PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Video feedback”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 55 records · Page 3Linked to original sources
PubMed1978

Sex, video-taped feedback and modeling effects on motor performance.

Two experiments were conducted to investigate the interaction of augmented information feedback and sex on accuracy and form of an overarm throwing pattern. In Exp. 1, a female model on video-tape was employed for instruction and recall of imposed form by 16 male and 16 female undergraduates. The original hypothesis that indeed there would be an interaction between the subjects' sex and type of augmented information feedback was not observed. In Exp. 2, essentially the same procedures were employed with another, similar group of subjects and several significant results were observed. The data suggest successive investigations to explore the possible effects of the model's sex on motor performance.

Adolescent↗
PubMed2005

Mother-infant research informs mother-infant treatment.

A brief mother-infant treatment approach using "video feedback" is described. This approach is informed both by psychoanalysis and by research on mother-infant face-to-face interaction using video microanalysis. Two cases are presented. In the first, descriptions of the videotaped interactions which informed the interventions are presented. In the second, knowledge of mother-infant microanalysis research informed the treatment, even though videotaping was not an option. The respective "stories" of the presenting complaints, the video interaction, and the parent's own upbringing are linked. Specific representations of the baby that may interfere with the parent's ability to observe and process her nonverbal interaction with her infant are identified. The mother has a powerful experience during the video feedback of watching herself and her baby interact. Our attempts together to translate the action-sequences into words facilitates the mother's ability to "see" and to "remember", fostering a rapid integration of implicit and explicit modes of processing.

Adult↗
PubMed1988

Improving the psychiatric skills of the general practice trainee: an evaluation of a group training course.

Fourteen general practice trainees took part in a course specifically designed to improve their psychiatric interviewing skills. The trainees were instructed in the problem-based model and were taught in a group setting with the use of videotape feedback. A significant improvement was demonstrated in the trainees' ability to identify psychiatric illness accurately, and there were significant changes in their interview behaviours after training. Those who were below average before training showed the greatest improvement. The implications of these findings are discussed. Group video feedback training is as effective as one-to-one video feedback training in improving the psychiatric interviewing skills of GP trainees, and could be more widely employed in general practice vocational training.

Clinical Competence↗
PubMed2004

Test-retest reliability in performance of persons with hemiparesis tracking by means of compatibly displayed myoelectric feedback derived from upper limb muscles.

The aim of this study was to assess whether persons with hemiparesis will yield statistically reliable test-retest tracking performance on a procedure using limb-generated, compatibly displayed, myoelectric video feedback. A convenience sample of 50 inpatients and outpatients with upper extremity involvement of at least six months were recruited. 30 had hemiparesis and had both upper extremities tested. 20 had hemiplegia and had the nonparetic upper extremity tested. Tracking skill was measured as mean tracking error. Repeated measures analysis of variance yielded statistically significant effects of main factors: Response mode, Cursor Feedback, and Session. Extremity tested was not significant. Performance with involved limb, uninvolved limb, isometric mode, and isotonic mode all yielded positive rest-retest correlations. The reliable range of tracking error obtained from subjects with hemiparesis performing a task requiring modulation of compatibly displayed myoelectric output supports the therapeutic rationale for employing compatibly displayed video feedback in the rehabilitation of motor control.

Electromyography↗
PubMed1998

Video recording feedback: a feasible and effective approach to teaching history-taking and physical examination skills in undergraduate paediatric medicine.

Medical educators have always recognized the need to teach and train medical graduates and undergraduates the skills of conducting a consultation. Several authors have established the efficacy of using constructive feedback on videotape of each student's interaction with a patient to teach and enhance such skills. This study reports 'students' perceptions' of the feedback process used in the Junior Paediatric Clerkship at the Faculty of Medicine of the United Arab Emirates University. An unexpected 73% of the respondents believed that self-observation influenced development of their clinical skills. More than 80% said that the feedback from instructors and peers helped them to improve their clinical skills, but they would have liked to have more than one of their consultations recorded and reviewed. It was found that 75% of the students felt that self-critique of their performance made them aware of their strengths and weaknesses and their skills in analysing and evaluating consultations had been enhanced. It was found from Kruskal Wallis one-way ANOVA that the students' professional attitude, empathy, and warmth towards the patients differed highly significantly (P = 0.0062, 0.0089, 0.0007, respectively) from self-assurance, self-confidence and competence. They were also deficient in certain areas of history-taking, interviewing skills, and physical examination techniques and perceived they needed more training in order to be proficient.

Clinical Competence↗
PubMed2006

Social anxiety and self-evaluation of social performance in a nonclinical sample of children.

In an investigation of socially anxious children's social behavior and self-evaluation, 28 high socially anxious and 28 low socially anxious children, ages 11 to 13 years, appraised their performance before and after participating in a role-play task. Half of the children were given video feedback prior to giving their posttask self-evaluations. High socially anxious children anticipated poorer performance on the role-play task, and some group differences in observed social performance were evident. Self-evaluations from video feedback only improved for the high socially anxious children who displayed more eye contact, gave longer verbal responses, and used more constructive verbal strategies in the role-play scenarios.

