1
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Schneider RB, Phillips O, Kalia L. Conventionvs. Innovation I: Digital technology will replace clinic-based care in Parkinson disease. Parkinsonism Relat Disord 2024; 126:106067. [PMID: 38443214 DOI: 10.1016/j.parkreldis.2024.106067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/12/2024] [Accepted: 02/21/2024] [Indexed: 03/07/2024]
Affiliation(s)
- Ruth B Schneider
- University of Rochester, 265 Crittenden Blvd, Box MIND, Rochester, NY, 14642, United States.
| | - Oliver Phillips
- Geisel School of Medicine at Dartmouth, 18 Old Etna Road, Lebanon, Hanover, NH, 03756, United States.
| | - Lorraine Kalia
- University of Toronto, Krembell Discovery Tower 8th Floor, 60 Leonard Avenue, Toronto, Ontario, M5T 2S8, Canada.
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2
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Lotterhos KE, Bernal MA, Phifer-Rixey M, Hanley T. Lighting pathways to success in STEM: a virtual Laboratory Meeting Programme (LaMP) mutually benefits mentees and host laboratories. Proc Biol Sci 2024; 291:20240149. [PMID: 38808447 DOI: 10.1098/rspb.2024.0149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Accepted: 04/10/2024] [Indexed: 05/30/2024] Open
Abstract
Developing robust professional networks can help shape the trajectories of early career scientists. Yet, historical inequities in science, technology, engineering, and mathematics (STEM) fields make access to these networks highly variable across academic programmes, and senior academics often have little time for mentoring. Here, we illustrate the success of a virtual Laboratory Meeting Programme (LaMP). In this programme, we matched students (mentees) with a more experienced scientist (mentors) from a research group. The mentees then attended the mentors' laboratory meetings during the academic year with two laboratory meetings specifically dedicated to the mentee's professional development. Survey results indicate that mentees expanded their knowledge of the hidden curriculum as well as their professional network, while only requiring a few extra hours of their mentor's time over eight months. In addition, host laboratories benefitted from mentees sharing new perspectives and knowledge in laboratory meetings. Diversity of the mentees was significantly higher than the mentors, suggesting that the programme increased the participation of traditionally under-represented groups. Finally, we found that providing a stipend was very important to many mentees. We conclude that virtual LaMPs can be an inclusive and cost-effective way to foster trainee development and increase diversity within STEM fields with little additional time commitment.
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Affiliation(s)
- Katie E Lotterhos
- Northeastern University Marine Science Center, Nahant, MA 01908, USA
| | - Moisés A Bernal
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
- Smithsonian Tropical Research Institute, Panama 0843-03092, Panama
| | | | - Torrance Hanley
- Department of Biology, Sacred Heart University, Fairfield, CT 06825, USA
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3
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Sela‐Vasiliu S, Miehl C, Huygelier H, Oren‐Suissa M, Gjorgjieva J, Gillebert CR. FENS-Kavli Network of Excellence: Mentorship during the COVID-19 pandemic: Perspectives, challenges and opportunities. Eur J Neurosci 2023; 58:4429-4437. [PMID: 35980818 PMCID: PMC9538951 DOI: 10.1111/ejn.15797] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/04/2022] [Accepted: 07/15/2022] [Indexed: 11/28/2022]
Affiliation(s)
| | - Christoph Miehl
- Computation in Neural Circuits GroupMax Planck Institute for Brain ResearchFrankfurtGermany
- School of Life SciencesTechnical University of MunichFreisingGermany
| | - Hanne Huygelier
- Department of Brain and CognitionLeuven Brain InstituteLeuvenBelgium
- Experimental PsychologyUniversity of UtrechtUtrechtThe Netherlands
| | | | - Julijana Gjorgjieva
- Computation in Neural Circuits GroupMax Planck Institute for Brain ResearchFrankfurtGermany
- School of Life SciencesTechnical University of MunichFreisingGermany
| | - Celine R. Gillebert
- Department of Brain and CognitionLeuven Brain InstituteLeuvenBelgium
- Centre for Translational Psychological Research (TRACE)Hospital East‐LimbourgGenkBelgium
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4
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Diller SJ, Passmore J. Defining digital coaching: a qualitative inductive approach. Front Psychol 2023; 14:1148243. [PMID: 37868604 PMCID: PMC10588652 DOI: 10.3389/fpsyg.2023.1148243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 09/11/2023] [Indexed: 10/24/2023] Open
Abstract
The term 'digital coaching' is widely used but ill-defined. The present study therefore investigates how digital coaching is defined and how it differentiates from face-to-face coaching and other digital-technology-enabled (DT-enabled) formats, such as digital training, digital mentoring, or digital consulting. A qualitative inductive approach was chosen for more in-depth and open-minded content. Based on previous studies on the importance of asking coaches working in the field, 260 coaches working in the field of digital coaching were surveyed. The given answers depict the importance of differing between forms of DT-enabled coaching. Thus, digital coaching is a DT-enabled, synchronous conversation between a human coach and a human coachee, which is different to artificial intelligence (AI) coaching and coaching that is supported by asynchronous digital and learning communication technologies. Due to this definition and differentiation, future studies can explore the digital coaching process and its effectiveness - particularly in comparison to other formats. Furthermore, this clear definition enables practitioners to maintain professional standards and manage client's expectations of digital coaching while helping clients understand what to expect from digital coaching.
