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Schollaert E, Mertens S, Anseel F, Kluijtmans T, Servaes M, Crucke S. Tackling upcoming projects: The development and efficacy of event previews an experimental study. PLoS One 2023; 18:e0293271. [PMID: 38109319 PMCID: PMC10727432 DOI: 10.1371/journal.pone.0293271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 10/10/2023] [Indexed: 12/20/2023] Open
Abstract
Traditional performance management systems are increasingly seen as ill-conceived for today's dynamic organizational landscape. Researchers and practitioners advocate for agile PM systems that emphasize continuous monitoring, learning, and feedback. We present the 'event preview', a novel approach that is designed to address several shortcomings of traditional performance management practices. Event previews consist of five fixed questions, which are discussed among team members before an event, instigating a detailed reflection and mental simulation of upcoming events or projects in order to achieve the desired outcomes. In doing so, event previews support teams to utilize their projects as learning opportunities. This study provides the theoretical basis for the event preview and empirically tests its effectiveness. A sample of 119 teams participated in the experiment in which they were asked to solve as many puzzles as possible within a fixed time frame. One condition conducted an event preview beforehand, the other condition did not. Our findings, which were based on a comparison of the averages of the two conditions, suggest that the event preview holds promise for improving team performance and communication. As such, the event preview presents an additional instrument to the changing performance management landscape. This simple practice can be incorporated in the performance management cycle, emphasizing adaptability and continuous improvement in organizations.
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Affiliation(s)
- Eveline Schollaert
- Department of Marketing, Innovation and Organization, Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium
| | - Shana Mertens
- Department of Marketing, Innovation and Organization, Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium
| | - Frederik Anseel
- UNSW Business School, University of New South Wales, Sydney, Australia
| | - Tom Kluijtmans
- Department of Marketing, Innovation and Organization, Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium
| | - Marie Servaes
- Department of Marketing, Innovation and Organization, Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium
| | - Saskia Crucke
- Department of Marketing, Innovation and Organization, Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium
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Kross E, Ong M, Ayduk O. Self-Reflection at Work: Why It Matters and How to Harness Its Potential and Avoid Its Pitfalls. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2023. [DOI: 10.1146/annurev-orgpsych-031921-024406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
It is difficult to fathom how an organization could be successful without its employees engaging in self-reflection. Gone would be its personnel's capacity to problem-solve, learn from past experiences, and engage in countless other introspective activities that are vital to success. Indeed, a large body of research highlights the positive value of reflection. Yet, as both common experience and a wealth of findings demonstrate, engaging in this introspective process while focusing on negative experiences often backfires, undermining people's health, well-being, performance, and relationships. Here we synthesize research on the benefits and costs of self-reflection in organizational contexts and discuss the role that psychological distance plays in allowing people to harness the potential of self-reflection while avoiding its common pitfalls.
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Affiliation(s)
- Ethan Kross
- Management & Organizations Area, Ross School of Business, University of Michigan, Ann Arbor, Michigan, USA
- Psychology Department, School of Literature Science and Arts, University of Michigan, Ann Arbor, Michigan, USA
| | - Madeline Ong
- Management Department, Mays Business School, Texas A&M University, College Station, Texas, USA
| | - Ozlem Ayduk
- Psychology Department, University of California, Berkeley, California, USA
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Choi H, Jang S. Mediating effect of reflection types: feedback on reflection-for-action and student perception of patient-centredness. MEDICAL EDUCATION ONLINE 2022; 27:2127166. [PMID: 36183254 PMCID: PMC9542551 DOI: 10.1080/10872981.2022.2127166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 08/30/2022] [Accepted: 09/16/2022] [Indexed: 06/16/2023]
Abstract
We aimed to examine the mediating effects of reflection on the relationship between feedback for reflection-for-action (RfA-feedback) and students' perception of the importance of patient-centred communication (PCC) education. A survey was conducted with 358 medical students and the mediation effects were analysed by performing multiple regression analysis and Sobel test. Three types of reflection (i.e., reflection-in-action, reflection-on-action, and reflection-for-action) partially mediate the relationship between feedback for reflection-for-action, and the perceived importance of PCC education. Based on these findings, the study suggests the importance of providing feedback on reflection-for-action. Such feedback can encourage student reflection, and is crucial for their future, as medical professionals.
