The Experts below are selected from a list of 252180 Experts worldwide ranked by ideXlab platform
Nagore Iriberri - One of the best experts on this subject based on the ideXlab platform.
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the importance of relative Performance Feedback information evidence from a natural experiment using high school students
Journal of Public Economics, 2010Co-Authors: Ghazala Azmat, Nagore IriberriAbstract:We study the effect of providing relative Performance Feedback information on Performance under piece-rate incentives. A natural experiment that took place in a high school offers an unusual opportunity to test this effect in a real-effort setting. For one year only, students received information that allowed them to know whether they were above (below) the class average as well as the distance from this average. We exploit a rich panel data set and find that the provision of this information led to an increase of 5% in students’ grades. Moreover, the effect was significant for the whole distribution. However, once the information was removed the effect disappeared. To rule out the concern that the effect may be driven by teachers within the school, we verify our results using national level exams (externally graded) for the same students, and the effect remains.
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the importance of relative Performance Feedback information evidence from a natural experiment using high school students
Research Papers in Economics, 2009Co-Authors: Ghazala Azmat, Nagore IriberriAbstract:We study the effect of providing relative Performance Feedback information on Performance, when individuals are rewarded according to their absolute Performance. A natural experiment that took place in a high school offers an unusual opportunity to test this effect in a real-effort setting. For one year only, students received information that allowed them to know whether they were performing above (below) the class average as well as the distance from this average. We exploit a rich panel data set and find that the provision of this information led to an increase of 5% in students’ grades. Moreover, the effect was significant for the whole distribution. However, once the information was removed, the effect disappeared. To rule out the concern that the effect may be artificially driven by teachers within the school, we verify our results using national level exams (externally graded) for the same students, and the effect remains.
Tamara Van Gog - One of the best experts on this subject based on the ideXlab platform.
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effects of Performance Feedback valence on perceptions of invested mental effort
Learning and Instruction, 2017Co-Authors: Fred Paas, Steven F Raaijmakers, Martine Baars, Lydia Schaap, Tamara Van GogAbstract:Abstract We investigated whether the valence of Performance Feedback provided after a task, would affect participants’ perceptions of how much mental effort they invested in that same task. In three experiments, we presented participants with problem-solving tasks and manipulated the presence and valence of Feedback between conditions (no, positive, or negative Feedback valence), prior to asking them to rate how much mental effort they invested in solving that problem. Across the three experiments–with different problem-solving tasks and participant populations–we found that subjective ratings of effort investment were significantly higher after negative than after positive Feedback; ratings given without Feedback fell in between. These findings show that Feedback valence alters perceived effort investment (possibly via task perceptions or affect), which can be problematic when effort is measured as an indicator of cognitive load. Therefore, it seems advisable to measure mental effort directly after each task, before giving Feedback on Performance.
Ghazala Azmat - One of the best experts on this subject based on the ideXlab platform.
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the importance of relative Performance Feedback information evidence from a natural experiment using high school students
Journal of Public Economics, 2010Co-Authors: Ghazala Azmat, Nagore IriberriAbstract:We study the effect of providing relative Performance Feedback information on Performance under piece-rate incentives. A natural experiment that took place in a high school offers an unusual opportunity to test this effect in a real-effort setting. For one year only, students received information that allowed them to know whether they were above (below) the class average as well as the distance from this average. We exploit a rich panel data set and find that the provision of this information led to an increase of 5% in students’ grades. Moreover, the effect was significant for the whole distribution. However, once the information was removed the effect disappeared. To rule out the concern that the effect may be driven by teachers within the school, we verify our results using national level exams (externally graded) for the same students, and the effect remains.
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the importance of relative Performance Feedback information evidence from a natural experiment using high school students
Research Papers in Economics, 2009Co-Authors: Ghazala Azmat, Nagore IriberriAbstract:We study the effect of providing relative Performance Feedback information on Performance, when individuals are rewarded according to their absolute Performance. A natural experiment that took place in a high school offers an unusual opportunity to test this effect in a real-effort setting. For one year only, students received information that allowed them to know whether they were performing above (below) the class average as well as the distance from this average. We exploit a rich panel data set and find that the provision of this information led to an increase of 5% in students’ grades. Moreover, the effect was significant for the whole distribution. However, once the information was removed, the effect disappeared. To rule out the concern that the effect may be artificially driven by teachers within the school, we verify our results using national level exams (externally graded) for the same students, and the effect remains.
Gavin Daker-white - One of the best experts on this subject based on the ideXlab platform.
