• The Journal of Korean Physical Therapy
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• v.34 no.4
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• pp.155-160
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• 2022

Purpose: This study was to identify the effect of cervical stabilization exercise with visual feedback on the craniovertebral angle and foot pressure in subjects with forward head posture. Methods: Thirty healthy adults were recruited in the study. Participants were randomly assigned to the stabilization exercise with visual feedback (SE-VF) group (n=15) or stabilization exercise (SE) group (n=15). The SE-VF group performed cervical stabilization exercise while sitting on a chair without a backrest and checking their side profile in real time a monitor 3m away. The SE group performed the same cervical stabilization exercise as the SE-VF group accompanied by without visual feedback. Craniovertebral angle (CVA) was measured to quantify forward head posture, and the foot pressure of the subjects were evaluated. Results: The foot pressure showed statistically significant differences pre and post in both midfoot and left metatarsal only in SE-VF group (p<0.05). Conclusion: These findings of this study showed that the cervical stabilization exercise with visual feedback was effective for the foot pressure of subjects. In addition, based on the results of this study, it is suggested that visual feedback will be effective in cervical stabilization exercise.

• Journal of the Korean Society of Physical Medicine
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• v.10 no.4
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• pp.59-68
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• 2015

PURPOSE: The purpose of this study was to determine the comparison of visual and auditory biofeedback during sit-to-stand training in patients with stroke. METHODS: Thirty-five subjects with chronic stroke were divided into three groups: a visual feedback group (12 subjects), an auditory feedback group (12 subjects) and a control group (11 subjects). All Groups received neurodevelopmental treatment, and sit-to-stand training for 30minutes three times a week for four weeks. During the sit to stand training, the experimental groups received visual feedback and auditory feedback, whereas the control group performed sit-to-stand training without feedback. Five times sit-to-stand test (FTSST), motion analysis and postural sway during sit-to-stand were used to evaluate sit to stand performance ability. In addition, Berg balance scale (BBS) was performed for evaluation of balance function in participants. RESULTS: All groups showed significant increase on FTSST and BBS between pre- and post-intervention. The BBS scores in visual feedback group was significant increase than control group. The motion analysis and postural sway, more improvement was observed in the visual and auditory feedback groups compared with the control group. The only visual feedback group was a better performance of midline excursion during sit-to-stand than control group. CONCLUSION: These findings suggest that sit-to-stand training using a biofeedback may help to improve sit to stand performance and balance ability of stroke patients.

• Physical Therapy Rehabilitation Science
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• v.9 no.4
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• pp.287-294
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• 2020

Objective: This study aimed to investigate the effects of an ultrasound-based bar graph proportional to the quadriceps muscle thickness as a real-time visual feedback training tool in the elderly. Design: Cross-sectional study. Methods: Twenty-four elderly persons participated in this study and were randomly divided into three groups: oral training group (n=8, group 1), ultrasound imaging group (n=8, group 2), and graph group (n=8, group 3). In the pre condition, all participants performed maximal voluntary isometric contraction (MVIC) of the quadriceps with knee extension three times with oral training. In the post condition, group 1 performed MVIC of the quadriceps with oral training, group 2 performed MVIC of the quadriceps with real-time visual feedback using ultrasound imaging, and group 3 performed MVIC of the quadriceps with real-time visual feedback using a bar graph proportional to the quadriceps muscle thickness, three times for all groups. Muscle thickness, activity (mean, peak), tone, stiffness, logarithmic decrement, relaxation, and creep were measured in both conditions in all participants. Results: Visual feedback with a bar graph showed significant effects on muscle thickness, mean muscle activity, and peak muscle activity compared with oral training and visual feedback with ultrasound imaging (p<0.05). Conclusions: Isometric training of the quadriceps with real-time visual feedback using a bar graph proportional to the quadriceps muscle thickness may be more effective than other methods in improving muscle thickness and muscle activity. This study presented a tool that can help increase muscle thickness in the elderly.

• Journal of Audiology & Otology
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• v.23 no.3
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• Korean Journal of Audiology
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• v.23 no.3
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.97-102
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• 1996

Attitude is considered one of the most important influences on behavior and is defined as an enduring positive or negative feeling about some person, object or issues. The teaching strategies for affective domain are needed to develop the positive attiudes about environments. One of them is to faciliate the involvement of emotional feedback. The purpose of this study was to verify the effects of emotional feedback. Cognitional feedback was carried to control group but cognitional and emotional feedback were carried concurrently to experimental group. By the results, post test scores of experimental group were significantly higher than those of control group about four goals of Environmental Education, respectively. Therefore this strategy is effective to achieve goals of affective domain. Also, emotional feedback is important factor to raise the achievement of cognitive domain, too.

• PNF and Movement
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• v.8 no.2
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• pp.17-24
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• 2010

Purpose : The purpose of present study was to determine effects of a visual feedback training on balance ability in poststroke hemiparetic subjects. Methods : Fourteen chronic stroke patients participated. Participants were randomly divided into either visual feedback training group(7 experimental group, 7 control group). All of participated were inpatients at local rehabilitation center and had been receiving a traditional rehabilitation program, five days a week. Exprimental group have additionally undergone for four weeks, three days a week, the visual feedback training but control group was not received any additional program except the traditional rehabilitation program. The Berg Balance Scale(BBS), the FICSIT-4, the MTD-balance system to measure a balance ability were carried out twice before and after training. Results : After participation in the program, subjects of visual feedback training demonstrated a significant improvement in the scores of the BBS, the FICSIT-4, the MTD-Balance system. The control group had no change on the any tests. After the training, the result to improve significantly in visual feedback training group compared to post-test of control group were the score of BBS and the FICSIT-4 and the MTD-Balance system. Conclusions : The present study suggests that the visual feedback training program may become a useful strategy for enhancing balance ability in the rehabilitation of stroke patiens.

• Journal of the Korean Society of Physical Medicine
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• v.16 no.3
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• pp.107-113
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• 2021

PURPOSE: Selective strengthening of the transverse abdominis muscle (TrA) during abdominal hollowing makes an important contribution to the stability and control of the spine. This study examined the effects of abdominal hollowing exercise (AHE) according to the visual feedback method on the external oblique, internal oblique, and transverse abdominis muscles. METHODS: Twenty healthy subjects were assigned randomly to an AHE with visual feedback from real-time ultrasound image (group A, n = 10), AHE with visual feedback with pressure biofeedback unit (group B, n = 10). Both groups underwent 20 min of AHE with visual feedback once daily, five days/week for two weeks. The changes in the muscle thickness of the TrA, internal oblique abdominal muscle (IO), and external oblique abdominal muscle (EO) were measured by ultrasonography. RESULTS: The thickness of TrA was changed significantly in both groups (p < .05). However, the lowest minimal detectable changes were achieved in Group A. The thickness of the IO and EO muscles in group A was changed significantly, but there were no significant changes in group B. CONCLUSION: Both visual feedback methods were effective for strengthening the TrA muscles selectively. Nevertheless, AHE with visual feedback using real-time ultrasound images may be more useful in trA muscle contraction.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.73-98
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• 2011

This study investigated the feasibility and effectiveness of incorporating oral corrective feedback into the content-based business English writing class. Two types of oral corrective feedback, recasts and metalinguistic feedback, were integrated into business English writing classes to help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tenses correctly in their written production. Prior to the treatments, the subjects had basic grammatical knowledge of the target verb tenses, but they had only limited control over them in their written production. Three groups were formed: recast group that received corrective recasting, metalinguistic group that received metalinguistic clues, and control group that received no oral corrective feedback. The study demonstrated that it was feasible to incorporate recasts and metalinguistic feedback into content-based business English writing classes and that metalinguistic feedback had greater and more endurable effects than recasts on promoting the correct use of the target verb tenses in written production. It can be concluded that oral corrective feedback, metalinguistic feedback in particular, can be used in the business English writing classroom to help students gain greater control over already partially acquired forms and therefore improve their writing accuracy.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.43-51
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• 2013

Purpose: The purpose of this study was to examine the effects of peer feedback on nursing students using videos filmed during the catheterization procedure. Method: The study was a structured nonequivalent group, pretest-posttest design. The experimental group was filmed performing foley catheterization. After the procedure, the group video review followed and peer feedback was provided. Results: The experimental group had a higher mean score in learning motivation than the control group. However, the differences in learning attitude and self efficacy were not statistically significant. Conclusion: The results of this study indicate that video-aided peer feedback was effective in enhancing students' motivation to learn psychomotor skills.