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Affiliation(s)
- Hyoseon Choi
- Department of Medical Education, Chosun University College of Medicine, Gwangju, Republic of Korea
| | - Seonyoung Jang
- Department of Liberal Art and Science, Mokpo National Maritime University, Mokpo, Republic of Korea
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Gao S, Lin X. To reflect and learn: the emotional labor strategies of victims of workplace ostracism and the role of anger. THE JOURNAL OF SOCIAL PSYCHOLOGY 2022:1-18. [DOI: 10.1080/00224545.2022.2144095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Liu S, Xiao Y, Wang X. How Does Feedback Valence Improve Team Creativity by Influencing Team Relationship Conflict? Psychol Res Behav Manag 2022; 15:2391-2407. [PMID: 36072759 PMCID: PMC9443283 DOI: 10.2147/prbm.s373350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 08/25/2022] [Indexed: 11/23/2022] Open
Abstract
Introduction Methods Results Discussion
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Affiliation(s)
- Shuwei Liu
- School of Business Administration, Zhejiang Gongshang University, Hangzhou, 310018, People’s Republic of China
- School of Security Management, Zhejiang College of Security Technology, Wenzhou, 325016, People’s Republic of China
| | - Yuchun Xiao
- School of Business Administration, Zhejiang Gongshang University, Hangzhou, 310018, People’s Republic of China
- Correspondence: Yuchun Xiao, School of Business Administration, Zhejiang Gongshang University, Hangzhou, 310018, People’s Republic of China, Email
| | - Xinlai Wang
- School of Security Management, Zhejiang College of Security Technology, Wenzhou, 325016, People’s Republic of China
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K Zhang K, Thompson AW. Effectiveness of electronic learning for continuing interprofessional education on behavior change of healthcare professionals: A scoping review. J Interprof Care 2022:1-11. [PMID: 35880763 DOI: 10.1080/13561820.2022.2071850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
Electronic learning (e-learning) for continuing professional education (CPE) in healthcare has been shown to improve learners' satisfaction, attitudes, and performance. E-learning outcomes for continuing interprofessional education (CIPE) are less known, and the features of electronic CIPE programs that promote behavior change are unclear. In this scoping review, we sought to identify the program features and areas of behavior change in healthcare professionals using e-learning for CIPE. PubMed, CINAHL, ERIC, PsycINFO, Cochrane Library databases, and Google/Google Scholar were searched for all English articles published in the last 10 years. From the 32 studies included in our review, eight types of e-learning methods were identified. More than 35,542 healthcare professionals of different professions had participated in the programs. Thirty studies demonstrated positive behavior changes, with four areas of behavior changes identified. The most common area of change was in patient care practices. Five common program features facilitating behavior change were also identified. Most successful programs provided interactive and authentic learning experiences, which promoted direct clinical application. Future researche should include monitoring of sustained behavior changes at work, linked to patient outcomes.
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Affiliation(s)
- Karen K Zhang
- Orthoptic Department, Singapore National Eye Centre, Singapore
| | - Anne W Thompson
- MGH Institute of Health Professions, Boston, Massachusetts, United States of America
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Gallen C, Pantin-Sohier G, Oliveira D. How can the design thinking process improve an innovative insect-based food experience? INTERNATIONAL JOURNAL OF FOOD DESIGN 2022. [DOI: 10.1386/ijfd_00035_1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
Abstract
This work set out to show that the novel problem-solving process called design thinking (DT) can advance the acceptance and consumption of insects as food. The DT approach involving a multidisciplinary team comprised three stages: (1) an exploratory evaluation through questionnaires
to raise consumer empathy, (2) an ideation stage to enable visualization and rapid prototyping, which resulted in the creation of twelve food products using mealworm larva and cricket flour and (3) an experimentation stage, where the five most promising ideas (packaging and products) were
selected and tested on consumers. Four consumption trends were identified: vegetarianism (intellectual), challenge (social relationship), luxury (emotional) and sport (health). Prototypes corresponding to consumer needs were developed. After identifying the positive and negative effects elicited
by the prototypes, the most promising ones were tested. Exposing consumers to small manageable steps during a food experience with insects dispelled false beliefs and overcame revulsion. The outcomes of this study are encouraging for the development of innovation in the food industry, favouring
the acceptance of new foods and supporting the provision of healthier food choices for the general western population. These findings can also help companies adapt to the growing scarcity of resources and improve the value of innovations they offer the market.
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Szpitalak M, Polczyk R. Mediators and Moderators of Reinforced Self-Affirmation as a Method for Reducing the Memory Misinformation Effect. Front Psychol 2021; 12:666707. [PMID: 34887794 PMCID: PMC8649659 DOI: 10.3389/fpsyg.2021.666707] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Accepted: 10/22/2021] [Indexed: 11/13/2022] Open
Abstract
The misinformation effect occurs when an eyewitness includes information in his or her account that is incongruent with the event he or she witnessed, and stems from being exposed to incorrect external sources. This is a serious threat to the quality of witness testimony and to the correctness of decisions reached by courts. However, few methods have been developed to reduce the vulnerability of witnesses to misinformation. This article presents such a method, namely, reinforced self-affirmation (RSA), which, by increasing memory confidence of witnesses, makes them less inclined to rely on external sources of information and more on their own memory. The effectiveness of this method was confirmed in three experiments. It was also found that memory confidence, but not general self-confidence, is a mediator of the impact of RSA on misinformation effect (ME), and that contingent self-esteem and feedback acceptance, but not sense of self-efficacy or general self-esteem, are moderators of this impact. It is concluded that RSA may be a promising basis for constructing methods, which can be used by forensic psychologists in real forensic settings.
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Mertens S, Schollaert E, Anseel F. How much feedback do employees need? A field study of absolute feedback frequency reports and performance. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2021. [DOI: 10.1111/ijsa.12352] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Shana Mertens
- Department of Marketing, Innovation, and Organization, Faculty of Economics and Business Administration Ghent University Ghent Belgium
| | - Eveline Schollaert
- Department of Marketing, Innovation, and Organization, Faculty of Economics and Business Administration Ghent University Ghent Belgium
| | - Frederik Anseel
- School of Management and Governance, UNSW Business School University of New South Wales Sydney Australia
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Fontes A, Dello Russo S. What changes with coaching? Investigating within‐person changes in reflection, the predicting role of implicit person theory and the effects on perceived utility of coaching. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2021. [DOI: 10.1111/ijtd.12235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Potosky D, Godé C, Lebraty JF. Modeling the Feedback Process in Teams: A Field Study of Teamwork. GROUP & ORGANIZATION MANAGEMENT 2021. [DOI: 10.1177/10596011211018017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Research on teamwork has considered the effects of different types of feedback and information exchanged as teams coordinate their actions and has described team processes in terms of phases of task performance. Interpersonal communication processes represent the behavioral mechanism by which teams create shared mental models, but it is not clear how teams use and exchange feedback as part of these processes as they perform together. Using a 5-year-period, grounded theory methodology, we investigated how action teams exchange feedback to achieve teamwork. We examined the feedback process of three different elite French military teams. Our findings offer new evidence that action teams working in extreme/high stakes contexts use different types of feedback from multiple sources and that certain feedback sources are more relevant and certain feedback practices are more prevalent at certain stages. Specifically, throughout briefing, team task performance, formal debriefing, and informal debriefing stages, the teams we studied used information from multiple sources as they engaged in technique, reflexive, and socialization feedback practices. Teamwork was evident as the teams coordinated their action during recurring performance cycles. We use our findings to model the feedback process for teamwork and discuss implications for research and practice.