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Affiliation(s)
- Sandra J. Diller
- Management Faculty, Private University Seeburg, Seekirchen am Wallersee, Austria
- LMU Center for Leadership and People Management, Social Psychology Division, Ludwig Maximilian University of Munich, Munich, Bavaria, Germany
- Institute of Coaching, McLean and Affiliate of Harvard Medical School, Boston, MA, United States
| | - Jonathan Passmore
- Henley Business School, University of Reading, Reading, United Kingdom
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5
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Zola A, Engeln R. Brains over beauty: A preregistered test of the effects of objectification on women's cognitive performance. PLoS One 2023; 18:e0291853. [PMID: 37733711 PMCID: PMC10513279 DOI: 10.1371/journal.pone.0291853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Accepted: 09/07/2023] [Indexed: 09/23/2023] Open
Abstract
The present study was a preregistered, well-powered experimental test of findings related to the effect of state self-objectification and anticipation of the sexualized male gaze on women's cognitive performance. College women (n = 407) performed a working memory task in one of three randomly assigned conditions. In the experimental conditions (self-objectification and male gaze), women completed the task while being video recorded from the neck down. In the male gaze condition, participants were told their videos would later be evaluated by men as part of a separate dating study. Women in the control condition were not video recorded. Results indicated women experienced a moderate increase in state self-objectification in both experimental conditions. However, compared to the control condition, women in the experimental conditions did not show reduced performance on the working memory task (in either latency or accuracy), decreases in body satisfaction, or increases in negative mood. Across conditions, state self-objectification was not associated with accuracy or latency on the working memory task. Mixed findings concerning objectification's effect on cognitive performance may be attributed to variability in experimental manipulations and dependent variables employed in this area of research.
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Affiliation(s)
- Anne Zola
- Department of Medical Social Sciences, Psychometrics and Statistics Core, Northwestern University Feinberg School of Medicine, Chicago, Illinois, United States of America
| | - Renee Engeln
- Department of Psychology, Northwestern University, Evanston, Illinois, United States of America
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6
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Troje NF. Depth from motion parallax: Deictic consistency, eye contact, and a serious problem with Zoom. J Vis 2023; 23:1. [PMID: 37656465 PMCID: PMC10479236 DOI: 10.1167/jov.23.10.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 07/24/2023] [Indexed: 09/02/2023] Open
Abstract
The dynamics of head and eye gaze between two or more individuals displayed during verbal and nonverbal face-to-face communication contains a wealth of information and is used for both volitionary and unconscious signaling. Current video communication systems convey visual signals about gaze behavior and other directional cues, but the information they carry is often spurious and potentially misleading. I discuss the consequences of this situation, identify the source of the problem as a more general lack of deictic consistency, and demonstrate that using display technologies that simulate motion parallax are both necessary and sufficient to alleviate it. I then devise an avatar-based remote communication solution that achieves deictic consistency and provides natural, dynamic eye contact for computer-mediated audiovisual communication.
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Affiliation(s)
- Nikolaus F Troje
- Centre for Vision Research and Department of Biology, York University, Toronto, Ontario, Canada
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7
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Savage LR, Couture Bue AC. Objectifying the classroom: Examining self-objectification and its effects on cognitive resources within virtual class environments. Body Image 2023; 46:313-323. [PMID: 37429141 DOI: 10.1016/j.bodyim.2023.06.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 05/29/2023] [Accepted: 06/12/2023] [Indexed: 07/12/2023]
Abstract
Videoconferencing platforms (i.e., Zoom) allow for continuous appearance monitoring via the self-view setting - raising concerns about self-objectification. Prior research indicates that self-objectification is associated with diminished cognitive performance, which may affect learning. This experiment examined how videoconferencing camera settings affect body image and cognitive performance. Female college students (n = 167) participated in a Zoom call with various camera settings: camera with self-view (i.e., others could see them and they could see themselves on screen), camera without self-view (i.e., others on the call could see them, but they could not see themselves), and camera off. After random assignment to condition, participants completed a collaborative exercise, answered questions related to self-objectification and body anxiety, and took a math test. Camera settings had no effect on state self-objectification or appearance anxiety. Participants in the camera without self-view condition demonstrated worse performance on the math test than those who had their cameras off, but no other pairwise comparisons were significant. Surprisingly, high trait self-objectifiers were not more sensitive to self-view camera exposure, though high trait self-objectification was associated with greater appearance anxiety across conditions. State self-objectification did not predict cognitive performance. Still, findings demonstrate a meaningful effect of camera settings on cognitive performance.
