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Holmes G, Clacy A, Hamilton A, Kõlves K. Online versus in-person gatekeeper suicide prevention training: comparison in a community sample. J Ment Health 2024:1-8. [PMID: 38602188 DOI: 10.1080/09638237.2024.2332811] [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: 10/18/2023] [Accepted: 03/12/2024] [Indexed: 04/12/2024]
Abstract
BACKGROUND Suicide prevention gatekeeper Training (GKT) is a frequently used suicide prevention intervention, however, there is still limited information about its long-term impact and effectiveness of online delivery. AIMS The current study aimed to test the effectiveness of online GKT compared to in-person GKT in improving participant training outcomes. METHODS A non-randomised comparison of pre-, post- and six-month follow-up data was conducted. In total 545 people participated in GKT, 317 in SafeTALK in-person sessions and 228 in online "Start" GKT by LivingWorks. Main outcome measures included: perceived knowledge; perceived preparedness; gatekeeper efficacy; and gatekeeper reluctance to intervene. RESULTS Linear mixed model analysis demonstrated a significant effect for time for both modes of delivery for all four outcome measures. Post-hoc testing revealed that significant improvement in all outcomes were maintained above baseline at six-months following online and in-person training. CONCLUSIONS Online training performed as good, or better than in-person GKT, on measured outcomes demonstrating utility and effectiveness of the modality for use in suicide prevention training practices. Findings additionally indicate that online training may reach participants that in-person programs do not. This study provides evidence that Online GKT has significant utility in addressing a crucial need for online alternatives to evidence-based suicide prevention training.
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Affiliation(s)
- Glenn Holmes
- School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia
| | - Amanda Clacy
- School of Law and Society, University of the Sunshine Coast, Sippy Downs, Queensland, Australia
| | - Anita Hamilton
- School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia
| | - Kairi Kõlves
- WHO Collaborating Centre for Research and Training in Suicide Prevention, School of Applied Psychology, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane, Queensland, Australia
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Nielsen K, Ng K, Guglielmi D, Lorente L, Pătraş L, Vignoli M. The importance of training transfer of non-technical skills safety training of construction workers. INTERNATIONAL JOURNAL OF OCCUPATIONAL SAFETY AND ERGONOMICS 2023; 29:444-452. [PMID: 35285416 DOI: 10.1080/10803548.2022.2052624] [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: 10/18/2022]
Abstract
Safety training of migrant workers in construction has focused on technical skills with limited attention to non-technical skills, which support safety training transfer to the worksite, both immediately after training and in the long term. Using realist evaluation as our theoretical framework, this study explores the transfer of two key non-technical skills to construction sites: communication and decision-making. Trained workers completed questionnaires post-training and after six months. A moderated mediation model found an indirect link through training transfer between communication and decision-making skills immediately post-training and six months later. The results also revealed that high levels of safety self-efficacy moderated the relationship between communication, but not decision-making, safety skills post-training and the extent to which trained workers reported transferring these skills. The study has important practical implications, showing the significance of training transfer of non-technical skills, such as communication and decision-making, to the worksite.
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Affiliation(s)
- Karina Nielsen
- Sheffield University Management School, University of Sheffield, UK
| | - Kara Ng
- Alliance Manchester Business School, University of Manchester, UK
| | - Dina Guglielmi
- Department of Education Studies, University of Bologna, Italy
| | | | | | - Michela Vignoli
- Department of Psychology and Cognitive Science, University of Trento, Italy
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Optimizing an online I-O program: Tips and lessons learned from launching an online master’s program. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2022. [DOI: 10.1017/iop.2022.22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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4
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Online I-O graduate education: Where are we and where should we go? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2022. [DOI: 10.1017/iop.2021.144] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
AbstractAs online graduate programs in psychology continue to proliferate, it is important to understand the research addressing the effectiveness of online graduate education so as to advise stakeholders in these programs: applicants, students, faculty, and institutions. In this article, we examine the effectiveness of online education in psychology at two levels of analysis. First, we examine empirical evidence at the course level: Do online, hybrid, and face-to-face instruction lead to different effects at the level of course outcomes? Second, we examine empirical evidence at the program level: Do online and face-to-face graduate programs provide different academic experiences for their respective students, and how does program type influence the employability of graduates? We supplement these discussions with results from a survey of faculty who converted graduate courses to online delivery methods during the COVID-19 pandemic in spring of 2020. Finally, we provide practical considerations for administrators, educators, students, and applicant stakeholders of online programs. We also offer suggestions for optimizing learning and development in online environments. Our intent is to stimulate discussion on building effective learning environments and continuing to educate optimally effective industrial-organizational psychologists, regardless of delivery modality.
