V Tayebi , H Tavakoli , Mr Armat,
Volume 3, Issue 1 (6-2011)
Abstract
Abstract Background and objectives: Delivery of effective feedback is a remarkable criterion of effective teaching which is usually ignored in clinical teaching. This studywas conducted to determine the viewpoints of clinical students and educators about feedback delivery situation and related factors during their clinical experience. Material and Methods: In this cross sectional descriptive analytic study, two self administered questionnaires were given to 148 students and 26 educators who were engaged in clinical experiences at least for one semester. The questionnaires consisted of three parts: Personal characteristics, a checklist for quality of feedback provision and related factors. The data were analized using SPSS version 16 with t-test, MannWithney, Spearmann and Kruskal–Wallis. Results: There was a significant difference between the two viewpoints of the groups about feedback situation scores. All educators stated that they delivered feedback to their students while 23.65% of students stated that they didn’t receive any feedback. The majority of the two groups stated that feedback provision is necessary and expressed their willingness to increase its quantity.Moreover there was a significant difference between scores given to oral and behavioral feedback delivery by two groups. Common feedback failiure as viewed by the two groups included: "too many students "and "different style of learning". Conclusion: The viewpoints of clinical students and educators about feedback delivery situation in clinical education were not the same.
R Vameghi, F Sajedi , M Gharib, S Hemmati , M Ahmadlou ,
Volume 7, Issue 1 (5-2015)
Abstract
Background & objectives: Lack of early detection and intervention of cerebral palsy in children can lead to multiple disabilities. Neurofeedback is a new treatment method that may cause neuro and metabolic function regulation in brain. The aim of this study was to determine the effect of neurofeedback on brain waves in children with spastic cerebral palsy. Material & Methods: This study was semi-experimental with pre- and post- test. The sampling method was available. The samples include all children 4-15 years old with spastic cerebral palsy were admitted to rehabilitation centers of Tehran, in 2013. Twenty-six children with cerebral palsy with a mean age of 9.1 ± 4.8 years on the basis of inclusion & exclusion criteria (IQ above 80) were enrolled. Five sessions of neurofeedback were done. Brain waves were recorded before and after intervention by the EEG / ERP 19-channels standard with a sampling frequency of 250Hz and were compared to brain waves patterns of 50 normal, 4-15 years old children (control group). Results: The average of delta (low frequency) power decreased and the alpha (higher frequencies) power increased over the children after intervention in each channel. These mean that intervention bring brain waves pattern to near normal and these changes may be the signs of brain waves improvement. Conclusion: It seems that neurofeedback improve the brain waves in children with cerebral palsy. It’s necessary to do more investigations about the efficacy of this method in treatment of cerebral palsy.
A Shafeei, A Shafeei ,
Volume 8, Issue 4 (2-2017)
Abstract
Background and Objective : Mental workload is one of the affecting factors in efficiency and performance of therapist in the workplace. Neuro feedback is a new modality for improvement of healthy person's daily activity and its quality. The aim of this study is evaluation of neurofeedback effects on mental work load in occupational therapists.
Materials and Methods: This study has experimental design with pre-post test, experimental- fake group and was performed on 22 occupational therapists. Subjects were divided into two real neuro feedback and mock neuro feedback (placebo) groups. Both groups were treated with neuro feedback for 12 sessions. NASA (task load index) was used to assess both groups before and after the treatment. Effect size and improvement percentage were used to analyze the collected data.
Results : The results of the improvement percentage showed that mental need and hopelessness subscales in real neuro feedback have more than 15% difference in comparison with mock neuro feedback that indicate clinical significant. Effect size in the real neuro feedback on mental need subscale was great and in time need and hopelessness subscales were average. Effect size in mock neuro feedback on total subscales was low.
Conclusion: The effectiveness of real neuro feedback was not due to the changes in the placebo. It can be as a complementary decreasing in the mental work load.
Farzaneh Rashidi Fakari, Alireza Abaspour, Hasan Namdar Ahmadabad, Amir Azimian, Mohammad Sedaghati Noghabi, Milad Jedi,
Volume 14, Issue 3 (11-2022)
Abstract
Introduction: Holding a post-exam feedback session may help with learning and training retention. Therefore, the present study was conducted to investigate the effectiveness of the implementation of the post-exam feedback process in the biochemistry course with an evaluation approach for learning.
Method: This cross-sectional study was conducted on 127 students of North Khorasan University of Medical Sciences, Bojnourd, Iran. Sampling was performed by census method. Data was collected using a demographic and educational form, students' experience, satisfaction, and acceptability questionnaire from the post-exam feedback session. After completing the Biochemistry final exam at the end of the semester, the feedback session was held for two hours. Then, two weeks after this session, the aforementioned questionnaires were completed. The collected data was analyzed using SPSS (version 24), and indices of central tendency, dispersion, and frequency distribution were measured.
Results: The mean score of satisfaction and acceptability of the post-exam feedback session was measured at 4.22 ± 0.7. The highest average score of students' experience from participating in the post-exam feedback session was related to "clarification of students' expectations," which was 4.44 ± 0.62. Moreover, the results showed that the students' experience, satisfaction, and acceptance of participating in the post-exam feedback session were higher than the expected average and optimal level.
Conclusion: Planning to hold a post-exam feedback process as part of the lesson plan is associated with the satisfaction and acceptance of students. It is suggested that more studies be conducted on the implementation of the post-exam feedback process after the mid-semester exams