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Affiliation(s)
- Leah R Savage
- Department of Communication & Journalism, University of Maine, 5724 Dunn Hall, Room 420, Orono, ME 04469, USA.
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8
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Marsh LC, Patel SD, Smith AJ, So M, Armstrong H, Elliott R, Watkins E, Moulds M, Dalgleish T, Hitchcock C. From basic science to clinical practice: Can cognitive behavioural therapy tasks be augmented with enhanced episodic specificity? Behav Res Ther 2023; 167:104352. [PMID: 37331240 DOI: 10.1016/j.brat.2023.104352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 02/28/2023] [Accepted: 06/02/2023] [Indexed: 06/20/2023]
Abstract
Individuals with depression typically remember their past in a generalised manner, at the cost of retrieving specific event memories. This may impair engagement with cognitive behavioural therapy (CBT) tasks that use concrete episodic information to challenge maladaptive beliefs, potentially limiting their therapeutic benefit. Study 1 demonstrated that an episodic specificity induction increased detail and specificity of autobiographical memory in people with major depression, relative to control conditions (N = 88). We therefore examined whether the induction enhanced the efficacy of CBT tasks that depend on episodic memory - cognitive reappraisal (Study 2, N = 30), evidence gathering (Study 2, N = 30), and planning behavioural experiments (Study 3a, N = 30). Across all three tasks, there were no significant differences in emotion- or belief-change between the specificity and control conditions. Although the induction temporarily enhanced specificity in depressed individuals, it did not significantly augment the efficacy of CBT tasks theorised to benefit from the use of specific mnemonic information.
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Affiliation(s)
- Laura C Marsh
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK
| | - Shivam D Patel
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK
| | - Alicia J Smith
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK
| | - Melody So
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK
| | | | - Rachel Elliott
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK
| | | | | | - Tim Dalgleish
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK
| | - Caitlin Hitchcock
- MRC Cognition and Brain Sciences Unit, University of Cambridge, UK; Melbourne School of Psychological Science, University of Melbourne, Australia.
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9
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Gómez-Zará D, Schiffer P, Wang D. The promise and pitfalls of the metaverse for science. Nat Hum Behav 2023; 7:1237-1240. [PMID: 37202534 DOI: 10.1038/s41562-023-01599-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Affiliation(s)
- Diego Gómez-Zará
- Center for Science of Science and Innovation, Northwestern University, Evanston, IL, USA.
- Northwestern Institute of Complex Systems, Evanston, IL, USA.
- Kellogg School of Management, Northwestern University, Evanston, IL, USA.
- Department of Computer Science and Engineering, University of Notre Dame, Notre Dame, IN, USA.
- Facultad de Comunicaciones, Pontificia Universidad Católica de Chile, Santiago, Chile.
| | - Peter Schiffer
- Department of Applied Physics and Department of Physics, Yale University, New Haven, CT, USA.
| | - Dashun Wang
- Center for Science of Science and Innovation, Northwestern University, Evanston, IL, USA.
- Northwestern Institute of Complex Systems, Evanston, IL, USA.
- Kellogg School of Management, Northwestern University, Evanston, IL, USA.
- McCormick School of Engineering, Northwestern University, Evanston, IL, USA.
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10
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Lucerna A, Espinosa J, Lahr R, Lee J, Schuitema H. Zoom fatigue. Am J Emerg Med 2023:S0735-6757(23)00352-2. [PMID: 37438202 DOI: 10.1016/j.ajem.2023.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 07/02/2023] [Accepted: 07/03/2023] [Indexed: 07/14/2023] Open
Affiliation(s)
- Alan Lucerna
- Emergency Medicine Residency, Department of Emergency Medicine, Jefferson Health New Jersey, Stratford, NJ, USA
| | - James Espinosa
- Department of Emergency Medicine, Jefferson Health New Jersey, Stratford, NJ, USA.