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Dachner AM, Ellingson JE, Noe RA, Saxton BM. The future of employee development. HUMAN RESOURCE MANAGEMENT REVIEW 2021. [DOI: 10.1016/j.hrmr.2019.100732] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Effectiveness of Regulation of Educational Requirements for Non-Bank Credit Providers in Czech Republic. SOCIAL SCIENCES-BASEL 2021. [DOI: 10.3390/socsci10010028] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Educational challenges for companies are created by market regulation less frequently versus market dynamics. Yet when law-enforced educational challenges appear, they have a significant impact on companies and their employees. This empirical study focuses on a new professional qualification regulation on the market of consumer credit in the Czech Republic. We analyze how companies cope with the new law-enforced educational requirements and whether the regulation has been successful. We analyzed more than 1900 certification tests. The sample accounted for approximately 10% of all employees tested in the Czech Republic in the first year of the regulation. All test variants were found unique, the expected point score of each variant had skewed distributions with only a small number of difficult variants. A significant majority of the tests showed expected values in an interval of 60–75% with only several outliers; test difficulty was balanced. The professional qualification tests separated employees with the required knowledge from those without and excluded accidental success. We identified a successful education management system that resulted in success rates above the country average: decentralized regional managers supervision, employee financial participation, and effective e-learning. We found structural changes in the market supply structure. Companies with professionally skilled employees met the regulatory conditions. The regulation combining centrally-provided requirements and questions with the market-based method of preparing for the professional qualification test was successful.
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Lim DH, Yoon SW, Paek J, Choi Y. Does leader-member similarity in prosocial personality affect informal learning transfer? EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT 2019. [DOI: 10.1108/ejtd-07-2019-0115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This study aims to examine a structural relationship among agreeableness, similarity in agreeableness, positive affect and transfer of informal learning. Also, it investigates the mediating role of motivation.
Design/methodology/approach
Data were collected by a survey via snowball sampling. In total, 742 respondents at 72 companies from multiple industries in South Korea participated. The authors performed exploratory confirmatory factor analyses and structural equation modeling to test the research model and hypotheses.
Findings
The results showed that agreeableness made a dual impact as a personal and a relational trait enhancing the employee’s positive affect, and motivation to learn fully mediated the relationship between agreeableness and transfer of informal learning. This supports that prosocial personality traits enhance the employee’s motivation, learning and learning application. The full mediation of motivation to learn between positive affect and informal learning transfer emphasizes the importance of intentionality on the part of employees in informal learning contexts.
Originality/value
Organizational research pays little attention to social perspectives of informal learning (Varela et al., 2011). The results highlight that workplace informal learning is a socio-psychological process; thus, examining social and psychological factors together would be beneficial.
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Payne K, Keith MJ, Schuetzler RM, Giboney JS. Examining the learning effects of live streaming video game instruction over Twitch. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2017.08.029] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced Training Effectiveness Model. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2015.07.031] [Citation(s) in RCA: 93] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Brown KG, Howardson G, Fisher SL. Learner Control and e-Learning: Taking Stock and Moving Forward. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2016. [DOI: 10.1146/annurev-orgpsych-041015-062344] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Research has historically adopted one of two views toward learner discretion in training: Learner discretion is controlled by training characteristics (i.e., the instruction-centric view), or learner discretion is a substantive learning process, the understanding of which is essential to developing more effective training (i.e., the learner-centric view). More recently, training scholars have followed the general trend in scientific psychology toward increasingly nuanced and interactionist views of individual behavior. That is, the effectiveness of providing learner discretion is a joint and interactive function of both instruction-centric and learner-centric processes. Taken together, learner-centric, instruction-centric, and interactionist-centric processes propose a constellation of constructs necessary to understand learner control. Here we review the diverse literatures examining learner-control-related constructs and derive specific practical recommendations for designing e-learning. These recommendations follow from the interactionist perspective of learning in modern work environments.
