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Author: Brian S McGowan, PhD

ABSTRACT: The Effects of Group Factors on Deception Detection Performance

Deception has been an important problem in interactive groups, impeding effective group communication and group work, yet deception detection in such a context remains understudied. Extrapolated from the interpersonal deception theory (IDT) and group composition research in cooperative contexts, this research proposes that group factors, including diversity and familiarity, have influence on the performance of deception detection. The measurement of group performance was not limited to success, as previous deception studies did, but included efficiency as well because it is fundamental to the effectiveness of deception detection. An analysis of data collected from a real-world online community found that behavioral familiarity had a positive effect, and gender diversity had a negative effect, on group success in deception detection. In addition, behavioral familiarity had a negative effect and functional diversity had a positive effect on the group efficiency of deception detection. The findings not only extend IDT in several important ways but also suggest the need to distinguish between noncooperative and cooperative groups, an important theoretical implication for group composition research.

via The Effects of Group Factors on Deception Detection Performance.

ABSTRACT: The Role of Feeling Known for Team Member Outcomes in Project Teams

This research introduces the concept of feeling known—or the belief that others have developed accurate opinions of one’s traits and characteristics—to the team literature. Various theoretical streams posit that acquiring a sense of being known and understood is a central human motivation that leads to positive outcomes for individuals. The present research links team member’s sense of feeling known with team member’s reports of interpersonal trust, personal learning, and project satisfaction in a large sample of project teams. Using a longitudinal study design, this research finds that feeling known is indeed a strong predictor of proximal and distal team member outcomes. Additional analyses reveal that team members’ sense of feeling known plays a role in predicting outcomes for both face-to-face and virtual team members, despite the fact that virtual team members report feeling less known than face-to-face team members. The practical significance of these results is discussed.

via The Role of Feeling Known for Team Member Outcomes in Project Teams.

ABSTRACT: Understanding the Group Size Effect in Electronic Brainstorming

A number of studies on electronic brainstorming have found that large electronic groups can facilitate the number of ideas generated relative to control groups of similar numbers of solitary performers (nominal groups). Thus far there is no clear evidence for the basis of this facilitative effect. The most likely explanation is that group members benefit from exposure to the wide range of ideas in large groups. Since most electronic brainstorming studies appear to divide the presented ideas into subfolders to avoid overloading participants with too many ideas, this practice may be important for demonstration of a benefit of exposure to a large number of ideas. The present study was designed to assess the role of number of ideas and number of folders on individual idea generation and to eliminate some alternative interpretations for the group size effect. Participants performed an idea generation task on computers while being exposed to either no ideas, 28 ideas, or 112 ideas. The 28 and 112 ideas were presented in either one, four, or eight folders. The results indicated that only the number of ideas factor was important for facilitating idea generation.

via Understanding the Group Size Effect in Electronic Brainstorming.

MANUSCRIPT: Experiences and barriers to implementation of clinical practice guideline for depression in Korea.

BACKGROUND:Clinical guidelines can improve health-care delivery, but there are a number of challenges in adopting and implementing the current practice guidelines for depression. The aim of this study was to determine clinical experiences and perceived barriers to the implementation of these guidelines in psychiatric care.METHODS:A web-based survey was conducted with 386 psychiatric specialists to inquire about experiences and attitudes related to the depression guidelines and barriers influencing the use of the guidelines. Quantitative data were analyzed, and qualitative data were transcribed and coded manually.RESULTS:Almost three quarters of the psychiatrists (74.6%) were aware of the clinical guidelines for depression, and over half of participants (55.7%) had had clinical experiences with the guidelines in practice. The main reported advantages of the guidelines were that they helped in clinical decision making and provided informative resources for the patients and their caregivers. Despite this, some psychiatrists were making treatment decisions that were not in accordance with the depression guidelines. Lack of knowledge was the main obstacle to the implementation of guidelines assessed by the psychiatrists. Other complaints addressed difficulties in accessing the guidelines, lack of support for mental health services, and general attitudes toward guideline necessity. Overall, the responses suggested that adding a summary booklet, providing teaching sessions, and improving guidance delivery systems could be effective tools for increasing depression guideline usage.CONCLUSION:Individual barriers, such as lack of awareness and lack of familiarity, and external barriers, such as the supplying system, can affect whether physicians’ implement the guidelines for the treatment of depression in Korea. These findings suggest that further medical education to disseminate guidelines contents could improve public health for depression.

via Experiences and barriers to implementation of… [BMC Psychiatry. 2013] – PubMed – NCBI.

ABSTRACT: Anatomy in medical education: Perceptions of undergraduate medical students

AIM:
The best method to teach anatomy is widely debated. A shift away from cadaveric dissection in UK medical schools towards newer approaches has taken place without adequate evaluation of their suitability. The impact of this on future anatomical and surgical competencies is unclear. We assessed student perceptions to different methods of anatomy teaching.
METHODS:
All 2nd year students at Leeds School of Medicine were invited to complete a matrix-grid questionnaire. Participants were asked to score six methods of anatomy teaching (dissection; prosection; lectures; models; PC software packages; living & radiological anatomy) using a 5-point Likert-type scale on the ability to achieve nine learning objectives. Kruskal-Wallis and Mann-Whitney analyses suitable for non-parametric data were used to evaluate differences in scores between teaching methods.
RESULTS:
170 students (71%) responded to the survey. Overall, dissection was the single highest scored method, followed by prosection. Newer approaches such as models, computer software packages and living & radiological anatomy scored comparatively worse. The most suitable method for achieving individual learning objectives was variable with dissection perceived as most suitable for four out of nine objectives.
CONCLUSIONS:
Cadaveric dissection is a favourable approach for achieving important learning objectives in the field of anatomy. Further evaluation of teaching methods is required prior to changes being made in the curricula of UK medical schools.

via Anatomy in medical education: Perceptions of underg… [Ann Anat. 2013] – PubMed – NCBI.