| | - Robin Lahr
- Department of Emergency Medicine, Jefferson Health New Jersey, Stratford, NJ, USA
| | - James Lee
- Department of Emergency Medicine, Jefferson Health New Jersey, Stratford, NJ, USA
| | - Henry Schuitema
- Department of Emergency Medicine and Associate Chief Medical Officer, Jefferson Health NJ, USA
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11
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Hilty DM, Groshong LW, Coleman M, Maheu MM, Armstrong CM, Smout SA, Crawford A, Drude KP, Krupinski EA. Best Practices for Technology in Clinical Social Work and Mental Health Professions to Promote Well-being and Prevent Fatigue. CLINICAL SOCIAL WORK JOURNAL 2023; 51:1-35. [PMID: 37360756 PMCID: PMC10233199 DOI: 10.1007/s10615-023-00865-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/16/2023] [Indexed: 06/28/2023]
Abstract
The shift to communication technologies during the pandemic has had positive and negative effects on clinical social worker practice. Best practices are identified for clinical social workers to maintain emotional well-being, prevent fatigue, and avoid burnout when using technology. A scoping review from 2000 to 21 of 15 databases focused on communication technologies for mental health care within four areas: (1) behavioral, cognitive, emotional, and physical impact; (2) individual, clinic, hospital, and system/organizational levels; (3) well-being, burnout, and stress; and (4) clinician technology perceptions. Out of 4795 potential literature references, full text review of 201 papers revealed 37 were related to technology impact on engagement, therapeutic alliance, fatigue and well-being. Studies assessed behavioral (67.5%), emotional (43.2%), cognitive (57.8%), and physical (10.8%) impact at the individual (78.4%), clinic (54.1%), hospital (37.8%) and system/organizational (45.9%) levels. Participants were clinicians, social workers, psychologists, and other providers. Clinicians can build a therapeutic alliance via video, but this requires additional skill, effort, and monitoring. Use of video and electronic health records were associated with clinician physical and emotional problems due to barriers, effort, cognitive demands, and additional workflow steps. Studies also found high user ratings on data quality, accuracy, and processing, but low satisfaction with clerical tasks, effort required and interruptions. Studies have overlooked the impact of justice, equity, diversity and inclusion related to technology, fatigue and well-being, for the populations served and the clinicians providing care. Clinical social workers and health care systems must evaluate the impact of technology in order to support well-being and prevent workload burden, fatigue, and burnout. Multi-level evaluation and clinical, human factor, training/professional development and administrative best practices are suggested.
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Affiliation(s)
- Donald M. Hilty
- Department of Psychiatry & Behavioral Sciences, UC Davis, 2230 Stockton Boulevard, Sacramento, CA 95817 USA
| | | | - Mirean Coleman
- National Association of Social Workers, Washington, DC USA
| | - Marlene M. Maheu
- Coalition for Technology in Behavioral Sciences, Telebehavioral Health Institute, Inc, 5173 Waring Road #124, San Diego, CA 92120 USA
| | - Christina M. Armstrong
- Department of Veterans Affairs, Connected Health Implementation Strategies, Office of Connected Care, Office of Health Informatics, U.S., 810 Vermont Avenue NW, Washington, DC 20420 USA
| | - Shelby A. Smout
- Virginia Commonwealth University, 3110 Kensington Ave Apt 3, Richmond, VA 23221 USA
| | - Allison Crawford
- Ontario Mental Health at CAMH, Toronto, Canada
- University of Toronto, Toronto, Canada
- Suicide Prevention Service, 1001 Queen St West, Toronto, ON M6J 1H4 Canada
| | - Kenneth P. Drude
- Coalition Technology in Behavioral Science, 680 E. Dayton Yellow Springs Rd, Fairborn, OH 45324 USA
| | - Elizabeth A. Krupinski
- Department of Radiology & Imaging Sciences, Emory University, 1364 Clifton Rd NE, Atlanta, GA 30322 USA
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12
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Bieńkiewicz MMN, Janaqi S, Jean P, Bardy BG. Impact of emotion-laden acoustic stimuli on group synchronisation performance. Sci Rep 2023; 13:7094. [PMID: 37127737 PMCID: PMC10150690 DOI: 10.1038/s41598-023-34406-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 04/28/2023] [Indexed: 05/03/2023] Open
Abstract
The ability to synchronise with other people is a core socio-motor competence acquired during human development. In this study we aimed to understand the impact of individual emotional arousal on joint action performance. We asked 15 mixed-gender groups (of 4 individuals each) to participate in a digital, four-way movement synchronisation task. Participants shared the same physical space, but could not see each other during the task. In each trial run, every participant was induced with an emotion-laden acoustic stimulus (pre-selected from the second version of International Affective Digitized Sounds). Our data demonstrated that the human ability to synchronise is overall robust to fluctuations in individual emotional arousal, but performance varies in quality and movement speed as a result of valence of emotional induction (both on the individual and group level). We found that three negative inductions per group per trial led to a drop in overall group synchronisation performance (measured as the median and standard deviation of Kuramoto's order parameter-an index measuring the strength of synchrony between oscillators, in this study, players) in the 15 sec post-induction. We report that negatively-valenced inductions led to slower oscillations, whilst positive induction afforded faster oscillations. On the individual level of synchronisation performance we found an effect of empathetic disposition (higher competence linked to better performance during the negative induction condition) and of participant's sex (males displayed better synchronisation performance with others). We believe this work is a blueprint for exploring the frontiers of inextricably bound worlds of emotion and joint action, be it physical or digital.
