Beliefs about Obedience Levels in Studies Conducted within the Milgram Paradigm: Better than Average Effect and Comparisons of Typical Behaviors by Residents of Various Nations

A multi-institution longitudinal randomised control trial of speaking up: Implications for theory and practice

Background

Speaking up is an important yet challenging aspect of health professional communication. To overcome social-cognitive influences and improve speaking up, an intervention based on Kolb's experiential learning cycle was developed, which integrated Virtual Simulation, curriculum, and practice speaking up. The present study investigated if integrating Virtual Simulation influenced Respiratory Therapy students' ability to challenge a physician compared to a control condition at multiple time points during training.

Methods

A multi-institutional longitudinal randomized control trial was conducted. Students from two schools completed a Virtual Simulation or No Virtual Simulation before classroom instruction on speaking up and an in-person simulation requiring speaking up. After three-to-six months and post-clinical placement, students completed a second simulation requiring speaking up. The student's ability to speak up and use CUS (Concerned, Uncomfortable, Safety Issue) was measured.

Results

No significant effects for the intervention were observed across time points, p>.05, with a small effect for using CUS, ϕ=.28. During the study, two unexpected findings emerged with theoretical and practical implications. The multi-institutional design created a natural experiment that allowed for the identification of instructor effects on speaking up and Bloom's Two-Sigma problem. Observations were also made related to perceptual limitations that diminish the ability to speak up.

Conclusions

Single speaking-up interventions continue to appear to be ineffective. To substantially influence behaviour, consistent mentorship through a "champion" is likely necessary to train for and create a culture of speaking up. Training in situational awareness is also likely needed to counter human perceptual limitations in complex situations.

Stuck on Intergroup Attitudes: The Need to Shift Gears to Change Intergroup Behaviors

Decades of research on how to improve intergroup relations have primarily examined ways to change prejudiced attitudes. However, this focus on negative intergroup attitudes has yielded few effective solutions. Because intergroup relations are shaped by behavior during intergroup interactions, it is necessary to identify constructs that have a strong causal impact on intergroup behavior change. In this article, I will discuss evidence showing that intergroup attitude change is neither a sufficient nor necessary cause for intergroup behavior change. Empirical research suggests that intergroup attitudes are difficult to change and have a limited effect on intergroup behavior. I also distinguish between constructs that primarily affect intergroup attitude change (e.g., counterstereotypical exemplars, evaluative conditioning) and constructs that primarily affect intergroup behavior change (e.g., social norms, self-efficacy). Further, suggestions for future research will also be provided to advance understanding of the various psychological constructs that influence intergroup behavior change, which will help us develop effective methods of improving intergroup relations.

The chameleon effect in customer relationship management: Experiments on the spillover effects of mimicry in natural settings of a chain hotel and a chain grocery shop

Numerous experiments have proven that mimicry is highly beneficial (mainly to the mimicker but also to the mimickee). Some studies have shown initial data suggesting the potential of applying this knowledge to business settings. In the present paper we unpack this issue in two ways. First, by presenting potential benefits stemming from mimicry for the mimicking dyad, and second for the business environment represented by the mimicker. Two consecutive studies: a Pretest and a Main Experiment run in natural settings showed great potential in improving the assessments of quality of service provided by verbally mimicking (or not). The results of both studies showed that mimicry offers benefits for the mimicker (increased employee kindness and employee evaluation), and also spillover to the organization/company represented by the mimicking employee (increased opinion of and willingness to return to the shop/hotel). Future research directions and limitations are discussed.

Biased Social Comparison in the Moment of Crisis

Abstract. The better-than-average effect (BTAE) is a mechanism where people perceive oneself as better than others. The BTAE could be one of the phenomena explaining why people follow – in the moment of a global health crisis – guidelines (“I am superior to others, and I [will]) take extra precautions, e.g., a vaccine shot”). In this paper, we investigate the BTAE with 3,066 respondents. In Study 1, in all countries, across two measurements in time, the BTAE was present: Participants rated their involvement in self-protection as greater in comparison to others. Study 2 replicated this effect, proving its robustness. Participants estimated their willingness to vaccinate as higher than others. The BTAE was a significant predictor of willingness to vaccinate.

Conformity, obedience, and the Better than Average Effect in health professional students

BACKGROUND

Compliance, through conformity and obedience to authority, can produce negative outcomes for patient safety, as well as education. To date, educational interventions for dealing with situations of compliance or positive deviance have shown variable results. Part of the challenge for education on compliance may result from disparities between learners' expectations about their potential for engaging in positive deviance and the actual likelihood of engaging in positive deviance. More specifically, students may demonstrate a Better Than Average Effect (BTAE), the tendency for people to believe they are comparatively better than the average across a wide range of behaviours and skills.

METHODS

Four vignettes were designed and piloted using cognitive interviews, to investigate the BTAE. Conformity and obedience to authority were each addressed with two vignettes. The vignettes were included in a survey distributed to Canadian health professional students across multiple programs at several different institutions during the Winter 2019 semester. Self-evaluation of behaviour was investigated using a one-sample proportion test. Demographic data were investigated using logistic regression to identify predictors of the BTAE.

RESULTS

Participants demonstrated the BTAE for expected behaviour compared to peers for situations of conformity and obedience to authority. Age, sex, and program year were identified as potential predictors for exhibiting the BTAE.

CONCLUSIONS

This study demonstrated that health professional students expect that they will behave better than average in compliance scenarios. Health professional students are not exempt from this cognitive bias in self-assessment. The results have implications for education on compliance, positive deviance, and patient safety.

A multi-method exploratory study of health professional students' experiences with compliance behaviours

BACKGROUND

Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students' perceptions.

METHODS

To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions.

RESULTS

The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings.

CONCLUSIONS

The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional's education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

Is Psychology Still a Science of Behaviour?

Since the 1970s, social psychology has examined real human behaviour to an increasingly smaller degree. This article is an analysis of the reasons why this is so. The author points out that the otherwise valuable phenomenon of cognitive shift, which occurred in social psychology precisely in the 1970s, naturally boosted the interest of psychologists in such phenomena like stereotypes, attitudes, and values; at the same time, it unfortunately decreased interest in others, like aggression, altruism, and social influence. In recent decades, we have also witnessed a growing conviction among psychologists that explaining why people display certain reactions holds greater importance than demonstrating the conditions under which people display these reactions. This assumption has been accompanied by the spread of statistical analysis applied to empirical data, which has led to researchers today generally preferring to employ survey studies (even if they are a component of experiments being conducted) to the analysis of behavioural variables. The author analyses the contents of the most recent volume of “Journal of Personality and Social Psychology”, and argues that it is essentially devoid of presentations of empirical studies in which human behaviours are examined. This gives rise to the question of whether social psychology remains a science of behaviour, and whether such a condition of the discipline is desirable.