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Affiliation(s)
- Denise Potosky
- The Pennsylvania State University, Great Valley School of Graduate Professional Studies, Malvern, PA, USA
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Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102012] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Improving team coordination in primary-care settings via multifaceted team-based feedback: a non-randomised controlled trial study. BJGP Open 2021; 5:BJGPO.2020.0185. [PMID: 33563700 PMCID: PMC8170607 DOI: 10.3399/bjgpo.2020.0185] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Accepted: 01/21/2021] [Indexed: 01/08/2023] Open
Abstract
Background Coordination is critical to successful team-based health care. Most clinicians, however, are not trained in effective coordination or teamwork. Audit and feedback (A&F) could improve team coordination, if designed with teams in mind. Aim The effectiveness of a multifaceted, A&F-plus-debrief intervention was tested to establish whether it improved coordination in primary care teams compared with controls. Design & setting Case-control trial within US Veterans Health Administration medical centres. Method Thirty-four primary care teams selected from four geographically distinct hospitals were compared with 34 administratively matched control teams. Intervention-arm teams received monthly A&F reports about key coordination behaviours and structured debriefings over 7 months. Control teams were followed exclusively via their clinical records. Outcome measures included a coordination composite and its component indicators (appointments starting on time, timely recall scheduling, emergency department utilisation, and electronic patient portal enrolment). Predictors included intervention arm, extent of exposure to intervention, and degree of multiple team membership (MTM). Results Intervention teams did not significantly improve over control teams, even after adjusting for MTM. Follow-up analyses indicated cross-team variability in intervention fidelity; although all intervention teams received feedback reports, not all teams attended all debriefings. Compared with their respective baselines, teams with high debriefing exposure improved significantly. Teams with high debriefing exposure improved significantly more than teams with low exposure. Low exposure teams significantly increased patient portal enrolment. Conclusion Team-based A&F, including adequate reflection time, can improve coordination; however, the effect is dose dependent. Consistency of debriefing appears more critical than proportion of team members attending a debriefing for ensuring implementation fidelity and effectiveness.
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Maurer T, Dimotakis N, Hardt G, Corner A. Toward better understanding developmental reflection differences for use in management development research and practice. JOURNAL OF MANAGEMENT DEVELOPMENT 2020. [DOI: 10.1108/jmd-11-2020-0349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
PurposeWe introduce a new approach to developmental reflection in which the focus is on differences in how people reflect. When reflecting on challenging experiences, people achieve better development when they tend to look for causes of what happened within changeable personal characteristics, and they subsequently focus on the improvement of those personal characteristics.Design/methodology/approachSupervisors and subordinates with leadership responsibilities in diverse jobs in varied industries provided survey data (444 individuals in a psychometric testing sample, and 419 paired subordinate/supervisor dyads in a model-testing sample).FindingsThe reflection difference construct had the expected factor structure, reliability, and was distinguishable from eight conceptually related variables in the literature. Reflection differences were predicted by the theoretically relevant job, person, and situational variables and were associated with development and performance outcomes.Practical implicationsThe reflection construct might be used for prediction to identify the individuals who are likely to get the most from challenging experiences and improve. Further, by identifying predictors of reflection, ideas for enhancing reflection are provided. Also, by uncovering specific underlying dimensionality of reflection, this offers specific targets for interventions beyond generally encouraging people to reflect.Originality/valueThis study establishes support for: (1) the new theoretical framing of reflection differences, (2) a new preliminary model of antecedents and outcomes, and (3) an initial scale for future research and practice that can be more explicit about understanding and addressing underlying differences in how people reflect.
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De Rosis S, Cerasuolo D, Nuti S. Using patient-reported measures to drive change in healthcare: the experience of the digital, continuous and systematic PREMs observatory in Italy. BMC Health Serv Res 2020; 20:315. [PMID: 32299440 PMCID: PMC7161006 DOI: 10.1186/s12913-020-05099-4] [Citation(s) in RCA: 44] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Accepted: 03/10/2020] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND The use of Patient Reported Experience Measures (PREMs) has great potential in healthcare service improvement, but a limited use. This paper presents an empirical case of PREMs innovation in Italy, to foster patient data use up to the ward level, by keeping strengths and addressing weaknesses of previous PREMs survey experiences. The paper reports key lessons learned in this ongoing experience of action research, directly involving practitioners. METHODS The aim of this paper is to present the results of an ongoing action research, encompassing the innovation of PREMs collection, reporting and use, currently adopted by 21 hospitals of two Italian regions. The continuous and systematic PREMs collection has been implemented between 2017 and 2019 and includes: a continuous web-based administration, using web-services; an augmented and positive questionnaire matching standard closed-ended questions with narrative sections; the inclusion and benchmarking of patient data within a shared performance evaluation system; public disclosure of aggregated anonymized data; a multi-level and real-time web-platform for reporting PREMs to professionals. The action research was carried out with practitioners in a real-life and complex context. The authors used multiple data sources and methods: observations, feedback of practitioners, collected during several workshops and meetings, and analysis of preliminary data on the survey implementation. RESULTS A continuous and systematic PREMs observatory was developed and adopted in two Italian regions. PREMs participation and response rates tend to increase over time, reaching stable percentages after the first months. Narrative feedback provide a 'positive narration' of episodes and behaviours that made the difference to patients and can inform quality improvement actions. Real-time reporting of quantitative and qualitative data is enabling a gratifying process of service improvement and people management at all the hospitals' levels. CONCLUSIONS The PREMs presented in this paper has been recognized by healthcare professionals and managers as a strategic and positive tool for improving an actual use of PREMs at system and ward levels, by measuring and highlighting positive deviances, such as compassionate behaviours.