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Affiliation(s)
- Marta M N Bieńkiewicz
- EuroMov Digital Health in Motion, Univ. Montpellier IMT Mines Ales, Hérault, Montpellier, 34090, France.
| | - Stefan Janaqi
- EuroMov Digital Health in Motion, Univ. Montpellier IMT Mines Ales, Hérault, Montpellier, 34090, France
| | - Pierre Jean
- EuroMov Digital Health in Motion, Univ. Montpellier IMT Mines Ales, Hérault, Montpellier, 34090, France
| | - Benoît G Bardy
- EuroMov Digital Health in Motion, Univ. Montpellier IMT Mines Ales, Hérault, Montpellier, 34090, France
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13
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Bauer V, Riedl R. [Videoconference Fatigue Coping Strategies]. HMD PRAXIS DER WIRTSCHAFTSINFORMATIK 2023; 60:1289-1311. [PMID: 38116391 PMCID: PMC10062258 DOI: 10.1365/s40702-023-00963-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 02/17/2023] [Indexed: 04/03/2023]
Abstract
The COVID-19 pandemic has changed people's professional and private lives globally and has led to an increasing use of digital technologies, especially video conferencing systems (e.g. Zoom, Webex, Teams, Skype). Despite the possible advantages of these systems (e.g. savings in emissions by avoiding travelling), a negative phenomenon has been reported in science and practice: Videoconference Fatigue (VCF) (often synonymously referred to as Zoom Fatigue). This term describes the exhaustion and fatigue that results from the use of videoconferencing systems. In this article we report on an analysis of the academic literature, the aim of which is to document the current state of research on coping strategies. The analysis of coping strategies helps to better understand the phenomenon of VCF and to prevent or reduce fatigue and exhaustion. Furthermore, the results reported here are a basis for future work. Specifically, as of May 2022, we have identified 48 scientific articles on VCF, 37 of which also deal with coping strategies. We divide these strategies into organizational (e.g. taking breaks during and between meetings), personal (e.g. avoiding multitasking) and technological (e.g. use of the "together mode" in Teams). An important finding of our analysis is that with the exception of one paper, the effectiveness of the coping strategies has not yet been empirically examined and thus proven. This opens up enormous future research potential.
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Affiliation(s)
- Victoria Bauer
- Fakultät für Wirtschaft & Management, Digital Business Institut, Fachhochschule Oberösterreich, Wehrgrabengasse 1–3, 4400 Steyr, Österreich
| | - René Riedl
- Fakultät für Wirtschaft & Management, Digital Business Institut, Fachhochschule Oberösterreich, Wehrgrabengasse 1–3, 4400 Steyr, Österreich
- Institut für Wirtschaftsinformatik – Information Engineering, Johannes Kepler Universität Linz, Altenberger Straße 69, 4040 Linz, Österreich
- FWF Der Wissenschaftsfonds, Haus der Forschung, Sensengasse 1, 1090 Wien, Österreich
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14
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Video-conferencing usage dynamics and nonverbal mechanisms exacerbate Zoom Fatigue, particularly for women. COMPUTERS IN HUMAN BEHAVIOR REPORTS 2023. [DOI: 10.1016/j.chbr.2023.100271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2023] Open
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15
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Tien IS, Imundo MN, Bjork EL. Viewing oneself during synchronous online learning increases appearance anxiety and decreases memory for lecture content. APPLIED COGNITIVE PSYCHOLOGY 2023. [DOI: 10.1002/acp.4048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Affiliation(s)
- Ingrid S. Tien
- Department of Education University of California, Los Angeles Los Angeles California USA
| | - Megan N. Imundo
- Department of Psychology University of California, Los Angeles Los Angeles California USA
| | - Elizabeth Ligon Bjork
- Department of Psychology University of California, Los Angeles Los Angeles California USA
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16
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Montag C, Rozgonjuk D, Riedl R, Sindermann C. On the associations between videoconference fatigue, burnout and depression including personality associations. JOURNAL OF AFFECTIVE DISORDERS REPORTS 2022; 10:100409. [PMID: 35996453 PMCID: PMC9385579 DOI: 10.1016/j.jadr.2022.100409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Revised: 08/09/2022] [Accepted: 08/17/2022] [Indexed: 11/15/2022] Open
Abstract
Videoconference fatigue (hereafter VC fatigue) presents a new psychological construct, which gained momentum in course of the COVID-19 pandemic with the rise of videoconferences taking place in everyday (work-)life. In order to better characterize VC fatigue, it is of importance not only to investigate associations with age, gender and personality (as has been done earlier and will be revisited). Besides, it is crucial to shed light on relevant psychopathological constructs co-occurring with VC fatigue. In the present survey study, based on data from N = 311 participants recruited via the Internet we investigated the associations between VC fatigue, burnout and depression, and we specifically took the personality trait neuroticism as potential predisposing variable into account. These four constructs were robustly positively associated with each other. Moreover, mediation analyses revealed that the positive associations between neuroticism and burnout/depression might in parts be mediated by VC fatigue. However, future studies are needed to disentangle cause and effect between the aforementioned variables. The present study, to our knowledge, is among the first to reveal associations between VC fatigue and psychopathologies. Moreover, in this paper we present a German version of the Zoom Exhaustion & Fatigue scale (ZEF) by Fauville and colleagues.
