Video Feedback

Brannam was my main source of information. She received in license in occupational therapy twenty years ago. In our interview, we dove right into what kinds of writing is used by an occupational therapist. Mrs. Brannam expressed as an occupational therapist there are two types of writing used professional writing and none professional writings that are given to parents or patients. In the professional aspect of writing in the discipline of occupational therapy a lot of report writing is required. In a report, she explained the specific details that she is required to give. For example, when writing up a report for a doctor she would state the patient’s therapy/medical history, daily routine (a typical day and what the patient does throughout the day), parents concerns (what the parent wants improved or fixed), physical descriptions (the patients age, height, weight, etc.). Also, all reports given would have to be in APA format. While on the other hand, in the more none professional aspect. She stated while writing a report for a parent she would use border terms and not so much medical terminology but use terms that parents can understand how their child is functioning. Mrs. Brannam also include an interesting fact that therapist communicate with parents in other ways than writing. When explaining things to parents therapist often use visuals, drawings, graphs, tables, or diagraphs to demonstrate body positions and specific home exercises. After finishing up my interview with Mrs. Brannam I obtained several writings from her as examples of how therapists write to analyze. I examined: an article from the website www.TheHomeschoolMagazine titled “Karate and Special Needs: Finding the Right Fit” published in August 2012 and written by Suzanne Brannam and an article titled “The Diagnosis, Treatment, and Etiology of Sensory Modulation Disorder” published in March 1998 and written by Dr. Lucky Jane Miller and Dr. Daniel N. McIntosh. After gathering all my writing

Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

Six videos in all were uses at approximately 8 to 10 seconds in duration. A multiple probe design across participants was used. Each participant was assigned three stimulus categories and a fourth was used to assess across category generalization. The procedure for both baseline and treatment consisted of 18 trials per session and for additional trials that were used for generalization probes which consisted of an exemplar from the fourth stimulus category. The 18 trials for treatment were broken down in to 9 teaching trials and 3 exemplar trials from each of the three training categories. A flow chart for the steps of the procedure can be found on page 286 of the (Kerth et al., 2011) study.

As I encouraged my peers to carry out the skill that I had demonstrated, I had to bear in mind that many adult learners are self-conscious about trying new psychomotor skills as contended by De Tornyay & Thompson (1987). They worry about looking foolish and making errors. And therefore it is crucial that the learning environment is warm and accepting, inviting the learners to try things, take risks and experiment.

The focus of this document is on participant feedback, evidence of learning, an action plan for addressing any deficiencies in the proficiency of the cohort of participants, and ways to improve future

Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional

Mental practice (MP) is the act of safely visualizing and repeating movements without any outward physical movement, and requires mental imagery or internal guidelines of movements.1-6 In fact, MP can be performed through incorporating a variety of senses, where visual is the most commonly used, as well as from different perspectives, where first person, or kinesthetic, is the most commonly used requiring the individual to visualize themselves doing an action.4,6,7 Historically, it was shown that visualizing a task could result in physical success, and thus began the study of MP in the context of sports psychology to improve athletic performance and acquisition of new skills.5,6 Eventually imaging studies began showing how MP activated brain areas similar to those activated during physical action when engaging in motor learning.5,7 This similarity in

Wulf, G., Shea, C. and Matschiner, S. (1998). Frequent feedback enhances complex motor skill learning. Journal of motor behavior, 30(2),

In their article “Teaching the Art and Craft of giving and receiving feedback, Harms and Roebuck suggest that in every work environment, the process of giving and receiving feedback is very vital in addressing the performance of employees and managers. They claimed from their research that in view of the fact that there is no stipulated guideline in proving feedback, the use of a qualitative and quantitative form of feedback mechanism should be incorporated in daily learning by students. Harms and Roebuck suggest that emphasis should be placed on ensuring that feedback is a two-way communication (Krug, 1998, cited in Harms and Roebuck,

These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,

The transfer technique competencies found to have statistically significant results were specifically commented on during the video annotations. These included positioning clients, body mechanics, hand placement, and safety throughout each transfer. Based upon the number of students in the lab environment, there was a great deal of ambient noise that prevented the students’ directions to the client from being heard. Not accurately hearing the directions provided prevented the researchers from providing comments on the language used, the tone or pace of instructions, or on the accuracy of the instruction, which may have contributed to the lack of statistical significance for the ‘clear direction’ competency. Having multiple people capturing video also led to a variety of differences in when the videos started. Some began as the student was managing equipment such as brakes, the gait belt, or a sliding board while others began as the student positioned him/herself to initiate the transfer. This lack of consistent ability to provide annotated feedback may have contributed to the lack of statistically significant result for

giving knowledge of result on their performance is once they do the ninety-degree angle, they will hear a beep sound. This can help them recognize that they have reached their goal. According to a study on knowledge of performance, the researchers found how the knowledge of results that were given to much older patients once every five times had a better result at the end of practice than those that got feedback every time after performing (Nunes, Souza, Basso, Monteiro, Corrêa, and Santos, 2). From this study, I will use what I read and see how much of a difference they improve. To give them feedback on their knowledge of performance, I can let them know if their rear end is sticking out correctly and if their knees are passing their toes.