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Affiliation(s)
- Kenneth G. Brown
- Tippie College of Business, University of Iowa, Iowa City, Iowa 52242
| | - Garett Howardson
- Department of Psychology, Hofstra University, Hempstead, New York 11549
| | - Sandra L. Fisher
- School of Business, Clarkson University, Potsdam, New York 13699
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Howardson GN, Behrend TS. The relative importance of specific self-efficacy sources in pretraining self-efficacy beliefs. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2015. [DOI: 10.1111/ijtd.12060] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Salas E, Tannenbaum SI, Kraiger K, Smith-Jentsch KA. The Science of Training and Development in Organizations: What Matters in Practice. Psychol Sci Public Interest 2015; 13:74-101. [PMID: 26173283 DOI: 10.1177/1529100612436661] [Citation(s) in RCA: 224] [Impact Index Per Article: 24.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Affiliation(s)
- Eduardo Salas
- Institute for Simulation & Training, University of Central Florida Department of Psychology, University of Central Florida
| | | | - Kurt Kraiger
- Department of Psychology, Colorado State University
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Tews MJ, Noe RA, Scheurer AJ, Michel JW. The relationships of work-family conflict and core self-evaluations with informal learning in a managerial context. JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY 2015. [DOI: 10.1111/joop.12109] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Michael J. Tews
- School of Hospitality Management; Pennsylvania State University; University Park Pennsylvania USA
| | - Raymond A. Noe
- Department of Management and Human Resources; Fisher College of Business; The Ohio State University; Columbus Ohio USA
| | - Andrew J. Scheurer
- Department of Management and Human Resources; Fisher College of Business; The Ohio State University; Columbus Ohio USA
| | - John W. Michel
- Sellinger School of Business & Management; Loyola University Maryland; Baltimore Maryland USA
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Bedwell WL, Salas E. If You Build It, Will They Interact? The Importance of the Instructor. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00093.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Kraiger K. Third-Generation Instructional Models: More About Guiding Development and Design Than Selecting Training Methods. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00096.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
In this article, I summarize and respond to key comments and criticisms offered in commentaries on Kraiger (2008). At issue is whether the proposed third-generation instructional model is fundamentally sound, represents a new or better approach, overemphasizes the importance of learner–learner interaction, and underemphasizes the role of the instructor. Responses to these concerns are offered, along with clarification that the major contribution of the third-generation model is at the point of training design.
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Brown KG, Klein H. Third-Generation Instruction: “Tools in the Toolbox” Rather Than the “Latest and Greatest”. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00088.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Kevin Ford J. Transforming Our Models of Learning and Development: How Far Do We Go? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00087.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Crook AE, Beier ME. Two Heads Are Not Always Better Than One: Defining Parameters for Collaboration in Training. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00091.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Arbaugh J. Instructors as Facilitators of Learner–Learner Interaction in Third-Generation Learning Environments. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00092.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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20
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Saks AM, Haccoun RR. Is the “Third-Generation Model” New and Is It the Holy Grail of Adaptive Learning? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00090.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Sitzmann T, Ely K. Do Second-Generation Models Have More to Offer? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00094.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Rupp DE, Gibbons AM, Snyder LA. The Role of Technology in Enabling Third-Generation Training and Development. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00095.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Landers RN. Online Social Context Does Not Imply Social Constructivism: A Case for Clear Operationalization. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/j.1754-9434.2008.00089.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Wan Z, Compeau D, Haggerty N. The Effects of Self-Regulated Learning Processes on E-Learning Outcomes in Organizational Settings. J MANAGE INFORM SYST 2014. [DOI: 10.2753/mis0742-1222290109] [Citation(s) in RCA: 51] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Zeying Wan
- a Sobey School of Business, Saint Mary's University
| | - Deborah Compeau
- b Richard Ivey School of Business Administration, University of Western Ontario
| | - Nicole Haggerty
- c Richard Ivey Business School, University of Western Ontario
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Lancaster PG, Moore JT, Putter SE, Chen PY, Cigularov KP, Baker A, Quinnett P. Feasibility of a web-based gatekeeper training: implications for suicide prevention. Suicide Life Threat Behav 2014; 44:510-23. [PMID: 24571612 DOI: 10.1111/sltb.12086] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/09/2012] [Accepted: 10/18/2013] [Indexed: 11/30/2022]
Abstract
Web-based training programs have advantages such as increased scheduling flexibility and decreased training costs. Yet the feasibility of applying them to injury prevention programs such as suicide prevention gatekeeper training has not been empirically verified. Two studies were conducted to assess the feasibility and effectiveness of a web-based version of the Question, Persuade, and Refer (QPR) gatekeeper training program. Results of Study 1 revealed that participants in a web-based training demonstrated significant gains in knowledge of suicide prevention, self-efficacy for suicide prevention, and behavioral intentions to engage in suicide prevention, as compared to those in a control group. Results of Study 2 further showed that the web-based training may be as effective as the face-to-face QPR training across pre- (T1) and post training (T2); however, knowledge, self-efficacy, and behavioral intentions in both groups generally declined from T2 to 6-months after the training. Overall, these results provide initial evidence to support the feasibility of adopting web-based media to deliver gatekeeper training. Moreover, the present findings suggest the need to understand how to maintain gatekeepers' knowledge, confidence, motivation, and skills after training.