Adolescent↗
PubMed1997

Early intervention in adoptive families: supporting maternal sensitive responsiveness, infant-mother attachment, and infant competence.

Results from adoption studies suggest that adoptive families may experience special impediments with respect to the developmental progress and outcome of their children. Based on attachment theory, two early intervention programs were designed to support families in the Netherlands with an internationally adopted child. The intervention aimed at promoting maternal sensitive responsiveness, secure infant-mother attachment relationships, and infant exploratory competence. Ninety families with an interracially adopted infant (71 from Sri Lanka and 19 from Korea) were assigned to either a control group or one of two intervention groups. All of the children, 44 boys and 46 girls, were placed for adoption under the age of 5 months (M = 8 weeks). The first intervention group (N = 30) received a personal book, which focused on sensitive parenting. The second intervention group (N = 30) was provided with the same book as well as with three video-feedback sessions at their home. The control group (N = 30) did not receive intervention. In the control group sensitive responsiveness and security of attachment were comparable to outcomes from normative samples. The least intensive program, the personal book, did not bring about change in mothers or infants. In contrast, intervention effects were established upon maternal sensitive responsiveness, infant competence, and infant-mother attachment in the group that received both the book and video feedback.

Adoption↗
PubMed2006

Prism adaptation first among equals in alleviating left neglect: a review.

PURPOSE: The current paper was designed to provide a critical overview on the different methods proposed for the rehabilitation of left spatial neglect. METHODS: On the basis of a previous systematic review of the literature, we analyzed all articles available aiming at reducing left spatial neglect which included a long term functional assessment. RESULTS: The aim of most early rehabilitation approaches, such as visuo-scanning training, was to re-orient visual scanning toward the neglected side. This review confirmed the utility of this method for rehabilitation purposes. More recent - theory driven - procedures, also based on a training approach, include limb activation, mental imagery training and video-feedback training. Although there is ground for optimism, the functional effectiveness of these methods still relies on few single-case studies. Newer methods have tried to stimulate automatic orientation of gaze or attention towards neglected space in a bottom-up fashion. Sensory stimulations can remove most of the classical signs of left neglect but their effects are short-lived. Such stimulations are not functionally relevant for rehabilitation except for trunk rotation or repeated neck muscle vibrations if they are associated with an extensive training program. A more promising intervention is prism adaptation given the growing evidence of relatively long-term functional gains from comparatively short term usage. CONCLUSION: Overall, there is now evidence for several clinically relevant long-term benefits in the case of visual scanning training, mental imagery training, video feedback training, neck muscle vibration and trunk rotation if associated with visual scanning training and prism adaptation. However, the amount of evidence is still limited to a small number of relevant published articles and it is mandatory to continue the research in this field. In this review, the possible routes for new rehabilitation procedures are discussed on the basis of the actual knowledge regarding the neuro-cognitive mechanisms underlying the therapeutic effect of prism adaptation.

Adaptation, Physiological↗
PubMedDate not supplied

Effect of resident and direct-care staff training on responding during social interactions.

The effectiveness of a multifaceted training package was evaluated for inappropriate social behavior of five children with mild mental retardation and attention deficit hyperactivity disorder (ADHD), who resided in a facility. The procedure encompassed resident training with video feedback and self-management and direct-care staff training with video and graphic feedback. Resident training occurred on an individual basis; feedback to staff was presented during routine staff meetings. Results showed increases of appropriate staff responses to residents' behavior. However, the effect of the package on residents' inappropriate social responses proved to be ineffective. Differences with previous studies as well as the need for research into procedural variables that affect social behavior of children with ADHD and mild mental retardation are discussed.

Adult↗
PubMed1986

Consultation skills of young doctors: I--Benefits of feedback training in interviewing as students persist.

Thirty six young doctors who as medical students had been randomly allocated to either video feedback training or conventional teaching in interviewing skills during a psychiatry clerkship were reassessed five years later. Each doctor interviewed one patient with a psychiatric illness and two with a physical illness. Each interview was rated independently. Both groups had improved since the fourth year clerkship, but those given feedback training had maintained their superiority in the skills associated with accurate diagnosis. This superiority was as evident in their interviews with physically ill patients as it was with psychiatric patients. Both groups, however, still used "closed" questions and were more reluctant to cover psychosocial problems in physically ill patients. Those trained conventionally were clinically inadequate in both these aspects and in clarifying their patients' statements. Given these lasting benefits, all medical students should have feedback training in interviewing skills.

Education, Medical, Undergraduate↗
PubMed1999

Children's understanding of the relation between delayed video representation and current reality: a test for self-awareness?

This study investigated whether children's ability to recognize themselves in delayed video feedback indicates changes in self-awareness (Povinelli, Landau, & Perilloux, 1996, Child Development, 67, 1540-1554). Children were presented with 3-min-old videos of themselves to test whether they would investigate the current state of affairs upon seeing a surprising element in the video. In one condition, a sticker had been covertly placed into the child's hair, and in another an object had been hidden in a box. Both conditions proved equally difficult and performance correlated. Four-year-olds performed better than 3-year-olds, and children who failed the tasks retrieved the "surprise" item when presented with a mirror. There was no evidence to suggest that children's difficulties were due to immature metarepresentational thinking, lack of experience, problems with the questions, or problems appreciating the correspondence between image and referent. Yet, the parallel results in both conditions and the likelihood of false positives and false negatives indicate that the video test in its present form may not be a valid measure of differences in self-awareness.

