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101. Perceptions, représentations sociales et stéréotypes de la violence et de l'enfant violent

Author

Bonjour, Emmanuelle, Delouvée, Sylvain, Michinov, Estelle, Rouxel, Géraldine, Greffeuille, C., Centre de Recherches en Psychologie Cognition et Communication (CRPCC EA 1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-MEN : EA1285-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), Laboratoire de psychologie sociale et de psychologie cognitive (LAPSCO), Centre National de la Recherche Scientifique (CNRS)-Université Blaise Pascal - Clermont-Ferrand 2 (UBP), and Université Blaise Pascal - Clermont-Ferrand 2 (UBP)-Centre National de la Recherche Scientifique (CNRS)

Subjects
violence, Perceptions, [SHS.PSY]Humanities and Social Sciences/Psychology, stéréotypes, représentations sociales, enfant
Published
2009

102. Perceptions et représentations sociales de la violence et de l'enfant violent

Author

Michinov, Estelle, Rouxel, Géraldine, Delouvée, Sylvain, Bonjour, Emmanuelle, Grefeuille, C., Centre de Recherches en Psychologie Cognition et Communication (CRPCC EA 1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-MEN : EA1285-Université de Rennes 2 (UR2), and Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)

Subjects
violence, Perceptions, [SHS.PSY]Humanities and Social Sciences/Psychology, représentations sociales, enfant
Published
2009

103. Influence of transactive memory on perceptions of performance, job satisfaction and identification in anaesthesia teams

Author

Michinov, Estelle, Olivier-Chiron, Elodie, Rusch, Emmanuel, Chiron, Bruno, Laboratoire de Psychologie : Cognition, Comportement, Communication (LP3C - EA1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO), CHU Trousseau [Tours], Centre Hospitalier Régional Universitaire de Tours (CHRU Tours), Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Université de Brest (UBO)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), and Université de Brest (UBO)-Université de Bretagne Sud (UBS)

Subjects
[SHS.PSY]Humanities and Social Sciences/Psychology, [SDV.SPEE]Life Sciences [q-bio]/Santé publique et épidémiologie, ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
2008

104. Validation de l’échelle de mémoire transactive en langue française et adaptation au contexte académique

Author

Michinov, Estelle, Laboratoire de Psychologie : Cognition, Comportement, Communication (LP3C - EA1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), and Université de Brest (UBO)

Subjects
[SCCO.PSYC]Cognitive science/Psychology, [SHS.PSY]Humanities and Social Sciences/Psychology, ComputingMilieux_MISCELLANEOUS, [SHS]Humanities and Social Sciences
Abstract

International audience

Published
2007

106. L’attraction interpersonnelle : Un concept en évolution

Author

Michinov, Estelle, Laboratoire de Psychologie : Cognition, Comportement, Communication (LP3C - EA1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), and Université de Brest (UBO)

Subjects
[SCCO.PSYC]Cognitive science/Psychology, [SHS.PSY]Humanities and Social Sciences/Psychology, ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
2001

107. Functional proximity as an indicator of interpersonal attraction: Pilot studies

Author

Michinov, Estelle, Monteil, Jean-Marc, Laboratoire de Psychologie : Cognition, Comportement, Communication (LP3C - EA1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO), and Université Blaise Pascal - Clermont-Ferrand 2 (UBP)

Subjects
[SCCO.PSYC]Cognitive science/Psychology, [SHS.PSY]Humanities and Social Sciences/Psychology, ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
1999

115. Travail collaboratif et mémoire transactive : revue critique et perspectives de recherche

Author

Michinov, Estelle, Michinov, Nicolas, Michinov, Estelle, and Michinov, Nicolas

Abstract

Résumé Cet article propose une recension des travaux sur un des processus reconnus comme ayant une influence déterminante sur les performances des groupes : la mémoire transactive. Dans un premier temps, il s’agit de procéder à une délimitation notionnelle de la mémoire transactive en discutant les relations qu’elle entretient avec des concepts voisins et les méthodes utilisées pour mesurer cette forme de mémoire. Dans un second temps, les travaux de recherches réalisés avec des binômes, groupes ou équipes de travail dans différents contextes sont exposés et analysés afin de mieux comprendre le fonctionnement de la mémoire transactive et ses facteurs de développement. Pour finir, une mise en perspective critique des travaux réalisés dans ce domaine est proposée afin d’envisager des perspectives de recherches futures. Certaines implications pratiques de ces travaux sont également envisagées., Collaborative work and transactive memory: critical review and research perspectives Organizations increasingly develop projects structured around work teams. This increased emphasis on a team-based structure has resulted in a considerable number of theoretical models aimed at examining the factors that influence team effectiveness. One mediating intragroup process that has recently received significant attention concerns the Transactive Memory System (TMS, Wegner, 1986). TMS relies on the team members’ knowledge of distributed expertise, and on how this knowledge is combined within groups. The present article provides a critical review of studies on the transactive memory model and work-group performance. First, a theoretical analysis of the concept of transactive memory and its relationship with similar concepts (team mental models, theory of common ground) is presented. Second, the specificities of the transactive memory model are presented and compared with other concepts. Third, studies with dyads, groups or work teams in various educational and professional contexts are presented to provide a better understanding of the functioning of the transactive memory system and the factors underlying its development. Finally, a critical analysis of studies in this domain is made in order to determine future directions for research. The potential theoretical and methodological limitations are presented, notably concerning the problem of conceptualizing and measuring TMS, and the level of analysis (micro- and macro-levels). The potential negative effects of TMS for group performance are then discussed. Finally, the conclusions and practical implications of these studies for work teams are discussed.

116. 'Doctor, please': Educating nurses to speak up with interactive digital simulation tablets

Author

Marie Le Duff, Bruno Arnaldi, Valérie Gouranton, Pierre Jannin, Estelle Michinov, Marie-Stéphanie Bracq, Université de Rennes (UR), Laboratoire de Psychologie : Cognition, Comportement, Communication (LP3C - EA1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO), Laboratoire Traitement du Signal et de l'Image (LTSI), Université de Rennes (UR)-Institut National de la Santé et de la Recherche Médicale (INSERM), 3D interaction with virtual environments using body and mind (Hybrid), