27 results on '"team dynamics"'
Search Results
2. DYNAMICS AND CAUSAL FACTORS OF TEAM SATISFACTION IN AN OPEN AND DISTANCE LEARNING COLLABORATIVE WRITING CLASS.
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Kaur, Naginder and Chowdhury, Takad Ahmed
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COLLEGE teachers ,STUDENTS ,COVID-19 pandemic ,CLASSROOM environment ,EDUCATION - Abstract
Purpose - Instructors and students are compelled to calibrate to overcome pedagogical, technological and social challenges posed by the rapid adaptation of open and distance learning (ODL) in view of the current global pandemic. Against this backdrop, this study explored the impact of team dynamics (TD), team acquaintance (TA) and instructor support (IS) in ensuring team satisfaction (TS) in an academic writing course in an online collaborative learning environment. Methodology - This study employed a sequential mixed methods design. Quantitative data was obtained through a survey questionnaire from 67 students enrolled in an academic writing course based on convenience sampling from three different faculties of a Malaysian university. Subsequently, eight purposively selected students who represented each faculty and of varied language proficiency were interviewed in a focus group discussion (FGD) for in-depth feedback about the variables and how these impacted TS as a whole. The quantitative data was analysed using descriptive analysis, regression and chi square tests while thematic analysis was conducted accordingly on the qualitative data in addressing the specific research questions. Findings - This study manifested a positive and significant correlation between TD and TS. The integral and supportive role of IS has been found to be substantially important in ensuring success in collaborative group work in ODL. Although qualitative data showed amicable relationship and cultural homogeneity, the quantitative findings did not indicate the significant role of TA in meeting the requirements of the course, that is, working collaboratively to accomplish academic writing tasks. Significance - This study provides useful insights into the success of an online collaborative learning context. The findings also serve to guide educators in designing, delivering and navigating effective pedagogy in the ODL environment. [ABSTRACT FROM AUTHOR]
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- 2022
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3. Systematic Debriefing for Critical Events Facilitates Team Dynamics, Education, and Process Improvement.
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Gabriel, Paula M. CC CMC, Smith, Kirsten CNS, BC, Mullen-Fortino, Margaret, Ballinghoff, James DNP, NEA-BC, Holland, Sara DNP,, and Cacchione, Pamela Z. CP, BC, FGSA, FAAN
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TEAMS in the workplace ,INTENSIVE care nursing ,SOCIAL support ,EVALUATION of human services programs ,NURSES' attitudes ,ACADEMIC medical centers ,TEACHING methods ,LEADERS ,QUALITATIVE research ,ORGANIZATIONAL change ,NURSES ,QUALITY assurance ,HOSPITAL nursing staff ,INTERPROFESSIONAL relations ,COMMUNICATION ,THEMATIC analysis ,NEEDS assessment ,CRISIS intervention (Mental health services) ,CORPORATE culture - Abstract
Background: Debriefing is used in clinical settings to support interprofessional staff, improve processes, and identify educational needs. Nurses who lead debriefing sessions are empowered to improve processes. Problem: Nurse leaders identified the need for debriefing outside the critical care areas due to the rising acuity levels. Approach: Two nurse leaders developed a debriefing initiative in one urban teaching hospital following rapid responses, codes, and stressful situations. Nurses developed a Debriefing Facilitation Guide to collect qualitative aspects of clinical emergencies to improve processes, education, and team dynamics. Outcomes: Following each debriefing session, we deductively purposively coded the qualitative data into 3 a priori themes: the American Heart Association's team dynamics, process improvement, and educational opportunities. We identified opportunities for improvement for these themes during our first 54 debriefing sessions. Conclusions: Following each debriefing session, the debriefing nurse leader intervened on all educational and process improvement opportunities identified and facilitated positive team dynamics. [ABSTRACT FROM AUTHOR]
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- 2022
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4. Improving Teamwork in Agile Software Engineering Education: The ASEST+ Framework.
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Tamayo Avila, Daymy, Van Petegem, Wim, and Snoeck, Monique
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SOFTWARE engineers , *ENGINEERING education , *EDUCATION software , *STUDENT attitudes , *SOFTWARE engineering , *AGILE software development , *CONFLICT management - Abstract
Contribution: This article presents agile software engineers stick together (ASEST+), an improved version of a framework called ASEST that aims to develop team cohesion, leading to better team learning and software engineering student teams. Background: Effective teamwork is crucial for agile software development’s success and is, therefore, a key topic of current software engineering education. In the previous work, a preliminary proposal for ASEST+ was presented. Here, an improved version, more suitable for agile practice education and considering cohesion antecedents, is described. Intended Outcome: A teaching-learning framework to support teamwork in agile software education. Application Design: ASEST+ is built around Scrum teams and combines learning strategies to train students in collaborative and technical agile practices. ASEST+ establishes policies for role allocation and team rule agreements to regulate communication and address conflict management agile practices. ASEST+ addresses personality traits, conflict resolution, and task interdependence as the antecedents identified as the most important. Findings: A quasiexperiment showed that the use of ASEST+ significantly increases the students’ positive perceptions on team cohesion, team performance, and team learning compared with the control group. [ABSTRACT FROM AUTHOR]
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- 2022
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5. Effect of Operating Room Personnel Generation on Perceptions and Responses to Surgeon Behavior.
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Luc, Jessica G. Y., Corsini, Erin M., Mitchell, Kyle G., Correa, Arlene M., Turner, Nadine S., Vaporciyan, Ara A., Antonoff, and Mara B., and Antonoff, Mara B
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OPERATING rooms , *HOSPITAL medical staff , *ATTITUDE (Psychology) , *CROSS-sectional method , *INTERGENERATIONAL relations , *MEDICAL personnel , *BEHAVIOR , *SURGEONS , *HOSPITAL nursing staff , *PSYCHOSOCIAL factors , *HEALTH care teams , *IMPACT of Event Scale - Abstract
Background: Little is known regarding the impact of operating room (OR) personnel generation on their perceptions to various surgeon behaviors. We aimed to characterize these relationships by evaluating their responses to 5 realistic intraoperative scenarios.Methods: Operating room personnel were asked to assess surgeon OR behavior across a standardized set of 5 scenarios via an online survey. For each scenario, respondents were asked to identify the behavior as either acceptable, unacceptable but would ignore, unacceptable and would confront the surgeon, or unacceptable and would report to management. Chi-squared analyses were used to compare responses to surgeon behavior with respondent generation.Results: There were 3101 respondents, of which 41% of respondents were baby boomers (n = 1280), 31% were generation (Gen) X (n = 955), and 28% were Gen Y (n = 866). Overall, when compared to Gen X or Gen Y, baby boomers were significantly more likely to find surgeon behaviors of impatience (P < .001), being late for a case (P < .001), swearing in the OR (P < .001), and shouting with a bleeding patient (P = .001) to be inappropriate and would talk to the surgeon. Alternatively, Gen Y respondents were more likely to find fault with surgeon behaviors that deviate from rules and regulations, such as forgetting a time-out (P = .001), when compared to baby boomers and Gen X respondents.Discussion: Results of our study demonstrate that OR personnel generation affects their perceptions and response to surgeon behavior. Understanding these tendencies can guide efforts to improve OR interactions among team members. [ABSTRACT FROM AUTHOR]- Published
- 2021
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6. Mapping Team Dynamics through Retrospective Team Events Analysis
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Desirée H. van Dun, Julia R. Wijnmaalen, Celeste P. M. Wilderom, and Industrial Engineering & Business Information Systems
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process studies ,group interview ,qualitative mixed methods ,visual research methods ,team dynamics ,Education ,retrospective longitudinal research design - Abstract
There is an increasing scholarly focus on how and why team dynamics develop over time. However, most of the used data-collection tools tend to be time-intensive and prone to biases. Hence, we developed Retrospective Team Events and Affect Mapping (R-TEAM): A longitudinal mixed-methods approach that yields a validated map of a team’s past events linked to affective team states. This paper illustrates, with an actual case, how the R-TEAM approach uses five well-known social-scientific methods: (1) the focus group method; (2) the life story interview; (3) the critical incidents technique; (4) visual elicitation and mapping; and (5) the survey method. Employing all five methods in a deliberate order, or ‘process of inquiry’, can curb the known limitations of each single method if used independently. R-TEAM can especially contribute to the systematic study of team dynamics because team-level data are collected and analysed through multiple means of stimulating recall among its members. Moreover, the R-TEAM approach stimulates team learning (via its inclusive and reflective orientation) and compared to prospective longitudinal approaches, it is less researcher-time consuming. The R-TEAM approach could particularly serve engaged scholarship, thereby enriching practically relevant theorizing on the time-sensitive and often fleeting team dynamics.
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- 2022
7. Team Competencies and Educational Threshold Concepts for Clinical Information Modelling.
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SCOTT, Philip J. and HEITMANN, Kai U.
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Healthcare interoperability depends upon sound semantic models to support safe and reliable exchange of information. We argue that clinical information modelling requires a collaborative team of healthcare professionals, process and content analysts and terminologists and that 'separation of concerns' is unhelpful. We present six fundamental concepts that participants must understand to collaborate meaningfully in technology-agnostic information modelling. [ABSTRACT FROM AUTHOR]
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- 2018
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8. Effectiveness of a Simulation-Based Training Program in Improving the Preparedness of Health Care Workers Involved in the Airway Management of COVID-19 Patients
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Nilotpal Chowdhury, Mridul Dhar, Shalinee Rao, Ankita Kabi, Bharat Bhushan Bhardwaj, and Poonam Arora
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medicine.medical_specialty ,media_common.quotation_subject ,medicine.medical_treatment ,education ,Anesthesiology ,Health care ,medicine ,media_common ,covid 19 transmission ,Psychomotor learning ,Medical Simulation ,Teamwork ,airway management ,business.industry ,Public health ,General Engineering ,simulation based training ,aerosol generating procedure ,Test (assessment) ,Medical Education ,Friedman test ,Preparedness ,Physical therapy ,covid 19 preparedness ,Airway management ,team dynamics ,business - Abstract
Background Coronavirus disease 2019 (COVID-19) has currently emerged as a global threat and a significant public health issue. The role of simulation-based training (SBT) during such a pandemic becomes more relevant for teaching a team approach and building capacity especially when there is a threat to health care workers due to aerosol generation and there is a huge demand for manpower during the pandemic. Objective To assess the effectiveness of a simulation-based training program in improving knowledge and concept of teamwork of health care workers involved in airway management of suspected or confirmed COVID-19 patients. Methods After institutional review committee approval, a prospective analytical study was conducted in the department of medical education on participants from various specialties undergoing COVID-19 airway training. The purpose of the study was to assess team dynamics during simulation scenarios and compare test scores at baseline, immediately post-training, and seven days post-training (using online forms). Scores were compared using the Friedman test followed by post-hoc testing. Sub-group comparison was done using an unpaired t-test. Results Median scores were significantly higher in the immediate post-training test and seven days post-training test (online) compared to baseline pretest scores in the overall participant group and in individual sub-groups. There was no significant difference in immediate versus seven-day post-training test scores overall and in all subgroups. In the sub-group comparisons, median improvement in score was significantly better in the non-anesthesia group and in the resident group. It was observed that team performance in terms of role clarity, closed-loop communication, and idea acceptance improved substantially during the subsequent scenarios. Conclusion Simulation-based training was effective in improving knowledge and team dynamics amongst health care workers regarding airway management in COVID-19 patients, with retention of up to one week. Similar future research can be planned for the affective and psychomotor domains.
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- 2021
9. Peer review in team-based learning: influencing feedback literacy
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Tyler Clark, Nicole Pappalardo, Annette Burgess, Andrew S Lane, Jane Bleasel, Inam Haq, Eszter Kalman, and Chris Roberts
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Students, Medical ,media_common.quotation_subject ,education ,Student engagement ,Peer Group ,Literacy ,Feedback ,Education ,Task (project management) ,Team-based learning ,Perception ,Humans ,media_common ,Medical education ,LC8-6691 ,Rubric ,Problem-Based Learning ,General Medicine ,Special aspects of education ,Focus group ,Medicine ,The Conceptual Framework ,Team dynamics ,Psychology ,Research Article - Abstract
BackgroundPeer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’.MethodsYear 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors.ResultsStudents demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback.ConclusionsTo increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training.
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- 2021
10. Team Dynamics Perceptions, Motivation, and Anxiety in University Athletes
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Alexandre García-Mas, Jeanette M. López-Walle, José Tristán, and Orlando Reyes-Hernández
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media_common.quotation_subject ,Geography, Planning and Development ,Applied psychology ,lcsh:TJ807-830 ,education ,lcsh:Renewable energy sources ,050109 social psychology ,Management, Monitoring, Policy and Law ,01 natural sciences ,Structural equation modeling ,motivation ,Perception ,medicine ,0501 psychology and cognitive sciences ,lcsh:Environmental sciences ,media_common ,lcsh:GE1-350 ,biology ,Renewable Energy, Sustainability and the Environment ,Athletes ,lcsh:Environmental effects of industries and plants ,05 social sciences ,biology.organism_classification ,anxiety ,0104 chemical sciences ,Somatic anxiety ,010404 medicinal & biomolecular chemistry ,lcsh:TD194-195 ,Dynamics (music) ,Scale (social sciences) ,Anxiety ,medicine.symptom ,Worry ,team dynamics ,Psychology - Abstract
This study aimed to evaluate the interrelation between team dynamics with motivation types and anxiety factors in university athletes, highlighting the role played by team members&rsquo, point of view and coach&rsquo, s point of view. Participants were 674 university athletes, men (46.4%) and women (53.6%), from different sports, with an age range between 18 and 28 years (M = 21.06, SD = 2.07). Instruments used were Cooperation Workteam Questionnaire (CWQ), the Sports Motivation Scale (SMS-II), and the Sports Anxiety Scale (SAS-2). The model from the team member&rsquo, s point of view presented adequate fit indices (&chi, 2 (924) = 2690.17, &chi, 2/df = 2.91, CFI = 0.90, RMSEA = 0.05), same as the model from the coach&rsquo, s point of view (&chi, 2 (924) = 2692.82, &chi, 2/df = 2.99, CFI = 0.90, RMSEA = 0.05). The results obtained in both models show five indirect effects, two of them between team dynamics from both points of view with somatic anxiety and deconcentration, with autonomous motivation as a mediator, and the other three between the team dynamics from both perspectives with somatic anxiety, worry, and deconcentration, having controlled motivation as a mediator.
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- 2021
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11. Gender Mix and Team Performance: Differences between Exogenously and Endogenously Formed Teams
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Fenoll, Ainoa Aparicio and Zaccagni, Sarah
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J16 ,field experiment ,education ,I24 ,team composition ,ddc:330 ,gender ,ComputingMilieux_COMPUTERSANDSOCIETY ,decision-making ,I21 ,team dynamics ,team formation ,team performance - Abstract
We conduct a randomized controlled trial to study the effect of gender composition of teams on performance, self-concept, working style, and individual satisfaction in endogenously and exogenously formed teams. We randomly divide a sample of high school students into two groups: we assign students in one group to teams of varying gender composition using random assignment and we allow the students in the other group to form teams freely. We find that students form disproportionately more male-predominant teams that those that would be formed under random assignment and that students in endogenously-formed gender-biased teams prefer even more gender-biased teams ex-post. Our results also show that female-predominant teams under-perform other types of teams but these differences disappear when teams are endogenously-formed.
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- 2021
12. Team dynamics in emergency surgery teams: results from a first international survey
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Cobianchi L., Dal Mas F., Massaro M., Fugazzola P., Coccolini F., Kluger Y., Leppaniemi A., Moore E. E., Sartelli M., Angelos P., Ansaloni L., Abdelmalik A., Abebe N. S., Abu-Zidan F. M., Adam Y. A. Y., Adamou H., Agrusa A., Akin E., Alexandrino H., Ali S. M., Almeida P. M., Amico F., Ammendola M., Andreuccetti J., Aparicio-Sanchez D., Ardito A., Argenio G., Askevold I. H., Atanasov B. T., Augustin G., Awad S. S., Bagnoli C., Bains L., Balalis D., Baldini E., Baraket O., Barone M., Barreras J. A., Bellanova G., Biancuzzi H., Bignell M. B., Bini R., Bissacco D., Boati P., Bottari A., Bouliaris K., Brillantino A., Buonomo L. A., Buscemi S., Calu V., Campo Dall'Orto R., Carvas J. M., Casoni Pattacini G., Catena F., Celentano V., Ceresoli M., Chirica M., Cianci P., Cillara N., Cimbanassi S., Cioffi S. P. B., Colak E., Conti L., Dantas Costa S., D'acapito F., Damaskos D., Das K., Davies R. J., De Beaux A. C., De Simone B., Demetrashvili Z., Demetriades A. K., Denicolai S., Di Buono G., Di Carlo I., Di Saverio S., Diaconescu B., Dibra R., Dios-Barbeito S., Dogjani A., Domanin M., D'Oria M., Duran Munoz-Cruzado V., East B., Ekwen G. T., Elbaih A. H., Escalera-Antezana J. P., Esposito G., Farre R., Ferrario di Tor Vajana A., Cordeiro Fonseca V., Forfori F., Fortuna L., Fradelos E., Fraga G. P., Fransvea P., Gachabayov M., Garcia Vazquez A., Ghannam W. M., Gioco R., Giraudo G., Giuffrida M., Giulii Capponi M., Gomes C. A., Teixeira Gonsaga R. A., Gonullu E., Goosen J., Goranovic T., Griffiths E. A., Haidar M. G., Hamid H. K. S., Harddastle T. C., Hecker M., Hernandez Garcia E. F., Cancio Huaman E., Hutan M., Ioannidis O., Isik A., Ismail A. M. H., Ismail N., Jang J. Y., Kalipershad S. N. R., Kaplan L. J., Kara Y., Karamagioli E., Karamarkovia A., Kavalakat A. J., Kechagias A., Kenig J., Khan J. S., Khokha V., Klappenbach R. F., Klappenbach R., Kobe Y., Kong V., Korkolis D., Kurihara H., Kuriyama A., Landaluce-Olavarria A., Licari L., Litvin A., Lohsiriwat V., Lopes Moreira C. C., Lostoridis E., Tovar Luna A., Luppi D., Machain G. M., Maegele M., Maggiore D., Maier R. V., Manangi M., Manetti A., Mantoglu B., Mariani F., Marinis A., Sbalcheiro Mariot E. A., Martines G., Martinez Perez A., Mascagni P., Massalou D., Bessa Melo R., Miceli L., Mingoli A., Mishra T. S., Mohamedahmed A. Y. Y., Mohan R., Morales-Garcia D., Mustafa S. M. S., Naimzada M. D., Negoi I., Nidaw M. K., Nigri G., Ogundipe H. D., Oliveri C., Olmi S., Pagani L., Palomba G., Pantalone D., Panyko A., Paolillo C., Papis D., Pararas N., Pata F., Pavone G., Pecchini F., Pellino G., Pelloni M., Peloso A., Perea Del Pozo E., Goncalves Pereira R., Monteiro Pereira B., Lizarazu Perez A., Perrone G., Pesce A., Petracca G., Piccoli M., Picetti E., Pikoulis E., Pintar T., Pirozzolo G., Podda M., Previtali P., Privitera F., Punzo C., Quiodettis M. A., Qvist N., Rahim R., Reinisch-Liese A., Rodriguez-Luna M. R., Roizblatt D., Roscio F. P. M., Rossi S., Sakakushev B. E., Salamea J. C., Sall I., Sammartano F., Sanchez Arteaga A., Sanchez-Cordero S., Sasia D., Sawyer R. G., Seretis C., Serradilla-Martin M., Shelat V. G., Shlyapnikov S., Lages Simoes R., Siribumrungwong B., Slavchev M., Solaini L., Soldini G., Soreide K., Sydorchuk L., Sydorchuk R., Syed A. M., Tallon-Aguilar L., Tan J. H., Tarasconi A., Tartaglia D., Tartaglia N., Taylor J., Tebala G. D., Teuben M., Tolonen M., Tomasicchio G., Triantafyllou T., Trigiante G., Turrado-Rodriguez V., Tutino R., Uccelli M., Ugarte-Sierra B., Ukkonen M., Vassiliu P. G., Verde J. M., Veroux M., Vilallonga R., Visconti D., Waledziak M., Wannatoop T., Widmer L. W., Wilson M. S. J., Wong T. H., Xenaki S., Yu B., Zakaria A. D., Zambrano D. A., Zese M., Cobianchi, L., Dal Mas, F., Massaro, M., Fugazzola, P., Coccolini, F., Kluger, Y., Leppaniemi, A., Moore, E. E., Sartelli, M., Angelos, P., Ansaloni, L., Abdelmalik, A., Abebe, N. S., Abu-Zidan, F. M., Adam, Y. A. Y., Adamou, H., Agrusa, A., Akin, E., Alexandrino, H., Ali, S. M., Almeida, P. M., Amico, F., Ammendola, M., Andreuccetti, J., Aparicio-Sanchez, D., Ardito, A., Argenio, G., Askevold, I. H., Atanasov, B. T., Augustin, G., Awad, S. S., Bagnoli, C., Bains, L., Balalis, D., Baldini, E., Baraket, O., Barone, M., Barreras, J. A., Bellanova, G., Biancuzzi, H., Bignell, M. B., Bini, R., Bissacco, D., Boati, P., Bottari, A., Bouliaris, K., Brillantino, A., Buonomo, L. A., Buscemi, S., Calu, V., Campo Dall'Orto, R., Carvas, J. M., Casoni Pattacini, G., Catena, F., Celentano, V., Ceresoli, M., Chirica, M., Cianci, P., Cillara, N., Cimbanassi, S., Cioffi, S. P. B., Colak, E., Conti, L., Dantas Costa, S., D'Acapito, F., Damaskos, D., Das, K., Davies, R. J., De Beaux, A. C., De Simone, B., Demetrashvili, Z., Demetriades, A. K., Denicolai, S., Di Buono, G., Di Carlo, I., Di Saverio, S., Diaconescu, B., Dibra, R., Dios-Barbeito, S., Dogjani, A., Domanin, M., D'Oria, M., Duran Munoz-Cruzado, V., East, B., Ekwen, G. T., Elbaih, A. H., Escalera-Antezana, J. P., Esposito, G., Farre, R., Ferrario di Tor Vajana, A., Cordeiro Fonseca, V., Forfori, F., Fortuna, L., Fradelos, E., Fraga, G. P., Fransvea, P., Gachabayov, M., Garcia Vazquez, A., Ghannam, W. M., Gioco, R., Giraudo, G., Giuffrida, M., Giulii Capponi, M., Gomes, C. A., Teixeira Gonsaga, R. A., Gonullu, E., Goosen, J., Goranovic, T., Griffiths, E. A., Haidar, M. G., Hamid, H. K. S., Harddastle, T. C., Hecker, M., Hernandez Garcia, E. F., Cancio Huaman, E., Hutan, M., Ioannidis, O., Isik, A., Ismail, A. M. H., Ismail, N., Jang, J. Y., Kalipershad, S. N. R., Kaplan, L. J., Kara, Y., Karamagioli, E., Karamarkovia, A., Kavalakat, A. J., Kechagias, A., Kenig, J., Khan, J. S., Khokha, V., Klappenbach, R. F., Klappenbach, R., Kobe, Y., Kong, V., Korkolis, D., Kurihara, H., Kuriyama, A., Landaluce-Olavarria, A., Licari, L., Litvin, A., Lohsiriwat, V., Lopes Moreira, C. C., Lostoridis, E., Tovar Luna, A., Luppi, D., Machain, G. M., Maegele, M., Maggiore, D., Maier, R. V., Manangi, M., Manetti, A., Mantoglu, B., Mariani, F., Marinis, A., Sbalcheiro Mariot, E. A., Martines, G., Martinez Perez, A., Mascagni, P., Massalou, D., Bessa Melo, R., Miceli, L., Mingoli, A., Mishra, T. S., Mohamedahmed, A. Y. Y., Mohan, R., Morales-Garcia, D., Mustafa, S. M. S., Naimzada, M. D., Negoi, I., Nidaw, M. K., Nigri, G., Ogundipe, H. D., Oliveri, C., Olmi, S., Pagani, L., Palomba, G., Pantalone, D., Panyko, A., Paolillo, C., Papis, D., Pararas, N., Pata, F., Pavone, G., Pecchini, F., Pellino, G., Pelloni, M., Peloso, A., Perea Del Pozo, E., Goncalves Pereira, R., Monteiro Pereira, B., Lizarazu Perez, A., Perrone, G., Pesce, A., Petracca, G., Piccoli, M., Picetti, E., Pikoulis, E., Pintar, T., Pirozzolo, G., Podda, M., Previtali, P., Privitera, F., Punzo, C., Quiodettis, M. A., Qvist, N., Rahim, R., Reinisch-Liese, A., Rodriguez-Luna, M. R., Roizblatt, D., Roscio, F. P. M., Rossi, S., Sakakushev, B. E., Salamea, J. C., Sall, I., Sammartano, F., Sanchez Arteaga, A., Sanchez-Cordero, S., Sasia, D., Sawyer, R. G., Seretis, C., Serradilla-Martin, M., Shelat, V. G., Shlyapnikov, S., Lages Simoes, R., Siribumrungwong, B., Slavchev, M., Solaini, L., Soldini, G., Soreide, K., Sydorchuk, L., Sydorchuk, R., Syed, A. M., Tallon-Aguilar, L., Tan, J. H., Tarasconi, A., Tartaglia, D., Tartaglia, N., Taylor, J., Tebala, G. D., Teuben, M., Tolonen, M., Tomasicchio, G., Triantafyllou, T., Trigiante, G., Turrado-Rodriguez, V., Tutino, R., Uccelli, M., Ugarte-Sierra, B., Ukkonen, M., Vassiliu, P. G., Verde, J. M., Veroux, M., Vilallonga, R., Visconti, D., Waledziak, M., Wannatoop, T., Widmer, L. W., Wilson, M. S. J., Wong, T. H., Xenaki, S., Yu, B., Zakaria, A. D., Zambrano, D. A., Zese, M., Cobianchi L., Dal Mas F., Massaro M., Fugazzola P., Coccolini F., Kluger Y., Leppaniemi A., Moore E.E., Sartelli M., Angelos P., Ansaloni L., Abdelmalik A., Abebe N.S., Abu-Zidan F.M., Adam Y.A.Y., Adamou H., Agrusa A., Akin E., Alexandrino H., Ali S.M., Almeida P.M., Amico F., Ammendola M., Andreuccetti J., Aparicio-Sanchez D., Ardito A., Argenio G., Askevold I.H., Atanasov B.T., Augustin G., Awad S.S., Bagnoli C., Bains L., Balalis D., Baldini E., Baraket O., Barone M., Barreras J.A., Bellanova G., Biancuzzi H., Bignell M.B., Bini R., Bissacco D., Boati P., Bottari A., Bouliaris K., Brillantino A., Buonomo L.A., Buscemi S., Calu V., Campo Dall'Orto R., Carvas J.M., Casoni Pattacini G., Catena F., Celentano V., Ceresoli M., Chirica M., Cianci P., Cillara N., Cimbanassi S., Cioffi S.P.B., Colak E., Conti L., Dantas Costa S., D'acapito F., Damaskos D., Das K., Davies R.J., De Beaux A.C., De Simone B., Demetrashvili Z., Demetriades A.K., Denicolai S., Di Buono G., Di Carlo I., Di Saverio S., Diaconescu B., Dibra R., Dios-Barbeito S., Dogjani A., Domanin M., D'Oria M., Duran Munoz-Cruzado V., East B., Ekwen G.T., Elbaih A.H., Escalera-Antezana J.P., Esposito G., Farre R., Ferrario di Tor Vajana A., Cordeiro Fonseca V., Forfori F., Fortuna L., Fradelos E., Fraga G.P., Fransvea P., Gachabayov M., Garcia Vazquez A., Ghannam W.M., Gioco R., Giraudo G., Giuffrida M., Giulii Capponi M., Gomes C.A., Teixeira Gonsaga R.A., Gonullu E., Goosen J., Goranovic T., Griffiths E.A., Haidar M.G., Hamid H.K.S., Harddastle T.C., Hecker M., Hernandez Garcia E.F., Cancio Huaman E., Hutan M., Ioannidis O., Isik A., Ismail A.M.H., Ismail N., Jang J.Y., Kalipershad S.N.R., Kaplan L.J., Kara Y., Karamagioli E., Karamarkovia A., Kavalakat A.J., Kechagias A., Kenig J., Khan J.S., Khokha V., Klappenbach R.F., Klappenbach R., Kobe Y., Kong V., Korkolis D., Kurihara H., Kuriyama A., Landaluce-Olavarria A., Licari L., Litvin A., Lohsiriwat V., Lopes Moreira C.C., Lostoridis E., Tovar Luna A., Luppi D., Machain G.M., Maegele M., Maggiore D., Maier R.V., Manangi M., Manetti A., Mantoglu B., Mariani F., Marinis A., Sbalcheiro Mariot E.A., Martines G., Martinez Perez A., Mascagni P., Massalou D., Bessa Melo R., Miceli L., Mingoli A., Mishra T.S., Mohamedahmed A.Y.Y., Mohan R., Morales-Garcia D., Mustafa S.M.S., Naimzada M.D., Negoi I., Nidaw M.K., Nigri G., Ogundipe H.D., Oliveri C., Olmi S., Pagani L., Palomba G., Pantalone D., Panyko A., Paolillo C., Papis D., Pararas N., Pata F., Pavone G., Pecchini F., Pellino G., Pelloni M., Peloso A., Perea Del Pozo E., Goncalves Pereira R., Monteiro Pereira B., Lizarazu Perez A., Perrone G., Pesce A., Petracca G., Piccoli M., Picetti E., Pikoulis E., Pintar T., Pirozzolo G., Podda M., Previtali P., Privitera F., Punzo C., Quiodettis M.A., Qvist N., Rahim R., Reinisch-Liese A., Rodriguez-Luna M.R., Roizblatt D., Roscio F.P.M., Rossi S., Sakakushev B.E., Salamea J.C., Sall I., Sammartano F., Sanchez Arteaga A., Sanchez-Cordero S., Sasia D., Sawyer R.G., Seretis C., Serradilla-Martin M., Shelat V.G., Shlyapnikov S., Lages Simoes R., Siribumrungwong B., Slavchev M., Solaini L., Soldini G., Soreide K., Sydorchuk L., Sydorchuk R., Syed A.M., Tallon-Aguilar L., Tan J.H., Tarasconi A., Tartaglia D., Tartaglia N., Taylor J., Tebala G.D., Teuben M., Tolonen M., Tomasicchio G., Triantafyllou T., Trigiante G., Turrado-Rodriguez V., Tutino R., Uccelli M., Ugarte-Sierra B., Ukkonen M., Vassiliu P.G., Verde J.M., Veroux M., Vilallonga R., Visconti D., Waledziak M., Wannatoop T., Widmer L.W., Wilson M.S.J., Wong T.H., Xenaki S., Yu B., Zakaria A.D., Zambrano D.A., Zese M., Cobianchi, L, Dal Mas, F, Massaro, M, Fugazzola, P, Coccolini, F, Kluger, Y, Leppaniemi, A, Moore, E, Sartelli, M, Angelos, P, Ansaloni, L, Abdelmalik, A, Abebe, N, Abu-Zidan, F, Adam, Y, Adamou, H, Agrusa, A, Akin, E, Alexandrino, H, Ali, S, Almeida, P, Amico, F, Ammendola, M, Andreuccetti, J, Aparicio-Sanchez, D, Ardito, A, Argenio, G, Askevold, I, Atanasov, B, Augustin, G, Awad, S, Bagnoli, C, Bains, L, Balalis, D, Baldini, E, Baraket, O, Barone, M, Barreras, J, Bellanova, G, Biancuzzi, H, Bignell, M, Bini, R, Bissacco, D, Boati, P, Bottari, A, Bouliaris, K, Brillantino, A, Buonomo, L, Buscemi, S, Calu, V, Campo Dall'Orto, R, Carvas, J, Casoni Pattacini, G, Catena, F, Celentano, V, Ceresoli, M, Chirica, M, Cianci, P, Cillara, N, Cimbanassi, S, Cioffi, S, Colak, E, Conti, L, Dantas Costa, S, D'Acapito, F, Damaskos, D, Das, K, Davies, R, De Beaux, A, De Simone, B, Demetrashvili, Z, Demetriades, A, Denicolai, S, Di Buono, G, Di Carlo, I, Di Saverio, S, Diaconescu, B, Dibra, R, Dios-Barbeito, S, Dogjani, A, Domanin, M, D'Oria, M, Duran Munoz-Cruzado, V, East, B, Ekwen, G, Elbaih, A, Escalera-Antezana, J, Esposito, G, Farre, R, Ferrario di Tor Vajana, A, Cordeiro Fonseca, V, Forfori, F, Fortuna, L, Fradelos, E, Fraga, G, Fransvea, P, Gachabayov, M, Garcia Vazquez, A, Ghannam, W, Gioco, R, Giraudo, G, Giuffrida, M, Giulii Capponi, M, Gomes, C, Teixeira Gonsaga, R, Gonullu, E, Goosen, J, Goranovic, T, Griffiths, E, Haidar, M, Hamid, H, Harddastle, T, Hecker, M, Hernandez Garcia, E, Cancio Huaman, E, Hutan, M, Ioannidis, O, Isik, A, Ismail, A, Ismail, N, Jang, J, Kalipershad, S, Kaplan, L, Kara, Y, Karamagioli, E, Karamarkovia, A, Kavalakat, A, Kechagias, A, Kenig, J, Khan, J, Khokha, V, Klappenbach, R, Kobe, Y, Kong, V, Korkolis, D, Kurihara, H, Kuriyama, A, Landaluce-Olavarria, A, Licari, L, Litvin, A, Lohsiriwat, V, Lopes Moreira, C, Lostoridis, E, Tovar Luna, A, Luppi, D, Machain, G, Maegele, M, Maggiore, D, Maier, R, Manangi, M, Manetti, A, Mantoglu, B, Mariani, F, Marinis, A, Sbalcheiro Mariot, E, Martines, G, Martinez