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Affiliation(s)
- Christian Montag
- Department of Molecular Psychology, Institute of Psychology and Education, Ulm University, Helmholtzstr. 8/1, Ulm, Germany
| | - Dmitri Rozgonjuk
- Department of Molecular Psychology, Institute of Psychology and Education, Ulm University, Helmholtzstr. 8/1, Ulm, Germany
- Institute of Mathematics and Statistics, University of Tartu, Tartu, Estonia
| | - René Riedl
- Digital Business Institute, University of Applied Sciences Upper Austria, Steyr, Austria
- Institute of Business Informatics-Information Engineering, Johannes Kepler University Linz, Linz, Austria
| | - Cornelia Sindermann
- Department of Molecular Psychology, Institute of Psychology and Education, Ulm University, Helmholtzstr. 8/1, Ulm, Germany
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17
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Pfender E, Caplan S. Nonverbal immediacy cues and impression formation in video therapy. COUNSELLING PSYCHOLOGY QUARTERLY 2022. [DOI: 10.1080/09515070.2022.2105816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Affiliation(s)
- Emily Pfender
- Department of Communication, University of Delaware, Newark, DE, USA
| | - Scott Caplan
- Department of Communication, University of Delaware, Newark, DE, USA
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Li BJ, Lee EW, Goh ZH, Tandoc E. From frequency to fatigue: Exploring the influence of videoconference use on videoconference fatigue in Singapore. COMPUTERS IN HUMAN BEHAVIOR REPORTS 2022. [DOI: 10.1016/j.chbr.2022.100214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
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Alkhunaizi AA, Bukhari M, Almohizea M, Malki KH, Mesallam TA. Voice Problems Among School Teachers employing the Tele-teaching Modality. J Voice 2022:S0892-1997(22)00190-4. [PMID: 35872105 DOI: 10.1016/j.jvoice.2022.06.028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 06/22/2022] [Indexed: 11/28/2022]
Abstract
OBJECTIVES To assess the prevalence of voice problems among teachers in Riyadh during tele-teaching and examine the relationship between the Voice Handicap Index 10 (VHI10) scores and a variety of risk factors believed to be related to voice problems. We also assessed awareness of voice hygiene and therapy among teachers. STUDY DESIGN An observational cross-sectional study conducted using a multistage random sampling method among Riyadh school teachers who taught by tele-teaching for a minimum of one year. METHODS A self-assessment questionnaire which included demographic information about teachers, factors related to their teaching backgrounds, tele-teaching settings, effects of tele-teaching on the voice, medical and social histories, reports of voice and reflux symptoms, VHI10, and general knowledge about voice hygiene. This was distributed to school teachers using an SMS link through the Ministry of Education's IT department. RESULTS A total 495 were included in the study after exclusions. The prevalence of teachers who had significant voice problems during tele-teaching (VHI10>11) was 21.6%. Multiple risk factors significantly increased the risk of voice problems during tele-teaching. These factors included being female, teacher age, the presence of background noise from both teachers and students, loud voices, using an open camera during the teaching, stress and anxiety, allergies, respiratory disease, reflux, hearing problems, and a family history of voice problems. Only 4.6% of respondents were familiar with voice hygiene and voice therapy, but 65% believe that it is important for teachers to be knowledgeable about them. CONCLUSIONS Due to the lower prevalence of voice disorders among tele-teaching compared to traditional teaching methods, tele-teaching may be a viable option for teachers who have voice problems. There are still several factors influencing voice problems among tele-teachers. To attenuate potential risks, it is crucial that teachers are aware of the concepts of voice hygiene and voice therapy.