MANUSCRIPT: The effect of implementing undergraduate competency-based medical education on students’ knowledge acquisition, clinical performance and perceived preparedness for practice: a comparative study.

BACKGROUND:Little is known about the gains and losses associated with the implementation of undergraduate competency-based medical education. Therefore, we compared knowledge acquisition, clinical performance and perceived preparedness for practice of students from a competency-based active learning (CBAL) curriculum and a prior active learning (AL) curriculum.METHODS:We included two cohorts of both the AL curriculum (n = 453) and the CBAL curriculum (n = 372). Knowledge acquisition was determined by benchmarking each cohort on 24 interuniversity progress tests against parallel cohorts of two other medical schools. Differences in knowledge acquisition were determined comparing the number of times CBAL and AL cohorts scored significantly higher or lower on progress tests. Clinical performance was operationalized as students’ mean clerkship grade. Perceived preparedness for practice was assessed using a survey.RESULTS:The CBAL cohorts demonstrated relatively lower knowledge acquisition than the AL cohorts during the first study years, but not at the end of their studies. We found no significant differences in clinical performance. Concerning perceived preparedness for practice we found no significant differences except that students from the CBAL curriculum felt better prepared for ‘putting a patient problem in a broad context of political, sociological, cultural and economic factors’ than students from the AL curriculum.CONCLUSIONS:Our data do not support the assumption that competency-based education results in graduates who are better prepared for medical practice. More research is needed before we can draw generalizable conclusions on the potential of undergraduate competency-based medical education.

via The effect of implementing undergraduate compet… [BMC Med Educ. 2013] – PubMed – NCBI.

ABSTRACT: Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis

Although feedback has been identified as a key instructional feature in simulation based medical education (SBME), we remain uncertain as to the magnitude of its effectiveness and the mechanisms by which it may be effective. We employed a meta-analysis and critical narrative synthesis to examine the effectiveness of feedback for SBME procedural skills training and to examine how it works in this context. Our results demonstrate that feedback is moderately effective during procedural skills training in SBME, with a pooled effect size favoring feedback for skill outcomes of 0.74 (95 % CI 0.38-1.09; p < .001). Terminal feedback appears more effective than concurrent feedback for novice learners’ skill retention. Multiple sources of feedback, including instructor feedback, lead to short-term performance gains although data on long-term effects is lacking. The mechanism by which feedback may be operating is consistent with the guidance hypothesis, with more research needed to examine other mechanisms such as cognitive load theory and social development theory

via Feedback for simulation-bas… [Adv Health Sci Educ Theory Pract. 2013] – PubMed – NCBI.

ABSTRACT: A prospective, randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students

Instruction in hematopathology at Mayo Medical School has evolved from instructor-guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty-one second-year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case-based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre- and post-test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student’s favored method. There was no significant difference in the pre-test and post-test scores between the two teaching methods (rank-sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post-test scores were not significantly different. Student’s recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom-based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting

via A prospective, randomized crossover study comp… [Anat Sci Educ. 2013] – PubMed – NCBI.

ABSTRACT: Introduction to debriefing.

Debriefing is a lynchpin in the process of learning. As a post-experience analytic process, debriefing is a discussion and analysis of an experience, evaluating and integrating lessons learned into one’s cognition and consciousness. Debriefing provides opportunities for exploring and making sense of what happened during an event or experience, discussing what went well and identifying what could be done to change, improve and do better next time. This manuscript serves as an introduction to debriefing, covering a range of topics that include a brief review of its origin, the structure and process of debriefing-specifically in the context of simulation-based medical education, and factors that facilitate effective, successful debriefing. An approach to debriefing immediately after real clinical events will be presented, as well as an evidence-based approach to evaluating debriefing skills of healthcare simulation instructors.

via Introduction to debriefing. [Semin Perinatol. 2013] – PubMed – NCBI.

ABSTRACT: Assessment and standardization of resident handoff practices: PACT project.

BACKGROUND:Accreditation Council for Graduate Medical Education duty hour guidelines have resulted in increased patient care transfers. Although structured hand-over processes are required in the guidelines, how to implement these processes is not defined. The purpose of this study is to investigate current handoff methods at our center in order to develop an effective structured handoff process.MATERIALS AND METHODS:This is a prospective study conducted at two hospitals with large in-house patient censuses. Resident focus groups were used to define current practices and future directions. Based on this input, we developed a direct observation handoff analysis tool to study time spent in handoffs, content, quality, and number of interruptions.RESULTS:Trained medical students observed 86 handoffs. Survey response rates among junior and senior residents were 63% and 54%, respectively. Average daily patient census was 36 ± 10 patients with an average handoff time of 12 ± 9 min. There were 1.5 ± 1.8 interruptions per handoff. The majority of handoffs were unstructured. Based on information they were given in the handoff, junior residents had a 58% rate of incompletion of the assigned tasks and 54% incidence of being unable to answer a key patient status question.CONCLUSIONS:Current handoffs are primarily unstructured, with significant deficits. Determination of key elements of an effective handoff coupled with evaluation of existing deficiencies in our program is essential in developing an institution-specific method for effective handoffs. We propose utilization of the mnemonic PACT (Priority, Admissions, Changes, Task) to standardize handoff communication.

via Assessment and standardization of resident handof… [J Surg Res. 2013] – PubMed – NCBI.