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Affiliation(s)
- Sabina De Rosis
- Management and Healthcare Laboratory (MeS), Institute of Management and EMbeDS, Scuola Superiore Sant'Anna, piazza Martiri della Libertà 33, Pisa, Italy.
| | - Domenico Cerasuolo
- Management and Healthcare Laboratory (MeS), Institute of Management and EMbeDS, Scuola Superiore Sant'Anna, piazza Martiri della Libertà 33, Pisa, Italy
| | - Sabina Nuti
- Management and Healthcare Laboratory (MeS), Institute of Management and EMbeDS, Scuola Superiore Sant'Anna, piazza Martiri della Libertà 33, Pisa, Italy
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Robins L, Smith S, Kost A, Combs H, Kritek PA, Klein EJ. Faculty Perceptions of Formative Feedback from Medical Students. TEACHING AND LEARNING IN MEDICINE 2020; 32:168-175. [PMID: 31523994 DOI: 10.1080/10401334.2019.1657869] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
Phenomenon: Feedback given by medical students to their teachers during a clerkship has the potential to improve learning by communicating students' needs and providing faculty with information on how to adjust their teaching. Aligning student learning needs and faculty teaching approach could result in increased student understanding and skill development before a clerkship's end. However, little is known about faculty perceptions of formative feedback from medical students and how faculty might respond to such feedback. Approach: In this qualitative study, semistructured interviews of 24 third-year clerkship faculty were conducted to explore faculty opinions about receiving formative feedback from students. Transcripts of these interviews were reviewed, and content analysis was performed. Findings: Faculty endorsed the idea of obtaining formative feedback from medical students. However, probing revealed factors that would significantly influence their receptivity and response to the feedback provided, including (a) who would be giving the feedback, (b) what content was included in the feedback, (c) how the feedback was framed, and (d) why the feedback was given. Although participants endorsed the concept of receiving formative feedback from medical students, their accounts of how they might respond to it presented a mixed picture of receptivity, acceptance, and response. Insights: These findings have practical implications. If formative feedback from medical students to faculty is to be encouraged, institutions need to find ways of creating a feedback culture in which more dialogic models become "the norm" and work with faculty to increase their receptivity to and acceptance of student feedback. This is essential for students to feel safe and be safe from retribution when providing insights into how faculty can better meet their learning needs.
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Affiliation(s)
- Lynne Robins
- Department of Biomedical Informatics and Medical Education, University of Washington, Seattle, Washington, USA
| | - Sherilyn Smith
- Department of Pediatrics, University of Washington, Seattle, Washington, USA
| | - Amanda Kost
- Department of Family Medicine, University of Washington, Seattle, Washington, USA
| | - Heidi Combs
- Department of Psychiatry, University of Washington, Seattle, Washington, USA
| | - Patricia A Kritek
- Department of Internal Medicine, University of Washington, Seattle, Washington, USA
| | - Eileen J Klein
- Department of Pediatrics, University of Washington, Seattle, Washington, USA
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Beißert H, Köhler M, Rempel M, Kruyen P. Ein Vergleich traditioneller und computergestützter Methoden zur Erstellung einer deutschsprachigen Need for Cognition Kurzskala. DIAGNOSTICA 2020. [DOI: 10.1026/0012-1924/a000242] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die vorliegende Arbeit dient der Entwicklung einer Kurzskala zur Messung von Need for Cognition (NFC). Neben traditionellen Verfahren der Itemreduktion auf Basis von Itemkennwerten der klassischen Testtheorie wurde in Studie 1 ( N = 282) ein neues, computergestütztes Verfahren des „full information approach“ vorgestellt. Mithilfe der beiden Verfahren wurden 3 mögliche Skalen mit jeweils 5 Items selektiert, welche in einem unabhängigen Datensatz in Studie 2 ( N = 530) Validierungskriterien unterzogen wurden. Aus den 3 Skalen mit ähnlichen Ergebnissen bezüglich der Gütekriterien wurde eine anhand der „full information approach“ erstellten Skalen als finale Kurzskala NFC-K ausgewählt. Diese NFC-K weist ein Cronbachs α von .69 auf, eine Korrelation mit der Langskala von .81 und keinen signifikanten Zusammenhang mit sozialer Erwünschtheit. Neben der systematischen und objektiven Selektion und Validierung der Kurzskala NFC-K stellt die vorliegende Arbeit auch eine Fallstudie zu den Herausforderungen der Kurzskalenentwicklung auf Basis klassischer und computergestützter Selektionsverfahren dar.