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Affiliation(s)
- Arwa A Alkhunaizi
- Department of Otolaryngology, Head and Neck Surgery, King Saud University Medical City, College of Medicine, King Saud University, Riyadh, Saudi Arabia; ENT section, Surgical Department, Prince Mohammed Bin Abdulaziz Hospital, Second Health Cluster Riyadh, Kingdom of Saudi Arabia
| | - Manal Bukhari
- Department of Otolaryngology, Head and Neck Surgery, King Saud University Medical City, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mohammed Almohizea
- Department of Otolaryngology, Head and Neck Surgery, King Saud University Medical City, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Khalid H Malki
- Research Chair of Voice, Communication, and Swallowing Disorders, Otolaryngology Department, King Saud University, Riyadh, Saudi Arabia; Department of Otolaryngology, Head and Neck Surgery, King Saud University Medical City, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Tamer A Mesallam
- Research Chair of Voice, Communication, and Swallowing Disorders, Otolaryngology Department, King Saud University, Riyadh, Saudi Arabia; Department of Otolaryngology, Head and Neck Surgery, King Saud University Medical City, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Lange S, Krüger N, Warm M, op den Winkel M, Buechel J, Huber J, Genzel-Boroviczény O, Fischer MR, Dimitriadis K. Online medical history taking course: Opportunities and limitations in comparison to traditional bedside teaching. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc34. [PMID: 36119150 PMCID: PMC9469571 DOI: 10.3205/zma001555] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 03/27/2022] [Accepted: 05/05/2022] [Indexed: 06/15/2023]
Abstract
Objective Obtaining a systematic medical history (MH) from a patient is a core competency in medical education and plays a vital role in the diagnosis of diseases. At the Faculty of Medicine at LMU Munich, students have their first course in MH taking during their second year. Due to the COVID-19 pandemic, the traditional bedside MH taking course had to be transformed into an online course (OC). Our objectives were to implement an online MH taking course, to evaluate its feasibility and to compare the evaluation results to a historic cohort that had undertaken the traditional bedside teaching course (BTC). Methods 874 second-year students participated in the OC (BTC=827). After teaching the theoretical background via asynchronous online lectures, students participated in a practical exercise with fellow students using the video communication platform Zoom where they were able to practice taking a MH on the basis of fictitious, text-based patient cases. Students were then asked to evaluate the course through a standardized online survey with 31 questions on teaching quality and self-perceived learning success, which had also been used in previous years. The survey results were compared to the results of the historic cohort using the Mann-Whitney U test. Results A total of n=162 students (18.5%) evaluated the OC. In the historic cohort, n=252 (30.5%) completed the survey. 85.3% of the OC respondents thought that the atmosphere during the practical exercise was productive and 83.0% greatly appreciated the flexibility in terms of time management. Moreover, they appreciated the online resources as well as having the opportunity to undertake a MH taking course during the COVID-19 pandemic. 27.7% of the respondents thought that traditional BTCs should be supplemented through more online activities in the future. With respect to the ability of independently taking a MH upon completion of the course, the OC was rated significantly lower relative to the BTC (mean OC=2.4, SD=±1.1 vs. mean BTC=1.9, SD=±1.1 (1=strongly agree; 5=strongly disagree); p<0.0001). Conclusion OCs are a feasible format and seem to convey the theory and practical implementation in a peer-exercise format of MH taking to medical students. The theoretical background can be acquired with great flexibility. Nevertheless, the students' self-appraisal suggested that the traditional teaching format was more effective at teaching MH taking skills. Thus, we propose a blended learning concept, combining elements of both formats. In this context, we suggest prospective, randomized trials to evaluate blended learning approaches.
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Affiliation(s)
- Silvan Lange
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Institute of Medical Education, Munich, Germany
| | - Nils Krüger
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Institute of Medical Education, Munich, Germany
| | - Maximilian Warm
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Institute of Medical Education, Munich, Germany
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Department of Internal Medicine III, Munich, Germany
| | - Mark op den Winkel
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Department of Internal Medicine II, Munich, Germany
| | - Johanna Buechel
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Department of Gynecology and Obstetrics, Munich, Germany
| | - Johanna Huber
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Institute of Medical Education, Munich, Germany
| | - Orsolya Genzel-Boroviczény
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Dr. von Hauner Children's Hospital, Division of Neonatology Campus Innenstadt, Munich, Germany
| | - Martin R. Fischer
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Institute of Medical Education, Munich, Germany
| | - Konstantinos Dimitriadis
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Institute of Medical Education, Munich, Germany
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Department of Neurology, Munich, Germany
- University Hospital, Ludwig-Maximilians-University (LMU) Munich, Institute for Stroke and Dementia Research (ISD), Munich, Germany
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Stavropoulos V, Ratan R, Lee KM. Editorial: User-Avatar Bond: Risk and Opportunities in Gaming and Beyond. Front Psychol 2022; 13:923146. [PMID: 35677117 PMCID: PMC9169888 DOI: 10.3389/fpsyg.2022.923146] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 04/27/2022] [Indexed: 11/29/2022] Open