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Johnson TR, Lyons R, Kopper R, Johnsen KJ, Lok BC, Cendan JC. Virtual patient simulations and optimal social learning context: a replication of an aptitude-treatment interaction effect. MEDICAL TEACHER 2014; 36:486-94. [PMID: 24738550 PMCID: PMC4097175 DOI: 10.3109/0142159x.2014.890702] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND Virtual patients (VPs) offer valuable alternative encounters when live patients with rare conditions, such as cranial nerve (CN) palsies, are unavailable; however, little is known regarding simulation and optimal social learning context. AIM Compare learning outcomes and perspectives between students interacting with VPs in individual and team contexts. METHODS Seventy-eight medical students were randomly assigned to interview and examine four VPs with possible CN damage either as individuals or in three-person teams, using Neurological Examination Rehearsal Virtual Environment (NERVE). Learning was measured through diagnosis accuracy and pre-/post-simulation knowledge scores. Perspectives of learning context were collected post-simulation. RESULTS Students in teams submitted correct diagnoses significantly more often than students as individuals for CN-IV (p = 0.04; team = 86.1%; individual = 65.9%) and CN-VI (p = 0.03; team = 97.2%; individual = 80.5%). Knowledge scores increased significantly in both contexts (p < 0.001); however, a significant aptitude-treatment interaction effect was observed (p = 0.04). At pre-test scores ≤25.8%, students in teams scored significantly higher (66.7%) than students as individuals (43.1%) at post-test (p = 0.03). Students recommended implementing future NERVE exercises in teams over five other modality-timing combinations. CONCLUSION Results allow us to define best practices for integrating VP simulators into medical education. Implementing NERVE experiences in team environments with medical students in the future may be preferable.
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Lyons R, Johnson TR, Khalil MK, Cendán JC. The impact of social context on learning and cognitive demands for interactive virtual human simulations. PeerJ 2014; 2:e372. [PMID: 24883241 PMCID: PMC4034626 DOI: 10.7717/peerj.372] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2013] [Accepted: 04/15/2014] [Indexed: 11/20/2022] Open
Abstract
Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning.
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Affiliation(s)
- Rebecca Lyons
- Department of Psychology, Institute for Simulation and Training, University of Central Florida , Orlando, FL , USA
| | - Teresa R Johnson
- University of Central Florida College of Medicine, Health Sciences Campus at Lake Nona , Lake Nona, FL , USA
| | - Mohammed K Khalil
- University of Central Florida College of Medicine, Health Sciences Campus at Lake Nona , Lake Nona, FL , USA
| | - Juan C Cendán
- University of Central Florida College of Medicine, Health Sciences Campus at Lake Nona , Lake Nona, FL , USA
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Noe RA, Clarke AD, Klein HJ. Learning in the Twenty-First-Century Workplace. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2014. [DOI: 10.1146/annurev-orgpsych-031413-091321] [Citation(s) in RCA: 192] [Impact Index Per Article: 19.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Raymond A. Noe
- Department of Management and Human Resources, The Ohio State University, Columbus, Ohio 43210;
| | - Alena D.M. Clarke
- Department of Management and Human Resources, The Ohio State University, Columbus, Ohio 43210;
| | - Howard J. Klein
- Department of Management and Human Resources, The Ohio State University, Columbus, Ohio 43210;
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Abstract
Purpose
– The aim of this paper is to consider how exploitative and exploratory team processes contribute to adaptive and innovative outcomes. The paper integrates the team learning and team adaptation literature and examines factors that stimulate and support exploitative and exploratory processes in interdisciplinary and homogeneous teams. This has implications for team learning research and facilitation that fosters adaptation and innovation.
Design/methodology/approach
– The paper reviews how teams learn to be exploitative and exploratory and the extent to which adaptive and innovative outcomes ensue. The paper suggests the value of teams understanding how different conditions (environment, leadership, member characteristics, and team composition) affect team members' interactions as they learn and apply exploitative and exploratory processes to produce adaptive and/or innovative outcomes.
Findings
– Teams learn frames of reference for being exploitative and exploratory influenced by environmental conditions, leadership, particularly leadership that creates psychological safety, and team member characteristics and team. Interdisciplinary team composition and resulting possible subgroup formation pose challenges for exploitative and exploratory teams.
Research limitations/implications
– Future research should study teams over time to observe subgroup formation and integration, and facilitation by leaders, team members, and group dynamics professionals to support exploratory and exploitative frames and the emergence of adaptations and innovations.
