Learning leadership in outdoor education: Effects of feedback

There is paucity of knowledge regarding learning outcomes from outdoor leadership training courses. The aim of this pilot study was to examine progress in perceived leadership skills after a six-month outdoor education course, and to examine the effect of systematic feedback from fellow students. Seventeen students were randomized into intervention and control groups and participated in six outdoor excursions during which they took leader roles. The intervention consisted of systematic use of feedback from fellow students. To assess the progress in students’ perceived outdoor leadership skills, the students answered a questionnaire covering four categories of leadership both before and after the course. Significant progress in perceived outdoor leadership was found for all students after the six-month course. Systematic feedback from fellow students did not seem to enhance students’ perceived outdoor leadership skills. The reasons could be that the feedback was not given in the actual situations or that the student feedback was not valued. Feedback from teachers and from nature (self-experience) were found to be important for strengthening perceived leadership skills.

Work satisfaction among neuroradiology staff after receiving follow up reports of thrombectomy stroke patients

Background and purpose During a period of 6 months, we provided our entire neuroradiological staff including physicians, radiographers, and researchers with systematic feedback via email on the further clinical course of stroke patients who underwent mechanical thrombectomy. We analyzed the effects of this feedback on work satisfaction, work meaningfulness and valuation of the therapy among our staff. Methods Our staff completed two self-reported questionnaires before and after the period of six months with systematic feedback. Results Employees with higher work meaningfulness and higher work satisfaction valuated endovascular stroke therapy as more useful (p<0.001). A good clinical outcome was regarded more motivating than a good interventional outcome (p<0.001). Receiving systematic feedback did not increase work satisfaction (p = 0.318) or work meaningfulness (p = 0.178). Radiographers valuated the usefulness of interventional therapy the worst of all employees (p≤ 0.017). After the feedback period, 75% of radiographers estimated stroke as a more severe disease than before. Also, their desire for feedback decreased significantly (p = 0.007). Primarily patient cases with unfavorable outcomes were remembered by the staff. Conclusions Systematic email feedback does not per se enhance work satisfaction or work meaningfulness among employees. However, receiving feedback is educative for the staff. Evaluating work satisfaction and the perception of treatment may help to identify unexpected issues and may therefore help to find specific measures that increase work satisfaction and motivation.

IMPLEMENTACIÓN DE RETROALIMENTACIÓN SISTEMÁTICA DE ALIANZA Y RESULTADOS TERAPÉUTICOS EN UN CENTRO DE ENTRENAMIENTO: OPORTUNIDADES Y DESAFÍOS.

The present work describes the experience of implementing feedback measures for outcome and therapeutic alliance in the context of a private psychotherapy training center. A descriptive summary of the results of the cases attended between 2011 and 2017 is presented, providing data for the Chilean population in the application of the Outcome Rating Scale (ORS) and Session Rating Scale (SRS). Finally, the facilitators and difficulties of the experience of implementing systematic feedback, recommendations when conducting this type of applied research, and opportunities for therapists training are discussed.

Providing objective feedback in supervision in motivational interviewing: results from a randomized controlled trial

Background:The effects of the use of objective feedback in supervision on the supervisory relationship and skill acquisition is unknown.Aims:The objective of this study was to evaluate the effects of two different types of objective feedback provided during supervision in motivational interviewing (MI) on: (a) the supervisory relationship, including potential feelings of discomfort/distress, provoked by the supervision sessions, and (b) the supervisees’ skill acquisition.Method:Data were obtained from a MI dissemination study conducted in five county councils across five county councils across Sweden. All 98 practitioners recorded sessions with standardized clients and were randomized to either systematic feedback based on only the behavioral component of a feedback protocol, or systematic feedback based on the entire protocol.Results:The two different ways to provide objective feedback did not negatively affect the supervisory relationship, or provoke discomfort/distress among the supervisees, and the group that received the behavioural component of the feedback protocol performed better on only two of the seven skill measures.Conclusions:Objective feedback does not seem to negatively affect either the supervisor–supervisee working alliance or the supervisees’ supervision experience. The observed differences in MI skill acquisition were small, and constructive replications are needed to ascertain the mode and complexity of feedback that optimizes practitioners’ learning, while minimizing the sense of discomfort and distress.

Crystallinity-Dependent Thermoelectric Properties of a Two-Dimensional Coordination Polymer: Ni3(2,3,6,7,10,11-hexaiminotriphenylene)2

The evaluation of thermoelectric properties has recently become a standard method for revealing the electronic properties of conducting polymers. Herein we report on the thermoelectric properties of a two-dimensional coordination polymer pellets. The pellets of Ni3(2,3,6,7,10,11-hexaiminotriphenylene)2, which has recently been developed, show n-type thermoelectric transport, dependent on crystallinity. The present results provide systematic feedback to the guideline for high-performance molecular thermoelectric materials.

Enhancing Historical Reasoning: A Strategy Including Formative Assessment with Systematic Continuous Feedback

Learning History promotes students’ reasoning. According to Van Drie & Van Boxtel (2008), historical reasoning involves six elements: substantive concepts, metaconcepts, asking historical questions, using sources, contextualization, and argumentation. Although there are didactic strategies that promote historical reasoning, these do not include systematic continuous feedback using rubrics, which can be useful both in assessing and promoting students’ progress and progression of ideas on metaconcepts. This study described the development of the six historical reasoning elements in a strategy that included formative assessment for K8 students. A case study was carried out in Mexico City: four teams of three students were formed according to their knowledge of history, with a single History teacher providing continuous systematic feedback on metaconcepts by using graded rubrics. Results showed that the six historical reasoning elements were developed in different ways and suggested possible methods for use in future didactics.