Perez, A, Mascagni, P, Massalou, D, Bessa Melo, R, Miceli, L, Mingoli, A, Mishra, T, Mohamedahmed, A, Mohan, R, Morales-Garcia, D, Mustafa, S, Naimzada, M, Negoi, I, Nidaw, M, Nigri, G, Ogundipe, H, Oliveri, C, Olmi, S, Pagani, L, Palomba, G, Pantalone, D, Panyko, A, Paolillo, C, Papis, D, Pararas, N, Pata, F, Pavone, G, Pecchini, F, Pellino, G, Pelloni, M, Peloso, A, Perea Del Pozo, E, Goncalves Pereira, R, Monteiro Pereira, B, Lizarazu Perez, A, Perrone, G, Pesce, A, Petracca, G, Piccoli, M, Picetti, E, Pikoulis, E, Pintar, T, Pirozzolo, G, Podda, M, Previtali, P, Privitera, F, Punzo, C, Quiodettis, M, Qvist, N, Rahim, R, Reinisch-Liese, A, Rodriguez-Luna, M, Roizblatt, D, Roscio, F, Rossi, S, Sakakushev, B, Salamea, J, Sall, I, Sammartano, F, Sanchez Arteaga, A, Sanchez-Cordero, S, Sasia, D, Sawyer, R, Seretis, C, Serradilla-Martin, M, Shelat, V, Shlyapnikov, S, Lages Simoes, R, Siribumrungwong, B, Slavchev, M, Solaini, L, Soldini, G, Soreide, K, Sydorchuk, L, Sydorchuk, R, Syed, A, Tallon-Aguilar, L, Tan, J, Tarasconi, A, Tartaglia, D, Tartaglia, N, Taylor, J, Tebala, G, Teuben, M, Tolonen, M, Tomasicchio, G, Triantafyllou, T, Trigiante, G, Turrado-Rodriguez, V, Tutino, R, Uccelli, M, Ugarte-Sierra, B, Ukkonen, M, Vassiliu, P, Verde, J, Veroux, M, Vilallonga, R, Visconti, D, Waledziak, M, Wannatoop, T, Widmer, L, Wilson, M, Wong, T, Xenaki, S, Yu, B, Zakaria, A, Zambrano, D, and Zese, M
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RD1-811 ,media_common.quotation_subject ,education ,Trauma leaders ,Context (language use) ,Knowledge translation ,Trauma leader ,Trauma teams, Knowledge translation, Team dynamics, Non-technical skills, Trauma leaders ,Settore SECS-P/07 - Economia Aziendale ,Multidisciplinary approach ,Surveys and Questionnaires ,Health care ,Medicine ,Humans ,Non-technical skill ,knowledge translation ,non-technical skills ,team dynamics ,trauma leaders ,trauma teams ,humans ,surveys and questionnaires ,patient care team ,Function (engineering) ,Trauma teams ,Non-technical skills ,media_common ,Patient Care Team ,Medical education ,Teamwork ,RC86-88.9 ,business.industry ,Team dynamics ,Correction ,Medical emergencies. Critical care. Intensive care. First aid ,Checklist ,Emergency Medicine ,Surgery ,The Internet ,Team dynamic ,business ,Trauma team ,Research Article - Abstract
Background Emergency surgery represents a unique context. Trauma teams are often multidisciplinary and need to operate under extreme stress and time constraints, sometimes with no awareness of the trauma’s causes or the patient’s personal and clinical information. In this perspective, the dynamics of how trauma teams function is fundamental to ensuring the best performance and outcomes. Methods An online survey was conducted among the World Society of Emergency Surgery members in early 2021. 402 fully filled questionnaires on the topics of knowledge translation dynamics and tools, non-technical skills, and difficulties in teamwork were collected. Data were analyzed using the software R, and reported following the Checklist for Reporting Results of Internet E-Surveys (CHERRIES). Results Findings highlight how several surgeons are still unsure about the meaning and potential of knowledge translation and its mechanisms. Tools like training, clinical guidelines, and non-technical skills are recognized and used in clinical practice. Others, like patients’ and stakeholders’ engagement, are hardly implemented, despite their increasing importance in the modern healthcare scenario. Several difficulties in working as a team are described, including the lack of time, communication, training, trust, and ego. Discussion Scientific societies should take the lead in offering training and support about the abovementioned topics. Dedicated educational initiatives, practical cases and experiences, workshops and symposia may allow mitigating the difficulties highlighted by the survey’s participants, boosting the performance of emergency teams. Additional investigation of the survey results and its characteristics may lead to more further specific suggestions and potential solutions.
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- 2021
13. MANAGEMENT EDUCATION & DEVELOPMENT Conference Paper Abstracts.
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ABSTRACTS ,TRAINING of executives ,ACADEMIC achievement ,MANAGEMENT ,PERSONNEL management ,HUMAN capital ,RESOURCE allocation ,INFORMATION resources management ,KNOWLEDGE management - Abstract
This section presents several management education and development conference paper abstracts. They include, "The Effect of Instructional Delivery Method on Student Achievement," regarding the educational value of undergraduate human resource management classes, "A Personal and Experimental Reflection on Teaching and Learning wtih the Consultant Learning Method," about an analysis of undergraduate and graduate management courses, and "What it Means to Supervise: A Phenomenographic Study of Doctorial Student Supervision," discussing what doctoral supervisors look for in their management students.
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- 2005
- Full Text
- View/download PDF
14. MANAGEMENT EDUCATION AND DEVELOPMENT Conference Paper Abstracts.
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MANAGEMENT ,EXECUTIVES ,EDUCATION ,COPYRIGHT - Abstract
This section presents several conference paper abstracts on management education and development. The paper 'Film in Teaching: Copyright Issues' presents guidelines and observations for legal use in different situations, based on the Copyright Law of the United States. The paper 'Testing the Applicability of Learning Theories to Web-based MBA Courses' attempts to help address this literature gap by reporting on a study of objectivist, collaborative, and cognitive constructivist learning theories in a sample of courses conducted from Summer 2000 through Summer 2002. The results of this study indicate that while characteristics associated with objectivist and cognitive constructivist learning theory explain significant variance in perceived learning and delivery medium satisfaction, students reported significantly higher scores for those variables in courses where collaborative constructivist learning techniques were the dominant instruction mode. The paper 'Creating Critical Mass in Russian Management: Managers' Perceptions of What Remains to be Done' reports on the self-identified training and education needs of a select cadre of Russian managers. The paper also examines the challenges facing their firms, the skills needed to overcome them, and whether the methods identified by the managers for improving their skills will actually be able to deliver them.