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Affiliation(s)
- Hanna Beißert
- DIPF
- Leibniz-Institut für Bildungsforschung und Bildungsinformation
| | | | | | - Peter Kruyen
- Institute for Management Research, Radboud University Nijmegen
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Stremersch J, Van Hoye G. Searching hard versus searching smart: The role of search process quality in an internship context. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2019. [DOI: 10.1111/ijsa.12274] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Jolien Stremersch
- Department of Marketing, Innovation, and Organisation Ghent University Ghent Belgium
| | - Greet Van Hoye
- Department of Marketing, Innovation, and Organisation Ghent University Ghent Belgium
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A multilevel leadership process framework of performance management. HUMAN RESOURCE MANAGEMENT REVIEW 2019. [DOI: 10.1016/j.hrmr.2018.10.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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Conklin TA. Peak Learning Experiences: A Group-Based Phenomenological Investigation and Description. ORGANIZATION MANAGEMENT JOURNAL 2019. [DOI: 10.1080/15416518.2019.1611404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Thomas A. Conklin
- Department of Managerial Sciences, Georgia State University, Atlanta, GA, USA
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Son S. The more reflective, the more career-adaptable: A two-wave mediation and moderation analysis. JOURNAL OF VOCATIONAL BEHAVIOR 2018. [DOI: 10.1016/j.jvb.2018.09.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Anseel F, Vossaert L, Corneillie E. Like ships passing in the night: toward a truly dyadic perspective on feedback dynamics. MANAGEMENT RESEARCH: JOURNAL OF THE IBEROAMERICAN ACADEMY OF MANAGEMENT 2018. [DOI: 10.1108/mrjiam-12-2017-0794] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to extend the argument of DeNisi & Smith Sockbeson, who called to bridge the gap between feedback-seeking and feedback-giving research. The paper pushes their argument further by suggesting that future feedback research should systematically adopt a dyadic and dynamic approach to enhance the understanding of feedback episodes.
Design/methodology/approach
This paper reviews previous empirical work in the feedback domain and develops conceptual arguments for linking feedback-seeking and feedback intervention research.
Findings
Drawing upon previous work, the authors conclude that the current depiction of feedback processes in the literature might have been overly static and one-sided. Furthermore, it is argued that feedback research might have not kept up to date with recent conceptual and methodological developments in dyadic organizational behavior research.
Research limitations/implications
This paper builds on the argument of DeNisi & Smith Sockbeson, in turn contributing to a more complete picture of how feedback processes unfold in organizations. While this paper profiles a few studies that have begun to bridge the disconnect between feedback-seeking and feedback-giving research, one of its limitations is that it does not adopt a systematic approach in reviewing all potential methodologies.
Originality/value
This paper provides a first step toward studying feedback episodes as dyadic and dynamic processes. In doing so it helps solving one of the long-standing puzzles in management research namely why feedback interventions are sometimes detrimental to performance.
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Rudolph J, Greiff S, Strobel A, Preckel F. Understanding the link between need for cognition and complex problem solving. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.08.001] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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24
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Steele AR, Day DV. The Role of Self-Attention in Leader Development. JOURNAL OF LEADERSHIP STUDIES 2018. [DOI: 10.1002/jls.21570] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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25
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Crane MF, Searle BJ, Kangas M, Nwiran Y. How resilience is strengthened by exposure to stressors: the systematic self-reflection model of resilience strengthening. ANXIETY STRESS AND COPING 2018; 32:1-17. [PMID: 30067067 DOI: 10.1080/10615806.2018.1506640] [Citation(s) in RCA: 64] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Exposure to demands is normally considered to drain resources and threaten wellbeing. However, studies have indicated a resilience-strengthening role for stressors. OBJECTIVES This paper introduces a unifying model, including five testable hypotheses regarding how resilience can be strengthened progressively via exposure to life-stressors. METHODS We review and synthesize relevant scholarship that underpins the Systematic Self-Reflection model of resilience-strengthening. RESULTS The model highlights the importance of a specific meta-cognitive skill (self-reflection on one's initial stressor response) as a mechanism for strengthening resilience. The Systematic Self-Reflection model uniquely proposes five self-reflective practices critical in the on-going adaptation of three resilient capacities: (1) coping resources, (2) usage of coping and emotional regulatory repertoire, and (3) resilient beliefs. The self-reflective process is proposed to strengthen a person's resilience by developing insight into their already-present capacities, the limitations of these capacities, and by stimulating the search for person-driven alternative approaches. CONCLUSION This model extends the existing scholarship by proposing how the experience of stressors and adversity may have resilience-strengthening opportunities. The implication of this model is that engaging with stressors can have positive consequences for longer-term healthy emotional development if scaffolded in adaptive reflective practices.
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Affiliation(s)
- M F Crane
- a Department of Psychology , Macquarie University , North Ryde , Australia
| | - B J Searle
- a Department of Psychology , Macquarie University , North Ryde , Australia
| | - M Kangas
- a Department of Psychology , Macquarie University , North Ryde , Australia.,b Centre for Emotional Health , Macquarie University , North Ryde , Australia
| | - Y Nwiran
- a Department of Psychology , Macquarie University , North Ryde , Australia
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Shuffler ML, Diazgranados D, Maynard MT, Salas E. DEVELOPING, SUSTAINING, AND MAXIMIZING TEAM EFFECTIVENESS: AN INTEGRATIVE, DYNAMIC PERSPECTIVE OF TEAM DEVELOPMENT INTERVENTIONS. THE ACADEMY OF MANAGEMENT ANNALS 2018; 12:688-724. [PMID: 30931078 PMCID: PMC6438631 DOI: 10.5465/annals.2016.0045] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Organizations regularly make significant investments to ensure their teams will thrive, through interventions intended to support their effectiveness. Such team development interventions (TDIs) have demonstrated their value from both a practical and empirical view, through enabling teams to minimize errors and maximize expertise and thereby advance organizational gains. Yet, on closer examination, the current state of the TDI literature appears so piecemeal that the robustness of extant scientific evidence is often lost. Accordingly, we seek to provide a more cohesive and dynamic integration of the TDI literature, evolving thinking about TDIs toward a system of interventions that can be optimized. Drawing on the existing theoretical and empirical literatures, we first broadly define TDIs. We then offer an in-depth look at the most common types of TDIs, in terms of summarizing the state of the science surrounding each TDI. Based on this review, we distinguish features that make for an effective TDI. We then advance a more integrative framework that seeks to highlight certain interventions that are best served for addressing certain issues within a team. In conclusion, we promote a call for evolving this robust yet disjointed TDI literature into a more holistic, dynamic, and intentional action science with clear empirical as well as practical guidance and direction.