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Clinical Performance Feedback Intervention Theory (CP-FIT): a new theory for designing, implementing, and evaluating Feedback in health care based on a systematic review and meta-synthesis of qualitative research
Implementation science : IS, 2019Co-Authors: Benjamin Brown, Wouter T. Gude, Thomas Blakeman, Sabine N. Van Der Veer, Noah Ivers, Jill J Francis, Fabiana Lorencatto, Justin Presseau, Niels Peek, Gavin Daker-whiteAbstract:Providing health professionals with quantitative summaries of their clinical Performance when treating specific groups of patients (“Feedback”) is a widely used quality improvement strategy, yet systematic reviews show it has varying success. Theory could help explain what factors influence Feedback success, and guide approaches to enhance effectiveness. However, existing theories lack comprehensiveness and specificity to health care. To address this problem, we conducted the first systematic review and synthesis of qualitative evaluations of Feedback interventions, using findings to develop a comprehensive new health care-specific Feedback theory. We searched MEDLINE, EMBASE, CINAHL, Web of Science, and Google Scholar from inception until 2016 inclusive. Data were synthesised by coding individual papers, building on pre-existing theories to formulate hypotheses, iteratively testing and improving hypotheses, assessing confidence in hypotheses using the GRADE-CERQual method, and summarising high-confidence hypotheses into a set of propositions. We synthesised 65 papers evaluating 73 Feedback interventions from countries spanning five continents. From our synthesis we developed Clinical Performance Feedback Intervention Theory (CP-FIT), which builds on 30 pre-existing theories and has 42 high-confidence hypotheses. CP-FIT states that effective Feedback works in a cycle of sequential processes; it becomes less effective if any individual process fails, thus halting progress round the cycle. Feedback’s success is influenced by several factors operating via a set of common explanatory mechanisms: the Feedback method used, health professional receiving Feedback, and context in which Feedback takes place. CP-FIT summarises these effects in three propositions: (1) health care professionals and organisations have a finite capacity to engage with Feedback, (2) these parties have strong beliefs regarding how patient care should be provided that influence their interactions with Feedback, and (3) Feedback that directly supports clinical behaviours is most effective. This is the first qualitative meta-synthesis of Feedback interventions, and the first comprehensive theory of Feedback designed specifically for health care. Our findings contribute new knowledge about how Feedback works and factors that influence its effectiveness. Internationally, practitioners, researchers, and policy-makers can use CP-FIT to design, implement, and evaluate Feedback. Doing so could improve care for large numbers of patients, reduce opportunity costs, and improve returns on financial investments. PROSPERO, CRD42015017541
Nasia Safdar - One of the best experts on this subject based on the ideXlab platform.
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effect of education and Performance Feedback on rates of catheter associated urinary tract infection in intensive care units in argentina
Infection Control and Hospital Epidemiology, 2004Co-Authors: Victor D Rosenthal, Sandra Guzman, Nasia SafdarAbstract:OBJECTIVE: To evaluate the effect of education and Performance Feedback regarding compliance with catheter care and handwashing on rates of catheter-associated urinary tract infection (UTI) in intensive care units (ICUs). SETTING: Two level III adult ICUs in a private healthcare facility in Argentina. PATIENTS: All adult patients admitted to the study units who had a urinary catheter in place for at least 24 hours. METHODS: A prospective, open trial in which rates of catheter-associated UTI determined during a baseline period of active surveillance without education and Performance Feedback were compared with rates of catheter-associated UTI after implementing education and Performance Feedback. RESULTS: There were 1,779 catheter-days during the baseline period and 5,568 catheter-days during the intervention period. Compliance regarding prevention of compression of the tubing by a leg improved (from 83% to 96%; relative risk [RR], 1.15; 95% confidence interval [CI 95 ], 1.03 to 1.28; P = .01) and so did compliance with handwashing (from 23.1% to 65.2%; RR, 2.82; CI 95 , 2.49 to 3.20; P < .0001). Catheter-associated UTI rates decreased significantly from 21.3 to 12.39 per 1,000 catheter-days (RR, 0.58; CI 95 , 0.39 to 0.86; P = .006). CONCLUSION: Implementing education and Performance Feedback regarding catheter care measures and handwashing compliance was associated with a significant reduction in catheter-associated UTI rates. Similar programs may help reduce catheter-associated UTI rates in other Latin American hospitals (Infect Control Hosp Epidemiol 2004;25:47-50).
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effect of education and Performance Feedback on rates of catheter associated urinary tract infection in intensive care units in argentina
Infection Control and Hospital Epidemiology, 2004Co-Authors: Victor D Rosenthal, Sandra Guzman, Nasia SafdarAbstract:Objective:To evaluate the effect of education and Performance Feedback regarding compliance with catheter care and handwashing on rates of catheter-associated urinary tract infection (UTI) in intensive care units (ICUs).Setting:Two level III adult ICUs in a private healthcare facility in Argentina.Patients:All adult patients admitted to the study units who had a urinary catheter in place for at least 24 hours.Methods:A prospective, open trial in which rates of catheter-associated UTI determined during a baseline period of active surveillance without education and Performance Feedback were compared with rates of catheter-associated UTI after imple-menting education and Performance Feedback.Results:There were 1,779 catheter-days during the baseline period and 5,568 catheter-days during the intervention period. Compliance regarding prevention of compression of the tubing by a leg improved (from 83% to 96%; relative risk [RR], 1.15; 95% confidence interval [CI95], 1.03 to 1.28; P = .01) and so did compliance with handwashing (from 23.1% to 65.2%; RR, 2.82; CI95, 2.49 to 3.20; P<.0001). Catheter-associated UTI rates decreased significantly from 21.3 to 12.39 per 1,000 catheter-days (RR, 0.58; CI95, 0.39 to 0.86; P = .006).Conclusion:Implementing education and Performance Feedback regarding catheter care measures and handwashing compliance was associated with a significant reduction in catheter-associated UTI rates. Similar programs may help reduce catheter-associated UTI rates in other Latin American hospitals.