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- 2003
- Full Text
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15. Impact of Team Formation Method on Student Performance, Attitudes, and Behaviors
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Anthony Barrett, Marlyse Williams, Lauren Scharff, and Martiqua Post
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Teamwork ,Group membership ,media_common.quotation_subject ,education ,Group dynamic ,teams ,lcsh:LB5-3640 ,lcsh:Theory and practice of education ,Friendship ,Engineering education ,team formation methods ,Mathematics education ,student teams ,team dynamics ,Psychology ,Selection (genetic algorithm) ,media_common - Abstract
This project examined the effects of two team selection methods (self-selected and instructor-formed based on matched academic performance) on team and individual student performance and on self-reported attitudes and team behaviors in a freshman-level core-required introductory engineering course. The inclusion of both mid and end-of-semester self-reports provided some insights on the development of team dynamics, and because self-report data were not anonymous, correlations could be performed between the self-report and performance data. Matched-performance groups had significantly higher grades on several performance measures, with a larger effect on the team grades than on the individual grades; however, overall the effect sizes were small. There were no group differences for most self-reported items, although a key finding was that self-selected teams were significantly more likely to already have friends on their team, and a significant correlation showed that already having friends on a team was negatively correlated with many of the performance measures. In contrast, members of both types of teams reported equally high likelihood to make new friends, which was positively correlated with performance. For both groups there were small but significant decreases from mid to end of semester in satisfaction with team formation method, general enjoyment, and task-orientation over time. All of these time-related factors also showed significant correlations with the performance measures. Therefore, these factors seem like natural points for instructor attention when using teams. Understanding the impact of different approaches to team formation may guide instructors and lead to more well-functioning teams, higher student learning, and greater student satisfaction.
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- 2020
16. Development and validation of the Characteristics of Resilience in Sports Teams Inventory
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David Fletcher, Mustafa Sarkar, Steven Decroos, Gert Vande Broek, Katrien Fransen, Robin L. J. Lines, Paul B.C. Morgan, and Filip Boen
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Social Psychology ,education ,Concurrent validity ,Physical Therapy, Sports Therapy and Rehabilitation ,Test validity ,PsycINFO ,050105 experimental psychology ,pressure ,stress ,03 medical and health sciences ,0302 clinical medicine ,protective factors ,Content validity ,0501 psychology and cognitive sciences ,Resilience (network) ,Set (psychology) ,Applied Psychology ,biology ,Athletes ,questionnaire ,05 social sciences ,Discriminant validity ,030229 sport sciences ,biology.organism_classification ,team dynamics ,Psychology ,Social psychology - Abstract
This multi-study paper reports the development and initial validation of an inventory for the Characteristics of Resilience in Sports Teams (CREST). In four related studies, 1225 athletes from Belgium and the United Kingdom were sampled. The first study provided content validity for an initial item set. The second study explored the factor structure of the CREST, yielding initial evidence but no conclusive results. In contrast, the third and fourth study provided evidence for a two-factor measure, reflecting (a) the team’s ability to display resilient characteristics and (b) the vulnerabilities being displayed under pressure. Overall, the CREST was shown to be reliable at the between-players and the between-teams level, as well as over time. Moreover, its concurrent validity was verified by linking the characteristics of team resilience with various relevant team processes. Its discriminant validity was established by comparing the CREST measures with individual athletes’ resilient traits. In conclusion, the CREST was argued to be a usable state-like measure of team-level resilient characteristics and vulnerabilities. To gain further understanding of team resilience as a process, this measurement could be used in future process-oriented research examining adverse events and sports team’s pre- and post-adversity functioning. ispartof: Sport Exercise and Performance Psychology vol:6 issue:2 pages:158-178 status: published
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- 2017
17. Interprofessional simulation training's impact on process and outcome team efficacy beliefs over time
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Beth P Davis, Douglas S. Ander, and Matthew James Kerry
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Inter-professional (IP) ,Process (engineering) ,Applied psychology ,education ,050109 social psychology ,Health Informatics ,Sample (statistics) ,Temporal ,Outcome (game theory) ,Education ,Survey methodology ,0502 economics and business ,0501 psychology and cognitive sciences ,Team efficacy (TE) ,Baseline (configuration management) ,Original Research ,370: Bildung und Erziehung ,05 social sciences ,Discriminant validity ,Repeated measures design ,610.73: Pflege ,Modeling and Simulation ,Team dynamics ,Convergence (relationship) ,Psychology ,Simulation ,050203 business & management - Abstract
IntroductionRecent findings suggest that process and outcome-based efficacy beliefs are factorially distinct with differential effects for team performance. This study extends this work by examining process and outcome efficacy (TPE, TOE) of interprofessional (IP) care teams over time.MethodsA within-team, repeated measures design with survey methodology was implemented in a sample of prelicensure IP care teams performing over three consecutive clinical simulation scenarios. TPE and TOE were assessed before and after each performance episode.ResultsInitial baseline results replicated the discriminant validity for TPE and TOE separate factors. Further findings from multilevel modelling indicated significant time effects for TPE convergence, but not TOE convergence. However, a cross-level interaction effect of ‘TOE(Start-Mean)×Time’ strengthened TOE convergence over time. A final follow-up analysis of team agreement’s substantive impact was conducted using independent faculty-observer ratings of teams’ final simulation.ConclusionIndependent sample t-tests of high/low-agreement teams indicated support for agreement’s substantive impact, such that high-agreement teams were rated as significantly better performers than low-agreement teams during the final simulation training. We discuss the substantive merit of methodological within-team agreement as an indicator of team functionality within IP and greater healthcare-simulation trainings at-large.
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- 2019
18. Synthesizing Sustainability Considerations through Educational Interventions
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Maaike Mulder-Nijkamp, Robbert Jan Torn, Bjorn de Koeijer, and Product-Market Relations
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Process management ,Computer science ,020209 energy ,Geography, Planning and Development ,lcsh:TJ807-830 ,lcsh:Renewable energy sources ,Design brief ,02 engineering and technology ,010501 environmental sciences ,Management, Monitoring, Policy and Law ,01 natural sciences ,Multidisciplinary approach ,0202 electrical engineering, electronic engineering, information engineering ,ComputingMilieux_COMPUTERSANDEDUCATION ,design synthesis ,Life-cycle assessment ,Curriculum ,lcsh:Environmental sciences ,0105 earth and related environmental sciences ,Sustainable development ,lcsh:GE1-350 ,education ,sustainable development ,Renewable Energy, Sustainability and the Environment ,Sustainable packaging ,lcsh:Environmental effects of industries and plants ,packaging development ,teaching ,lcsh:TD194-195 ,design brief, teaching ,Sustainability ,development team ,Educational interventions ,team dynamics ,packaging design - Abstract
This study addresses the synthesis of sustainability-related considerations in packaging design curricula by means of educational interventions. The core of the research revolves around an educational module for students in packaging design and development. This research targets the current late-stage integration of sustainability considerations in product-packaging development processes. The combination of the front-end involvement of sustainability considerations with the focus on educational interventions in product-packaging development is lacking in currently available research. The educational interventions which are tested in representative educational environments&mdash, as presented in this article&mdash, address the required focus on the balance in decisions and criteria, trade-offs, and team dynamics within multidisciplinary product-packaging development teams. The educational framework targets five perspectives of packaging sustainability: (1) managerial decision making, (2) life cycle assessment (LCA), (3) consumer purchase behavior, (4) recycling efficiency and effectiveness, and (5) plastic recycling chain redesign. This research&rsquo, s main contribution is bridging the gap between implementing new scientific insights in the field of sustainable packaging from various perspectives, and practicing by applying the relevant knowledge in this field, by means of a design synthesis approach. This research derives findings from both an extensive introspective analysis and expert analysis of the results of the educational module.
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- 2018
19. Ethics in Community-University-Artist Partnered Research: Tensions, Contradictions and Gaps Identified in an ‘Arts for Social Change’ Project
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Annalee Yassi, Lynn Fels, Judith Marcuse, Katherine M. Boydell, Karen Lockhart, and Jennifer Beth Spiegel
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Sociology and Political Science ,Dance ,media_common.quotation_subject ,Interdisciplinarity ,The arts ,Article ,Education ,03 medical and health sciences ,0302 clinical medicine ,Arts and Humanities (miscellaneous) ,030212 general & internal medicine ,Sociology ,media_common ,Teamwork ,Middle class ,Community-university-artist partnered research ,business.industry ,4. Education ,030503 health policy & services ,Social change ,Citizen journalism ,Public relations ,Collaboration ,Ethics in teams ,Philosophy ,Critical theory ,General partnership ,Team dynamics ,0305 other medical science ,business - Abstract
Academics from diverse disciplines are recognizing not only the procedural ethical issues involved in research, but also the complexity of everyday “micro” ethical issues that arise. While ethical guidelines are being developed for research in aboriginal populations and low-and-middle-income countries, multi-partnered research initiatives examining arts-based interventions to promote social change pose a unique set of ethical dilemmas not yet fully explored. Our research team, comprising health, education, and social scientists, critical theorists, artists and community-activists launched a five-year research partnership on arts-for-social change. Funded by the Social Science and Humanities Research Council in Canada and based in six universities, including over 40 community-based collaborators, and informed by five main field projects (circus with street youth, theatre by people with disabilities, dance for people with Parkinson’s disease, participatory theatre with refugees and artsinfused dialogue), we set out to synthesize existing knowledge and lessons we learned. We summarized these learnings into 12 key points for reflection, grouped into three categories: community-university partnership concerns (n = 3), dilemmas related to the arts (n = 5), and team issues (n = 4). In addition to addressing previous concerns outlined in the literature (e.g., related to consent, anonymity, dangerous emotional terrain, etc.), we identified power dynamics (visible and hidden) hindering meaningful participation of community partners and university-based teams that need to be addressed within a reflective critical framework of ethical practice. We present how our team has been addressing these issues, as examples of how such concerns could be approached in community-university partnerships in arts for social change.
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- 2016
20. Team competencies and educational threshold concepts for clinical information modelling
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Scott, Philip, Heitmann, Kai, Mantas, John, Sonicki, Zdenko, Crişan-Vida, Mihaela, Fišter, Kristina, Hägglund, Maria, Kolokathi, Aikaterini, and Hercigonja-Szekeres, Mira
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health information exchange ,Human-Computer Interaction ,education ,models ,Health Information Management ,interoperability ,team dynamics ,clinical information systems - Abstract
Healthcare interoperability depends upon sound semantic models to support safe and reliable exchange of information. We argue that clinical information modelling requires a collaborative team of healthcare professionals, process and content analysts and terminologists and that ‘separation of concerns’ is unhelpful. We present six fundamental concepts that participants must understand to collaborate meaningfully in technology-agnostic information modelling.
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- 2018
21. Evaluation of TEAM dynamics before and after remote simulation training utilizing CERTAIN platform
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Bo Wang, Ognjen Gajic, Diana J. Kelm, Kelly Pennington, Yue Dong, and Hongchuan H. Coville
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Computer science ,media_common.quotation_subject ,Resuscitation ,education ,Education ,Simulation training ,Education, Distance ,03 medical and health sciences ,0302 clinical medicine ,Humans ,030212 general & internal medicine ,Prospective Studies ,Simulation Training ,media_common ,Language ,Patient Care Team ,lcsh:LC8-6691 ,lcsh:R5-920 ,Medical education ,Teamwork ,lcsh:Special aspects of education ,Videotape Recording ,030208 emergency & critical care medicine ,General Medicine ,simulation ,Group Processes ,Personnel, Hospital ,Engineering management ,Intensive Care Units ,Leadership ,Dynamics (music) ,ICU education ,Clinical Competence ,Educational Measurement ,team dynamics ,Emergencies ,lcsh:Medicine (General) - Abstract
Objective: The current study examines the feasibility and potential effects of long distance, remote simulation training on team dynamics. Design: The study design was a prospective study evaluating team dynamics before and after remote simulation. Subjects: Study subjects consisted of interdisciplinary teams (attending physicians, physicians in training, advanced care practitioners, and/or nurses). Setting: The study was conducted at nine training sites in eight countries. Interventions: Study subjects completed 2–3 simulation scenarios of acute crises before and after training with the Checklist for Early Recognition and Treatment of Acute Illness (CERTAIN). Measurements and main results: Pre- and post-CERTAIN training simulations were evaluated by two independent reviewers utilizing the Team Emergency Assessment Measure (TEAM), which is a 11-item questionnaire that has been validated for assessing teamwork in the intensive care unit. Any discrepancies of greater than 1 point between the two reviewers on any question on the TEAM assessment were sent to a third reviewer to judge. The score that was deemed discordant by the third judge was eliminated. Pre- and post-CERTAIN training TEAM scores were averaged and compared. Of the nine teams evaluated, six teams demonstrated an overall improvement in global team performance following CERTAIN virtual training. For each of the 11 TEAM assessments, a trend toward improvement following CERTAIN training was noted; however, no assessment had universal improvement. ‘Team composure and control’ had the least absolute score improvement following CERTAIN training. The greatest improvement in the TEAM assessment scores was in the ‘team’s ability to complete tasks in a timely manner’ and in the ‘team leader’s communication to the team’. Conclusion: The assessment of team dynamics using long distance, virtual simulation training appears to be feasible and may result in improved team performance during simulated patient crises; however, language and video quality were the two largest barriers noted during the review process.
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- 2018
22. How stressors are dynamically appraised within a team during a game: An exploratory study in basketball
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Julie Doron, Jérôme Bourbousson, French Institute of Sport (INSEP), Research Department, Laboratory Sport, Expertise and Performance (EA7370) (SEP (EA7370)), Institut national du sport, de l'expertise et de la performance (INSEP), Motricité, interaction, performance EA 4334 (MIP), Le Mans Université (UM)-Université de Nantes - UFR des Sciences et Techniques des Activités Physiques et Sportives (UFR STAPS), Université de Nantes (UN)-Université de Nantes (UN), Motricité, interactions, performance EA 4334 / Movement - Interactions - Performance (MIP), Université de Nantes - UFR des Sciences et Techniques des Activités Physiques et Sportives (UFR STAPS), Université de Nantes (UN)-Université de Nantes (UN)-Centre hospitalier universitaire de Nantes (CHU Nantes)-Le Mans Université (UM), and Le Mans Université (UM)-Centre hospitalier universitaire de Nantes (CHU Nantes)-Université de Nantes - UFR des Sciences et Techniques des Activités Physiques et Sportives (UFR STAPS)
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Male ,Basketball ,Team sport ,Adolescent ,Applied psychology ,education ,Exploratory research ,Team effectiveness ,050109 social psychology ,Physical Therapy, Sports Therapy and Rehabilitation ,Psychological safety ,Interpersonal communication ,Athletic Performance ,03 medical and health sciences ,stress ,0302 clinical medicine ,team functioning ,Humans ,Psychology ,0501 psychology and cognitive sciences ,Orthopedics and Sports Medicine ,Interpersonal Relations ,Team composition ,[SHS.SPORT]Humanities and Social Sciences/Sport ,biology ,Athletes ,Stressors ,05 social sciences ,030229 sport sciences ,biology.organism_classification ,Group Processes ,intrapersonal and interpersonal perspectives ,[SCCO.PSYC]Cognitive science/Psychology ,team sports ,team dynamics ,human activities ,[SHS.SPORT.SCS]Humanities and Social Sciences/Sport/Sport cognitive sciences ,Team - Abstract
International audience; Little is known about how team sport athletes individually and collectively experience sources of stress during competitive sport encounters. This study aimed to examine the nature of the stressors team sport athletes appraised during games at individual and team levels, as well as their degree of synchronization during an unfolding game. Through individual self‐confrontation interviews, the activities of nine basketball players of the same team were examined in detail. The results revealed that 12 categories of stressors were reported, and categorized into two larger units reflecting stressors perceived as affecting (a) “the team functioning as a whole” and (b) “a player's own functioning”. Thus, the nature and degree of similarity of the game‐specific stressors experienced by basketball players within a single team were identified during a game. In addition, the findings showed six different patterns of synchronizations of team members’ stressors, as well as their changes over the course of the game. They provided support for the synchronized appraisal and experience of stressors within a team during a game. By adopting an interpersonal perspective and examining the temporal interplay in team members’ activities, this study shed light on stress within teams.