Practical implications
– Teams may be more successful in implementing innovations when they have learned how to weave between exploratory and exploitative frames of behavior.
Originality/value
– The paper applies exploitative and exploratory processes to teams to increase their capacity to produce adaptive and innovative outcomes.
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Johnson TR, Lyons R, Chuah JH, Kopper R, Lok BC, Cendan JC. Optimal learning in a virtual patient simulation of cranial nerve palsies: the interaction between social learning context and student aptitude. MEDICAL TEACHER 2013; 35:e876-84. [PMID: 22938679 PMCID: PMC3770843 DOI: 10.3109/0142159x.2012.714884] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
BACKGROUND Simulation in medical education provides students with opportunities to practice interviews, examinations, and diagnosis formulation related to complex conditions without risks to patients. AIM To examine differences between individual and team participation on learning outcomes and student perspectives through use of virtual patients (VPs) for teaching cranial nerve (CN) evaluation. METHODS Fifty-seven medical students were randomly assigned to complete simulation exercises either as individuals or as members of three-person teams. Students interviewed, examined, and diagnosed VPs with possible CN damage in the neurological exam rehearsal virtual environment (NERVE). Knowledge of CN abnormalities was assessed pre- and post-simulation. Student perspectives of system usability were evaluated post-simulation. RESULTS An aptitude-treatment interaction (ATI) effect was detected; at pre-test scores ≤ 50%, students in teams scored higher (83%) at post-test than did students as individuals (62%, p = 0.02). Post-simulation, students in teams reported greater confidence in their ability to diagnose CN abnormalities than did students as individuals (p = 0.02; mean rating = 4.0/5.0 and 3.4/5.0, respectively). CONCLUSION The ATI effect allows us to begin defining best practices for the integration of VP simulators into the medical curriculum. We are persuaded to implement future NERVE exercises with small teams of medical students.
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Pharmacists' perceptions of a live continuing education program comparing distance learning versus local learning. Res Social Adm Pharm 2012; 9:230-5. [PMID: 22835712 DOI: 10.1016/j.sapharm.2012.05.003] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2012] [Revised: 05/04/2012] [Accepted: 05/04/2012] [Indexed: 11/22/2022]
Abstract
BACKGROUND Constraints in geography and time require cost efficiencies in professional development for pharmacists. Distance learning, with its growing availability and lower intrinsic costs, will likely become more prevalent. OBJECTIVE The objective of this nonexperimental, postintervention study was to examine the perceptions of pharmacists attending a continuing education program. One group participated in the live presentation, whereas the second group joined via a simultaneous webcast. METHODS After the presentation, both groups were surveyed with identical questions concerning their perceptions of their learning environment, course content, and utility to their work. Comparisons across group responses to the summated scales were conducted through the use of Kruskal-Wallis tests. RESULTS Analysis of the data showed that both the distance and local groups were demographically similar and that both groups were satisfied with the presentation method, audio and visual quality, and both felt that they would be able to apply what they learned in their practice. However, the local group was significantly more satisfied with the learning experience. CONCLUSIONS Distance learning does provide a viable and more flexible method for pharmacy professional development, but does not yet replace the traditional learning environment in all facets of learner preference.
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London M, Sobel-Lojeski KA, Reilly RR. Leading Generative Groups. HUMAN RESOURCE DEVELOPMENT REVIEW 2011. [DOI: 10.1177/1534484311430628] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This article presents a conceptual model of leadership in generative groups. Generative groups have diverse team members who are expected to develop innovative solutions to complex, unstructured problems. The challenge for leaders of generative groups is to balance (a) establishing shared goals with recognizing members’ vested interests, (b) maintaining control with empowering members, (c) encouraging exploration with conceptualizing meaning, and (d) taking action with making time for reflection. Propositions suggest how members’ metacognitive skills, member diversity, and electronic modes of interaction influence leadership strategies to maintain balance, develop elements of group-level social cognition, and produce generative outcomes. The article concludes with directions for research and practice.
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London M, Hall MJ. Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning. HUMAN RESOURCE MANAGEMENT 2011. [DOI: 10.1002/hrm.20455] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Granger BP, Levine EL. The perplexing role of learner control in e-learning: will learning and transfer benefit or suffer? INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2010. [DOI: 10.1111/j.1468-2419.2010.00351.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Arbaugh JB, Desai A, Rau B, Sridhar BS. A review of research on online and blended learning in the management disciplines: 1994–2009. ORGANIZATION MANAGEMENT JOURNAL 2010. [DOI: 10.1057/omj.2010.5] [Citation(s) in RCA: 69] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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