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Van Seggelen-Damen ICM, Van Hezewijk R, Helsdingen AS, Wopereis IGJH. Reflection: A Socratic approach. THEORY & PSYCHOLOGY 2017; 27:793-814. [PMID: 29249867 PMCID: PMC5703031 DOI: 10.1177/0959354317736388] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Reflection is a fuzzy concept. In this article we reveal the paradoxes involved in studying the nature of reflection. Whereas some scholars emphasize its discursive nature, we go further and underline its resemblance to the self-biased dialogue Socrates had with the slave in Plato’s Meno. The individual and internal nature of the reflection process creates difficulty for studying it validly and reliably. We focus on methodological issues and use Hans Linschoten’s view of coupled systems to identify, analyze, and interpret empirical research on reflection. We argue that researchers and research participants can take on roles in several possible system couplings. Depending on who controls the manipulation of the stimulus, who controls the measuring instrument, who interprets the measurement and the response, different types of research questions can be answered. We conclude that reflection may be validly studied by combining different couplings of experimenter, manipulation, stimulus, participant, measurement, and response.
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Hoskins SG, Gottesman AJ, Kenyon KL. CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-65. [PMID: 29854053 PMCID: PMC5976048 DOI: 10.1128/jmbe.v18i3.1365] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2017] [Accepted: 09/06/2017] [Indexed: 05/24/2023]
Abstract
Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants' views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices.
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Affiliation(s)
- Sally G. Hoskins
- Biology Department, City College of the City University of New York, New York, NY, 10031
| | - Alan J. Gottesman
- Biology Department, City College of the City University of New York, New York, NY, 10031
| | - Kristy L. Kenyon
- Biology Department, Hobart and William Smith Colleges, Geneva, New York, 14456
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29
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Bear JB, Cushenbery L, London M, Sherman GD. Performance feedback, power retention, and the gender gap in leadership. LEADERSHIP QUARTERLY 2017. [DOI: 10.1016/j.leaqua.2017.02.003] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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30
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Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2017. [DOI: 10.1007/s10212-017-0345-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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31
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Jirativanont T, Raksamani K, Aroonpruksakul N, Apidechakul P, Suraseranivongse S. Validity Evidence of Non-Technical Skills Assessment Instruments in Simulated Anaesthesia Crisis Management. Anaesth Intensive Care 2017; 45:469-475. [DOI: 10.1177/0310057x1704500410] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
We sought to evaluate the validity of two non-technical skills evaluation instruments, the Anaesthetists’ Non-Technical Skills (ANTS) behavioural marker system and the Ottawa Global Rating Scale (GRS), to apply them to anaesthesia training. The content validity, response process, internal structure, relations with other variables and consequences were described for validity evidence. Simulated crisis management sessions were initiated during which two trained raters evaluated the performance of postgraduate first-, second- and third-year (PGY-1, PGY-2 and PGY-3) anaesthesia residents. The study included 70 participants, composed of 24 PGY-1, 24 PGY-2 and 22 PGY-3 residents. Both instruments differentiated the non-technical skills of PGY-1 from PGY-3 residents (P <0.05). Inter-rater agreement was measured using the intraclass correlation coefficient. For the ANTS instrument, the intraclass correlation coefficients for task management, team-working, situation awareness and decision-making were 0.79, 0.34, 0.81 and 0.70, respectively. For the Ottawa GRS, the intraclass correlation coefficients for overall performance, leadership, problem-solving, situation awareness, resource utilisation and communication skills were 0.86, 0.83, 0.84, 0.87, 0.80 and 0.86, respectively. The Cronbach's alpha for internal consistency of the ANTS instrument was 0.93, and was 0.96 for the Ottawa GRS. There was a high correlation between the ANTS and Ottawa GRS. The raters reported the ease of use of the Ottawa GRS compared to the ANTS. We found sufficient evidence of validity in the ANTS instrument and the Ottawa GRS for the evaluation of non-technical skills in a simulated anaesthesia setting, but the Ottawa GRS was more practical and had higher reliability.
