six of 22 sub-categories the improvement was significant. The most significant improvement was made in terms of content/structure with an increase from 3.4 to 4.3 points. Conclusion This study shows that significant improvement in teaching is possible by means of individualized written feedback for the lecturers and that students perceive the resulting improvements positively. Our results suggest that the implementation of these feedback instruments in other modules might improve their teaching as well.

Individual versus general structured feedback to improve agreement in grant peer review: a randomized controlled trial

Background Vast sums are distributed based on grant peer review, but studies show that interrater reliability is often low. In this study, we tested the effect of receiving two short individual feedback reports compared to one short general feedback report on the agreement between reviewers. Methods A total of 42 reviewers at the Norwegian Foundation Dam were randomly assigned to receive either a general feedback report or an individual feedback report. The general feedback group received one report before the start of the reviews that contained general information about the previous call in which the reviewers participated. In the individual feedback group, the reviewers received two reports, one before the review period (based on the previous call) and one during the period (based on the current call). In the individual feedback group, the reviewers were presented with detailed information on their scoring compared with the review committee as a whole, both before and during the review period. The main outcomes were the proportion of agreement in the eligibility assessment and the average difference in scores between pairs of reviewers assessing the same proposal. The outcomes were measured in 2017 and after the feedback was provided in 2018. Results A total of 2398 paired reviews were included in the analysis. There was a significant difference between the two groups in the proportion of absolute agreement on whether the proposal was eligible for the funding programme, with the general feedback group demonstrating a higher rate of agreement. There was no difference between the two groups in terms of the average score difference. However, the agreement regarding the proposal score remained critically low for both groups. Conclusions We did not observe changes in proposal score agreement between 2017 and 2018 in reviewers receiving different feedback. The low levels of agreement remain a major concern in grant peer review, and research to identify contributing factors as well as the development and testing of interventions to increase agreement rates are still needed. Trial registration The study was preregistered at OSF.io/n4fq3.

Resident Case Tracker

Context.— Acquiring objective, timely, and comprehensive feedback on resident diagnostic performance is notoriously difficult. Objective.— To implement a custom software application (Resident Case Tracker) to improve evaluative diagnostic analysis for residency programs. Design.— Residents and faculty use a graphical user interface with restricted access to their own cases and evaluations. For each sign-out, residents enter their diagnoses and comments for each case. Faculty are provided a sign-out queue to review the resident diagnosis and select their level of agreement alongside optional comments. After sign-out, residents can review the agreement level and comments for each case, overall sign-out statistics, and organ-specific performance, and they have the option of opening and reviewing groups of cases by agreement status. A sign-out evaluation is automatically generated and stored alongside additional reports. Administrative access allows privileged users to readily review data analytics at both an individual and residency-wide global level. Results.— A marked increase in completed evaluations and feedback was noted in the initial 36 months of implementation. During a 3-year academic period, faculty completed individual feedback on 33 685 cases and 1073 overall sign-out evaluations. Conclusions.— Resident Case Tracker is an invaluable tool for our residency program and has provided unparalleled feedback and data analytics. Throughout residency, trainees have access to each completed sign-out with the ability to learn from discrepant cases while also monitoring improvements in diagnostic acumen over time. Faculty are able to assess resident milestones much more effectively while more readily identifying residents who would benefit from targeted study.

“I never thought it would be that bad” –Increasing teachers’ awareness of psychological well-being through recovery-stress monitoring and individualised feedback

BACKGROUND: The demanding working conditions of teachers make them susceptible to stress. Monitoring temporal changes in recovery and stress may provide a valuable approach for maintaining well-being. OBJECTIVE: This exploratory study followed a two-stage approach aimed at: a) collecting data about the potential effects of holidays on stress in teachers, and b) utilizing these findings to provide tangible feedback to teachers. METHODS: Thirty-seven German teachers completed online questionnaires over six months (eight measurements) which included two holiday periods (Easter break, Summer break). Sociodemographic data regarding recovery and stress were gathered using the Recovery-Stress Questionnaire Work. Interested teachers received individual feedback sessions. RESULTS: The results, inter alia, indicated significant time effects for the dimensions Overall Stress (F(7,119) = 5.31, p < 0.001) and Overall Recovery (F(3.7,67.7) = 4.33, p = 0.004). Significant positive changes were identified over the Summer, but not the Easter break. In the feedback sessions, group-based findings were connected with the individual recovery-stress values. Notable scores were highlighted in a matrix. CONCLUSIONS: This study demonstrates an approach to monitoring and providing group and personalised feedback to raise teachers’ awareness and sensitivity of psychological health status in relation to their working environment.

Chatbots as a Tool to Scale Mentoring Processes: Individually Supporting Self-Study in Higher Education

Like most curricula in the humanities and social sciences, the curriculum of pre-service teacher training in educational sciences often includes time-consuming reading and writing tasks, which require high quality support and feedback in a timely manner. A well-known way to provide this support to students is one-to-one mentoring. However, limited time and resources in the German university context require to effectively scale the benefits of individual feedback. The use of scalable technologies to support learning processes seems to be promising, but its development usually requires a deep technical understanding. With an interdisciplinary approach, this contribution investigates how personal mentoring can be made available to as many students as possible, taking into account the didactic, organizational and technical frameworks at universities. We describe the development and implementation process of two chatbots that both aim to support students of educational sciences in their self-study of the seminar topics and literature. The chatbots were used by over 700 students during the course of 1 year and our evaluations show promising results that bear the potential to improve the availability of digital mentoring support for all students.

Applying FPGA Control with ADC-Free Sampling to Multi-Output Forward Converter

In this paper, a forward converter with multiple outputs is employed to build up a circuit system with full-digital control without any analog-to-digital (ADC) converter adopted. In this circuit, all the output voltages can be regulated by individual feedback control loops. As transient load variations due to the main output happens, the secondary outputs are affected quite slightly. Furthermore, the output voltage with the largest output current adopts not only the voltage mode control but also the interleaved control and current sharing control. Therefore, if this circuit system adopts full-digital control, the number of ADCs employed is relatively large, and the corresponding cost is expensive. Accordingly, the sampling of multiple output voltages and two-phase currents without any ADCs is used herein. Moreover, a nonlinear control strategy is proposed and applied to the traditional proportional-integral-derivative (PID) controller to accelerate the load transient response. In addition, the field programmable gate array (FPGA) is used as a control kernel.

Does Individual Performance Feedback Increase the Use of Retrieval Practice?

The testing effect—the power of retrieval practice to enhance long-term knowledge retention more than restudying does—is a well-known phenomenon in learning. However, retrieval practice is hardly appreciated by students and underutilized when studying. One of the reasons is that learners usually do not experience immediate benefits of such practice which often present only after a delay. We therefore conducted 2 experiments to examine whether students choose retrieval practice more often as their learning strategy after having experienced its benefits. In Experiment 1, students received individual feedback about the extent to which their 7-day delayed test scores after retrieval practice differed from their test scores after restudy. Those students who had actually experienced the benefits of retrieval practice appreciated the strategy more and used it more often after receiving feedback. In Experiment 2, we compared the short-term and long-term effects on retrieval practice use of individual performance feedback and general instruction about the testing effect. Although both interventions enhanced its use in the short term, only the individual feedback led to enhanced use in the long term by those who had actually experienced its benefits, demonstrating the superiority of the individual feedback in terms of its ability to promote retrieval practice use.