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Such personalized feedback appears to be promising.
Feedback appears to be a powerful tool to improve individual professional performance and leads to better clinical teaching [4], [10], [11].
The feedback appears to be rapid enough in the model that only insignificant oscillations of the contact area were observed after 30 min. The contact area was effectively stabilized at about 90° arc, or a quarter of the TC circumference.
Clinical feedback appears to be a powerful intervention to improve the quality and safety of clinical care, 35 and may have a very powerful cognitive basis.
Intraoperative feedback appears to be associated with an improvement in performance, however, there is a paucity of research in this area.
Repeatedly, researchers have found that feedback appears to be most effective for clients who are not progressing well in treatment or who are predicted to have a poor treatment response, i.e. the not on track (NOT) cases [ 9, 17, 40].
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In addition peer and tutor feedback appeared to be non-threatening to the SPs, when completed in a supportive small group setting.
However, applying feedback appeared to be preventive of negative change for NOT cases in short-term therapies (d = 1.28 after 35 weeks) but this effect was not strong enough to bend the course of treatment in the direction of positive change.
Findings from the qualitative study suggested that self-assessment without tailored feedback appeared to be less acceptable to participants because it was viewed as offering no personal benefit in the absence of personalized advice.
Moreover, the degree of reliance on external visual feedback appeared to be associated with the reliability of internal sensorimotor information about the action: The variability of internal sensorimotor information in patients was approximately twice that of controls, and the influence of external visual feedback about the action in patients was about twice that of controls.
Training in a simulation environment, with real-life IDR scenarios including conflicting situations, and workplace-based feedback in the preparation and feedback phases, appears to be effective to train leadership behaviour.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com