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Affiliation(s)
- T. Jirativanont
- Department of Anaesthesiology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand
| | - K. Raksamani
- Department of Anaesthesiology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand
| | - N. Aroonpruksakul
- Department of Anaesthesiology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand
| | - P. Apidechakul
- Department of Anaesthesiology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand
| | - S. Suraseranivongse
- Department of Anaesthesiology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand
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32
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Peñarroja V, Orengo V, Zornoza A. Reducing perceived social loafing in virtual teams: The effect of team feedback with guided reflexivity. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2017. [DOI: 10.1111/jasp.12449] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Vicente Peñarroja
- Department of Social Psychology, Faculty of Psychology, Building B; Autonomous University of Barcelona (UAB); Campus Bellaterra 08193 Bellaterra Barcelona Spain
| | - Virginia Orengo
- IDOCAL, University of Valencia; Avenida Blasco Ibáñez 21 46010 Valencia Spain
| | - Ana Zornoza
- IDOCAL, University of Valencia; Avenida Blasco Ibáñez 21 46010 Valencia Spain
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Krause N, Pompedda F, Antfolk J, Zappalá A, Santtila P. The Effects of Feedback and Reflection on the Questioning Style of Untrained Interviewers in Simulated Child Sexual Abuse Interviews. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3316] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
- Niels Krause
- Humboldt-Universität zu Berlin, Berlin, Germany, Åbo Akademi University; Turku Finland
| | | | | | - Angelo Zappalá
- CRIMELAB; IUSTO-Pontifical Salesian University, Turin, Italy, Åbo Akademi University; Turku Finland
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Oerlemans M, Dielissen P, Timmerman A, Ram P, Maiburg B, Muris J, van der Vleuten C. Should we assess clinical performance in single patient encounters or consistent behaviors of clinical performance over a series of encounters? A qualitative exploration of narrative trainee profiles. MEDICAL TEACHER 2017; 39:300-307. [PMID: 28049379 DOI: 10.1080/0142159x.2017.1270427] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
BACKGROUND A variety of tools have been developed to assess performance which typically use a single clinical encounter as a source for making competency inferences. This strategy may miss consistent behaviors. We therefore explored experienced clinical supervisors' perceptions of behavioral patterns that potentially exist in postgraduate general practice trainees expressed as narrative profiles to aid the grading of clinical performance. METHODS We conducted semistructured interviews with clinical supervisors who had frequently observed clinical performance in trainees. Supervisors were asked to describe which behavioral patterns they had discerned in excellent and underperforming trainees, during different stages of training, in their careers as clinical supervisor. We analyzed the interviews using a grounded theory approach. RESULTS The analysis resulted in a conceptual framework that distinguishes between desirable and undesirable narrative profiles. The framework consists of two dimensions: doctor-patient interaction and medical expertise. Personal values appear to be a moderating factor. CONCLUSIONS According to experienced clinical supervisors, consistent behaviors do exist in GP trainees when observing clinical performance over time. The conceptual framework has to be validated by further observational studies to assess its potential for making robust and fair assessments of clinical performance and monitor the development of consultation performance over time.
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Affiliation(s)
- Marjolein Oerlemans
- a Department of Family Medicine , Maastricht University , Maastricht , the Netherlands
| | - Patrick Dielissen
- b Department of Primary and Community Care , Radboud University Medical Centre , Nijmegen , the Netherlands
| | - Angelique Timmerman
- a Department of Family Medicine , Maastricht University , Maastricht , the Netherlands
| | - Paul Ram
- a Department of Family Medicine , Maastricht University , Maastricht , the Netherlands
| | - Bas Maiburg
- a Department of Family Medicine , Maastricht University , Maastricht , the Netherlands
| | - Jean Muris
- a Department of Family Medicine , Maastricht University , Maastricht , the Netherlands
| | - Cees van der Vleuten
- c School of Health Professions Education , Maastricht University , the Netherlands
- d School of Medicine, Flinders University , Adelaide , Australia
- e University of the Witwatersrand , Johannesburg , South Africa
- f Curtin University , Perth , Australia
- g Northumbria University , Newcastle upon Tyne , UK
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Kadom N, Nagy P. Quality Improvement and Leadership Development. J Am Coll Radiol 2016; 13:182-3. [PMID: 26846392 DOI: 10.1016/j.jacr.2015.10.034] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2015] [Accepted: 10/30/2015] [Indexed: 11/27/2022]
Affiliation(s)
- Nadja Kadom
- Department of Radiology, Emory University, Atlanta, Georgia
| | - Paul Nagy
- Department of Radiology, Johns Hopkins University School of Medicine, Baltimore, Maryland.
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36
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Giesbers A(S, Schouteten RL, Poutsma E, van der Heijden BI, van Achterberg T. Nurses’ perceptions of feedback to nursing teams on quality measurements: An embedded case study design. Int J Nurs Stud 2016; 64:120-129. [DOI: 10.1016/j.ijnurstu.2016.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2016] [Revised: 08/29/2016] [Accepted: 10/09/2016] [Indexed: 10/20/2022]
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37
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Nagano S, Fuji K. [Communication with weak ties and its effect on career reflection]. SHINRIGAKU KENKYU : THE JAPANESE JOURNAL OF PSYCHOLOGY 2016; 87:463-473. [PMID: 29630178 DOI: 10.4992/jjpsy.87.15039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This study examined the hypothesis that communicating with the weak ties promotes professional self-efficacy and work engagement, which mediates reflection of one’s past career. As a preliminary survey, semi-structured interviews were conducted with incumbent employees and analyzed regarding career reflection arising from communication with weak ties. As part of this survey, Japanese employees (n = 340) were asked to respond to questionnaires that measured communication between weak ties, career reflection, professional self-efficacy, and work engagement. Factor analysis of the scores for career reflection extracted four factors: re-evaluation of own work styles, rebuilding of non-work activities, improvement of work autonomy, and evocation of work crisis awareness. Covariance structure analysis indicated that communication about work-related contents and expectations of the future with weak ties promoted the re-evaluation of the employees’ own work styles, which was shown to promote professional self-efficacy and work engagement. These results support the original hypothesis and suggest that communicating with weak ties is an important resource for promoting positive change in employees’ sense of work.
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38
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Otte KP, Konradt U, Garbers Y, Schippers MC. Development and validation of the REMINT: a reflection measure for individuals and teams. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2016. [DOI: 10.1080/1359432x.2016.1261826] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
| | - Udo Konradt
- Institute of Psychology, Kiel University, Kiel, Germany
| | | | - Michaéla C. Schippers
- Department of Technology & Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, The Netherlands
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39
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Moss SA, Irons M, Boland M. The magic of magic: The effect of magic tricks on subsequent engagement with lecture material. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016; 87:32-42. [PMID: 27753081 DOI: 10.1111/bjep.12133] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2016] [Revised: 09/27/2016] [Indexed: 11/28/2022]
Abstract
BACKGROUND AND AIMS Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures. Nevertheless, we hypothesize that, unless the method that underpins these tricks is revealed, students may ruminate over possible explanations, distracting attention from the lecture material. SAMPLE AND METHODS To test these arguments, in this study, 224 participants watched a video of a magic performance, watched a video of a circus act, or watched no video at all. In half the participants who watched the magic performance, the secret that underpinned the trick was disclosed. Next, participants watched a psychology tutorial, before answering questions that assessed engagement, need for cognition, and comprehension of the material. RESULTS If the secret was withheld, magic tricks diminished subsequent need for cognition but did not affect comprehension. Furthermore, magic tricks tended to diminish engagement with the subsequent tutorial. These effects, however, were small. CONCLUSION Future research is warranted to ascertain whether information that is embedded within a magic trick, rather than presented after the trick, is more likely to be remembered or understood later. This research could clarify when performance can enhance or disrupt student engagement.