Affiliation(s)
| | - Rabindra Ratan
- Department of Media and Information, Michigan State University, East Lansing, MI, United States
| | - Kwan Min Lee
- User-Experience Lab, Nanyang Technological University, Singapore, Singapore
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Gagné M, Parker SK, Griffin MA, Dunlop PD, Knight C, Klonek FE, Parent-Rocheleau X. Understanding and shaping the future of work with self-determination theory. NATURE REVIEWS PSYCHOLOGY 2022; 1:378-392. [PMID: 35574235 PMCID: PMC9088153 DOI: 10.1038/s44159-022-00056-w] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/06/2022] [Indexed: 12/17/2022]
Abstract
Self-determination theory has shaped our understanding of what optimizes worker motivation by providing insights into how work context influences basic psychological needs for competence, autonomy and relatedness. As technological innovations change the nature of work, self-determination theory can provide insight into how the resulting uncertainty and interdependence might influence worker motivation, performance and well-being. In this Review, we summarize what self-determination theory has brought to the domain of work and how it is helping researchers and practitioners to shape the future of work. We consider how the experiences of job candidates are influenced by the new technologies used to assess and select them, and how self-determination theory can help to improve candidate attitudes and performance during selection assessments. We also discuss how technology transforms the design of work and its impact on worker motivation. We then describe three cases where technology is affecting work design and examine how this might influence needs satisfaction and motivation: remote work, virtual teamwork and algorithmic management. An understanding of how future work is likely to influence the satisfaction of the psychological needs of workers and how future work can be designed to satisfy such needs is of the utmost importance to worker performance and well-being. Technology is changing the nature of work by enabling new forms of automation and communication. In this Review, Gagné et al. describe how self-determination theory can help researchers and practitioners to shape the future of work to ensure that it meets the psychological needs of workers.
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Affiliation(s)
- Marylène Gagné
- Future of Work Institute, Curtin University, Perth, Western Australia Australia
| | - Sharon K Parker
- Future of Work Institute, Curtin University, Perth, Western Australia Australia
| | - Mark A Griffin
- Future of Work Institute, Curtin University, Perth, Western Australia Australia
| | - Patrick D Dunlop
- Future of Work Institute, Curtin University, Perth, Western Australia Australia
| | - Caroline Knight
- Future of Work Institute, Curtin University, Perth, Western Australia Australia
| | - Florian E Klonek
- Future of Work Institute, Curtin University, Perth, Western Australia Australia
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Deniz ME, Satici SA, Doenyas C, Griffiths MD. Zoom Fatigue, Psychological Distress, Life Satisfaction, and Academic Well-Being. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2022; 25:270-277. [PMID: 35501955 DOI: 10.1089/cyber.2021.0249] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Little is known about the psychological consequences of the recently increased utilization of videoconferencing, which has enabled life to proceed as close to normal as possible during the COVID-19 pandemic. To understand the psychological consequences of this recent global lifestyle change in different populations, the psychometric validation of the Zoom Exhaustion and Fatigue Scale (ZEFS) and the relationship of this construct with academic well-being, mental well-being, and life satisfaction are presented. In a sample of 470 Turkish university students (57 percent female, Mage = 20.26 ± 2.18, ranging between 18 and 33 years), first-order and second-order confirmatory factor analyses confirmed the construct validity of the scale, and the item response theory results yielded appropriate item difficulty and discrimination. ZEFS scores were significantly and positively associated with anxiety, depression, and stress, and negatively associated with life satisfaction and academic well-being, supporting the scale's concurrent validity. Incremental validity was shown with mediational models demonstrating significant and separate indirect effects of Zoom exhaustion and fatigue on life satisfaction and academic well-being, both mediated by psychological distress. The results suggest ZEFS to be a valid and reliable tool to evaluate the psychological consequences of videoconferencing, which has globally increased during the COVID-19 pandemic, in non-Western samples. By showing the relationships of Zoom exhaustion and fatigue with psychological distress, life satisfaction, and academic well-being, the present study highlights potential avenues to be addressed to protect the mental well-being of all individuals who have integrated videoconferencing as part of their daily lives.
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Affiliation(s)
- M Engin Deniz
- Department of Psychological Counseling, Yildiz Technical University, Istanbul, Turkey
| | - Seydi Ahmet Satici
- Department of Psychological Counseling, Artvin Coruh University, Artvin, Turkey
| | - Ceymi Doenyas
- Department of Psychological Counseling, Yildiz Technical University, Istanbul, Turkey
| | - Mark D Griffiths
- International Gaming Research Unit, Psychology Department, Nottingham Trent University, Nottingham, United Kingdom
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Employers can make remote working a success by listening to research. Nature 2022; 604:597. [PMID: 35478241 DOI: 10.1038/d41586-022-01044-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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