- Published
- 2016
23. Synthesizing Sustainability Considerations through Educational Interventions.
- Author
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Mulder-Nijkamp, Maaike, de Koeijer, Bjorn, and Torn, Robbert-Jan
- Abstract
This study addresses the synthesis of sustainability-related considerations in packaging design curricula by means of educational interventions. The core of the research revolves around an educational module for students in packaging design and development. This research targets the current late-stage integration of sustainability considerations in product-packaging development processes. The combination of the front-end involvement of sustainability considerations with the focus on educational interventions in product-packaging development is lacking in currently available research. The educational interventions which are tested in representative educational environments—as presented in this article—address the required focus on the balance in decisions and criteria, trade-offs, and team dynamics within multidisciplinary product-packaging development teams. The educational framework targets five perspectives of packaging sustainability: (1) managerial decision making, (2) life cycle assessment (LCA), (3) consumer purchase behavior, (4) recycling efficiency and effectiveness, and (5) plastic recycling chain redesign. This research's main contribution is bridging the gap between implementing new scientific insights in the field of sustainable packaging from various perspectives, and practicing by applying the relevant knowledge in this field, by means of a design synthesis approach. This research derives findings from both an extensive introspective analysis and expert analysis of the results of the educational module. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
24. Skill heterogeneity in startups and its development over time
- Author
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Ulrich Kaiser, Bettina Müller, University of Zurich, and Müller, Bettina
- Subjects
Skill heterogeneity ,Economics and Econometrics ,education.field_of_study ,Entrepreneurship ,Stylized fact ,1400 General Business, Management and Accounting ,Population ,2002 Economics and Econometrics ,General Business, Management and Accounting ,Human capital ,Homophily ,330 Economics ,10004 Department of Business Administration ,Benchmark (surveying) ,Workforce ,Startups ,Team dynamics ,Business ,education ,Industrial organization ,Diversity (business) - Abstract
We study how startup teams are assembled in terms of team member human capital characteristics. To this end, we derive a statistically motivated benchmark for new venture team heterogeneity in terms of observed team member characteristics to generate stylized facts about team member diversity at startup and how it evolves as the new venture matures. We use the population of Danish startups that were established in 1998 and track them until 2001. Main findings are that teams are relatively more homogeneous at startup compared to our benchmark, indicating that difficulties associated with workforce heterogeneity (like affective conflict or coordination cost) as well as “homophily” (people’s inclination to bound with others with similar characteristics) may overweigh the benefits of heterogeneity. While workforce heterogeneity does increase over time, the increase is smaller compared to our benchmark but substantially larger than if team additions and replacements had the same characteristics as the initial team members.
- Published
- 2015
25. Is team confidence the key to success? The reciprocal relation between collective efficacy, team outcome confidence, and team performance during soccer games
- Author
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Jari Vanroy, Katrien Fransen, Steven Decroos, Bert De Cuyper, Gert Vande Broek, Filip Boen, and Norbert Vanbeselaere
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Adult ,Male ,Competitive Behavior ,Relation (database) ,Adolescent ,media_common.quotation_subject ,education ,Physical Therapy, Sports Therapy and Rehabilitation ,Psychological safety ,Athletic Performance ,Outcome (game theory) ,winning confidence ,Young Adult ,Perception ,Soccer ,Humans ,Orthopedics and Sports Medicine ,media_common ,Team composition ,Sport psychology ,in-game measurements ,Collective efficacy ,Group Processes ,sport psychology ,team dynamics ,Psychology ,continuous measurements ,human activities ,Social psychology ,Reciprocal - Abstract
The present manuscript extends previous research on the reciprocal relation between team confidence and perceived team performance in two ways. First, we distinguished between two types of team confidence; process-oriented collective efficacy and outcome-oriented team outcome confidence. Second, we assessed both types not only before and after the game, but for the first time also during half-time, thereby providing deeper insight in their dynamic relation with perceived team performance. Two field studies were conducted, each with 10 male soccer teams (N = 134 in Study 1; N = 125 in Study 2). Our findings provide partial support for the reciprocal relation between players’ team confidence (both collective efficacy and team outcome confidence) and players’ perceptions of the team’s performance. Although both types of players’ team confidence before the game were not significantly related to perceived team performance in the first half, players’ team confidence during half-time was positively related to perceived team performance in the second half. Additionally, our findings consistently demonstrated a relation between perceived team performance and players’ subsequent team confidence. Considering that team confidence is a dynamical process, which can be affected by coaches and players, our findings open new avenues to optimize team performance. peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rjsp20 ispartof: Journal of Sports Sciences vol:33 issue:3 pages:219-231 ispartof: location:England status: published
- Published
- 2015
26. Samarbeid i hjertestansteam : en kvalitativ studie om intensivsyke- pleieres erfaringer fra samarbeid i hjertestansteam under resuscitering
- Author
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Skeivoll, Anne and Bjørlykke, Carina
- Subjects
genetic structures ,non-technical skills ,communication ,VDP::Medical disciplines: 700::Clinical medical disciplines: 750 ,eamleader ,education ,cooperation ,advanced cardiac life support ,cardiac arrest teams ,team dynamics ,ME-519 - Abstract
Masteroppgave i spesialsykepleie – Universitetet i Agder 2014 Project backround: Several areas in health care have recently seen an increased focus on the importance of cooperation. In its guidelines from 2010, The American Heart Association (AHA) places increased importance on non-technical skills in the training of personnel who perform advanced cardiac life support (ACLS). The Better And Systematic Team Foundation (BEST), have in recent years contributed to a growing focus on cooperation in trauma teams. However, in Norway, there is little research directly linked to the issue of cooperation in Norwegian cardiac arrest teams. Aim:The aim of this study is to gain knowledge about the experiences of intensive care nurses with regard to cooperation in cardiac arrest teams. Our main concern was: how do intensive care nurses experience cooperation during resuscitation? Method:Individual, semi-structured interviews were conducted with six intensive care nurses who are certified in performing advanced cardiac life support. The interviews took place in the autumn of 2013. The interviews were mainly centred around non-technical skills in regard to the cooperation within cardiac arrest teams, with an emphasis on areas of potential improvement. Qualitative content analysis by Graneheim and Lundman was used to analyse the gathered data. Results:The findings of this study show that the main areas which are important to the cooperation within cardiac arrest teams are: communication, skills, team dynamics and team leadership. Conclusion:Non-technical skills, in particular communication and team leadership skills, are essential to the interviewees' experiences of cooperation within cardiac arrest teams. Such cooperation can be improved by providing more frequent de-briefs and increased situation training which involve all professions which make up a cardiac arrest team.
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- 2014
27. Team Heterogeneity in Startups and its Development Over Time
- Author
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Ulrich Kaiser, Bettina Mueller, and University of Zurich
- Subjects
Skill Heterogeneity ,Labour economics ,Entrepreneurship ,L26 ,media_common.quotation_subject ,Population ,skill heterogeneity, start-ups, entrepreneurship, team dynamics ,Homophily ,10004 Department of Business Administration ,start-ups ,jel:L26 ,Benchmark (surveying) ,ddc:330 ,Operations management ,education ,C10 ,media_common ,Team Dynamics ,education.field_of_study ,labor Entrepreneurship, Startups, Skill Heterogeneity, Team Dynam- ics ,M13 ,ComputingMilieux_THECOMPUTINGPROFESSION ,330 Wirtschaft ,jel:C10 ,Creativity ,330 Economics ,Variety (cybernetics) ,Entrepreneurship,Startups,Skill Heterogeneity,Team Dynamics ,Workforce ,jel:M13 ,Startups ,Business ,Construct (philosophy) - Abstract
We investigate the workforce heterogeneity of startups with respect to ed- ucation, age and wages. Our explorative study uses data on the population of 1,614 Danish firms founded in 1998. We track these firms until 2001 which enables us to analyze changes in workforce composition over time. Such a dynamic analysis constitutes a hitherto neglected area of entrepreneurship re- search. To assess relative workforce heterogeneity, we construct a simulated benchmark to which we compare observed workforce heterogeneity. We find that the initial workforce is relatively homogeneous compared to our bench- mark. Our result holds both for non-knowledge-based and, to a lesser extent, knowledge-based startups. This seems surprising since a vast management literature advocates heterogeneous teams. The difficulties associated with workforce heterogeneity (like affective confl ict or coordination cost) as well as "homophily" (peoples inclination to bound with others with similar char- acteristics) hence appear to generally overweigh the benefits of heterogeneity (like greater variety in perspectives or more creativity). We also document that workforces become more heterogeneous over time - startups add work- ers with skills di erent from the workforce at startup. The initial supposedly "poor" mix of workforce characteristics is hence adjusted as the startup ma- tures. This increase in workforce heterogeneity is, however, smaller compared to our benchmark but substantially larger than is team additions had the same characteristics as the initial team members.
- Published
- 2013
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