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Affiliation(s)
- Simon A Moss
- School of Psychological and Clinical Sciences, Charles Darwin University, Casuarina, Northern Territory, Australia
| | - Melanie Irons
- School of Psychological and Clinical Sciences, Charles Darwin University, Casuarina, Northern Territory, Australia
| | - Martin Boland
- School of Psychological and Clinical Sciences, Charles Darwin University, Casuarina, Northern Territory, Australia
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Jarrett SM, Glaze RM, Schurig I, Muñoz GJ, Naber AM, McDonald JN, Bennett W, Arthur W. The comparative effectiveness of distributed and colocated team after-action reviews. HUMAN PERFORMANCE 2016. [DOI: 10.1080/08959285.2016.1208662] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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41
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Gerich M, Trittel M, Schmitz B. Improving Prospective Teachers’ Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2016. [DOI: 10.1080/10474412.2016.1220862] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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42
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Lejeune C, Mercuri D, Beausaert S, Raemdonck I. Personal development plans supporting employee learning and perceived performance: the moderating role of self-directedness. HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2016. [DOI: 10.1080/13678868.2016.1203639] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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43
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Duration, frequency, and diversity of knowledge contribution: Differential effects of job characteristics. INFORMATION & MANAGEMENT 2016. [DOI: 10.1016/j.im.2015.10.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Devloo T, Anseel F, De Beuckelaer A, Feys M. When the fire dies: Perceived success and support for innovation shape the motivating potential of innovative work behaviour. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2016. [DOI: 10.1080/1359432x.2016.1182157] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Peñarroja V, Orengo V, Zornoza A, Sánchez J, Ripoll P. How team feedback and team trust influence information processing and learning in virtual teams: A moderated mediation model. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2015.01.034] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Konradt U, Schippers MC, Garbers Y, Steenfatt C. Effects of guided reflexivity and team feedback on team performance improvement: The role of team regulatory processes and cognitive emergent states. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2015. [DOI: 10.1080/1359432x.2015.1005608] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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DeRue DS, Ashford SJ, Myers CG. Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2012.01444.x] [Citation(s) in RCA: 78] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
As organizations become more complex and dynamic, individuals' ability to learn from experience becomes more important. Recently, the concept of learning agility has attracted considerable attention from human resource professionals and consultants interested in selecting on and developing employees' ability to learn from experience. However, the academic community has been largely absent from this discussion of learning agility, and the concept remains ill defined and poorly measured. This article presents a constructive critique of the existing literature on learning agility, seeks to clarify the definition and conceptualization of the construct, and situates learning agility within a broader nomological network of related constructs. We conclude by discussing several important directions for future research on learning agility.
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De Meuse KP, Dai G, Swisher VV, Eichinger RW, Lombardo MM. Leadership Development: Exploring, Clarifying, and Expanding Our Understanding of Learning Agility. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2012.01445.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Bolinger AR, Stanton JV. The Gap Between Perceived and Actual Learning From Group Reflection. SMALL GROUP RESEARCH 2014. [DOI: 10.1177/1046496414538322] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Group reflection is often used as an intervention to facilitate group performance, but reflecting in groups may also affect individual learning. In this article, we compare the effects of individual and group reflection on individuals’ learning in two pairs of decision-making tasks. In two studies, we found that individuals who reflected in groups improved their performance from Task 1 to 2. However, individuals who reflected in groups did not realize greater performance improvements than individuals who reflected alone. Furthermore, individuals who reflected alone perceived that they learned more than individuals who reflected in groups. We discuss the implications of the gap between perceived and actual learning and describe the implications of our findings for group research, as well as recommendations for future research.
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50
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Candidates' integration of individual psychological assessment feedback. JOURNAL OF MANAGERIAL PSYCHOLOGY 2014. [DOI: 10.1108/jmp-01-2012-0016] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– The purpose of this paper is to empirically verify a theoretical model of candidates' feedback integration in the context of individual psychological assessment (IPA).
Design/methodology/approach
– Structural equation modeling analyses were conducted in a two-wave longitudinal study. A total of 97 candidates completed questionnaires immediately after their feedback session as well as three months later.
Findings
– Results indicate that candidates' motivational intention to act on IPA feedback is a pivotal variable linking feedback perceptions and post-feedback behaviors. Source credibility, assessment face validity, as well as perception that the feedback helped increase candidate's awareness were related to motivational intention. Conversely, feedback acceptance was not related to candidates' motivation to act on feedback and post-feedback behaviors.
Research limitations/implications
– Because the authors relied on self-report questionnaires, future studies would benefit from including externally assessed behavioral outcomes. Future research efforts should continue distinguishing candidates' acceptance and awareness based on their distinctive contributions in the feedback integration process.
Practical implications
– The results indicate that motivation created during the feedback session is a stronger predictor of day-to-day behavioral changes than it is of involvement in specific developmental activities.
Originality/value
– This research fills a gap in IPA literature by highlighting some IPA benefits and the processes involved in increasing feedback value for the participant.
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