Age Factors↗
PubMed2002

[A family day clinic in child psychiatry. The Dresden model--concepts and first experiences].

AIMS: To present a systemic family therapy approach for children with psychiatric disorders, based on multiple family therapy principles and employing video-feedback and peer review techniques. Children and their parents together attend a family day clinic for periods of between 3 and 14 weeks. METHOD: We report on conceptual and clinical work, with case examples and discussion of a pilot study. RESULTS: At 6 months follow-up there are symptomatic and behavioural improvements in 75 % of the children and 90 % of the parents. CONCLUSIONS: Active involvement of parents in the therapy of their children appears to lead to better and longer lasting treatment results. Extensive interdisciplinary work between adult and child psychiatric services is needed, particularly with the more severe spectrum of parental psychiatric disorders.

Child↗
PubMed2002

Effect of videotape feedback on anaesthetists' performance while managing simulated anaesthetic crises: a multicentre study.

The aim of this study was to examine the performance of anaesthetists while managing simulated anaesthetic crises and to see whether their performance was improved by reviewing their own performances recorded on videotape. Thirty-two subjects from four hospitals were allocated randomly to one of two groups, with each subject completing five simulations in a single session. Individuals in the first group completed five simulations with only a short discussion between each simulation. Those in the second group were allowed to review their own performance on videotape between each of the simulations. Performance was measured by both 'time to solve the problem' and mental workload, using anaesthetic chart error as a secondary task. Those trainees exposed to videotape feedback had a shorter median 'time to solve' and a smaller decrease in chart error when compared to those not exposed to video feedback. However, the differences were not statistically significant, confirming the difficulties encountered by other groups in designing valid tests of the performance of anaesthetists.

Anesthesiology↗
PubMed2006

Peer-mediated social skills training program for young children with high-functioning autism.

One of the most prevailing characteristics of children with autism is their deficit in social communication skills. The purpose of this study was to evaluate the effectiveness of a peer-mediated social skills training (SST) program combined with video feedback, positive reinforcement and token system in increasing social communication skills in young children with high-functioning autism. Four boys with high-functioning autism, ages 6-7 years, participated in the study. The social skills training, lasting 12 weeks, targeted six communication skills, selected after parent interviews and behavioral observation during a pre-training assessment period. One SST session was conducted each week, each session lasted 90min and had six structured activities. The training effectiveness was evaluated through direct observation of a structured interaction period, using an observational coding system. Improvement was observed in three out of four children, although individual differences among children were seen for changes in two global scales as well as subscales. These results suggest that the social skills training was effective in improving social communication skills for some children with high-functioning autism. Clinical and research implications and future directions for social skills training as well as this study's limitations are discussed.

Autistic Disorder↗
PubMed1983

A comparison of two behavioral treatments in decreasing the orofacial movement of tardive dyskinesia.

In a study with an elderly female subject, two behavioral treatments were evaluated in terms of their effectiveness in decreasing orofacial movement associated with tardive dyskinesia. Video feedback and discreet-discrete prompting, a self-control procedure using a portable audio signal generator, were compared by means of an alternating treatments experimental design. Video and instructional controls were included in the study. Results indicated that both procedures were effective in decreasing orofacial movement. In addition, during the concluding phase of the study, a prompting card was carried by the subject at all times as a reminder to control mouth movements on an ongoing basis. This concluding phase resulted in generalization of treatment effects to the nontreatment environment. Follow-up sessions indicated maintenance of treatment effects.

Behavior Therapy↗
PubMedDate not supplied

Delayed intermodal contingency affects young children's recognition of their current self.

This study investigated whether 2-, 3-, and 4-year-olds use their video feedback as a reflection of their current state, even when their feedback was presented with a short temporal delay. In Experiment 1, the effects of 1- and 2-s delayed feedback were examined on an analog of the mark test. In the case of live and 1-s delayed feedback, 3-year-olds passed the test; however, they failed in the case of 2-s delayed feedback. Experiment 2 examined the effect of prior experience of delayed contingency and explorative behavior. The results showed a significant effect of prior experience. These results suggest that detection of visual-proprioceptive contingency contributes to recognition of visual feedback as one's current self.

Association Learning↗
PubMed1981

Teaching interview skills to mentally retarded persons.

Five types of behavior found to be predictive of impressions made by mentally retarded persons in interviews were designated as targets of interview skills training: responsiveness to questions, speech intelligibility, eye contact, smiling, and attractiveness. Two training conditions, using an instruction-modeling-rehearsal-feedback format and differing only in type of feedback (video tape and verbal vs. verbal alone), were compared to a placebo condition. Although formal training proved to be little more effective than did the placebo experience, significant improvements in responsiveness and eye contact in the verbal-feedback condition and other trends pointed to the feasibility of improving interview skills with minimal intervention.

Education of Persons with Intellectual Disabilitie↗