The relationship of praise/criticism to learning during obstetrical simulation: a randomized clinical trial

Saraf, Sumit; Bayya, Jyothshna; Weedon, Jeremy; Minkoff, Howard; Fisher, Nelli

doi:10.1515/jpm-2013-0247

Cited by 6 publications

(2 citation statements)

References 11 publications

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“…Auditory feedback and vocal consequences are essential to examine, as they are used to increase performance across behaviors, such as workplace behavior and athletic skills (Ausdance National, 2011;Sleiman et al, 2020). Behaviorally descriptive feedback is known to be most effective (Quinn et al, 2015(Quinn et al, , 2017Saraf et al, 2014), which both TAGteach/auditory feedback and vocal consequences can provide. It is important to note that a lot of information is unknown about vocal consequences, functional properties of the instruction versus the feedback consequence, and feedback dimensions, as the results of many studies have been inconsistent (Alvero et al, 2001;Deshmukh et al, 2022;Luck et al, 2018;Sleiman et al, 2020).…”

Section: Auditory Feedback and Vocal Consequencesmentioning

confidence: 99%

Using vocal consequences with TAGteach™ to teach novel dance movements to adults

Arnall

Griffith

Kalafut

et al. 2022

Behavioral Interventions

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Researchers have demonstrated the effectiveness of TAGteach™ to develop skills across a variety of sports, such as football, golf, and dance, however, the role of vocal consequences in skill development is not yet fully understood. To date, there have been no studies that have examined the effects of these two interventions. Therefore, the purpose of this study is to demonstrate the effects of vocal consequences and TAGteach on the skill acquisition of a series of dance movements for two adults aged 28 and 43. Neither participant made substantial gains in skill acquisition during the vocal consequences (e.g., “great,” “not quite”) phase, yet each demonstrated increased skill acquisition for all movements during the TAGteach phase. Although no direct comparison occurred, the data suggest that the TAGteach intervention was more effective for increasing skill acquisition of the movements across a multiple baseline of movements. At the 2‐week and 4‐week follow‐ups, both participants maintained higher percentages of correct tag point demonstration than were displayed during baseline or the vocal consequence phase.

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Section: Auditory Feedback and Vocal Consequencesmentioning

confidence: 99%

Using vocal consequences with TAGteach™ to teach novel dance movements to adults

Arnall

Griffith

Kalafut

et al. 2022

Behavioral Interventions

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“…The consensus is well established in medical education concerning what constitutes effective feedback, leading to several recommendations ( Archer, 2010 ; Boehler et al ., 2006 ; Brehaut et al ., 2016 ; Brinko, 1993 ; Canavan et al ., 2010 ; Chur-Hansen and McLean, 2006 ; Ende, 1983 ; Ghazal, Gul and Khowaja, 2015 ; Jongekrijg and Russell, 1999 ; Lefroy et al ., 2015 ; Molloy et al ., 2018 ; Ossenberg, Henderson and Mitchell, 2019 ; Parkes, Abercrombie and McCarty, 2013 ; Saraf et al ., 2014 ; Watling and Ginsburg, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

CanMEDS Competencies in Family Medicine Residents: Can Criterion-Based Assessment Improve the Quality of Teacher Feedback?

Simard¹,

Côté²,

Bruyn³

et al. 2021

MedEdPublish

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Background:The Université Laval family medicine program has developed an innovative computerized tool called the criterion-based Competency Assessment Tool (CAT), currently undergoing validity assessment. Methods:This study followed a qualitative design assessing written comments collected in the assessment reports from the cohorts before and after the implementation of the CAT (n pre = 200, n post = 200) in order to ascertain the tool's consequence validity. A deductive thematic content analysis was performed and pre-and post-implementation cohorts were compared.Findings: Overall feedback quality does not appear to have changed between cohorts. When analyzing CanMEDS roles separately, each is covered more often, but related comments appear to be less specific. The new report also seems to enable the teacher to tell more with the same number of words.Conclusions: Perhaps since the items are complete, exhaustive, and detailed enough to be self-explanatory, the tool helps the teacher to cover a wider area of competencies without the need to add many details with narrative comments. Consequence validity does not seem to have been substantially affected by changes in the family medicine resident's competency assessment, but the results do not support the contention that comment quality has improved either.

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An Intervention Featuring Public Posting and Graphical Feedback to Enhance the Performance of Competitive Dancers

Quinn

Miltenberger

Abreu

et al. 2017

Behav Analysis Practice

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This study evaluated an intervention package that used public posting and feedback to enhance dance movements for adolescent dancers on a competition team. Four dancers each performing two or three dance movements (a turn, kick, and/or leap) had their scores posted on a bulletin board at their studio. Dance movements were scored as a percentage correct by using a 14-to 16-step task analysis checklist. Intervention was evaluated in a multiple baseline across behavior design. The students received graphical feedback on their performance from the previous weeks and saw the scoring sheet that reviewed the incorrect and correct aspects of their performance. This study found that this treatment package including public posting and feedback enhanced each of the dance movements for all participants.

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The relationship of praise/criticism to learning during obstetrical simulation: a randomized clinical trial

Abstract: Praise strengthens students' cognitive and technical performances, while criticism does not.

Cited by 6 publications

References 11 publications

Using vocal consequences with TAGteach™ to teach novel dance movements to adults

Using vocal consequences with TAGteach™ to teach novel dance movements to adults

CanMEDS Competencies in Family Medicine Residents: Can Criterion-Based Assessment Improve the Quality of Teacher Feedback?

An Intervention Featuring Public Posting and Graphical Feedback to Enhance the Performance of Competitive Dancers

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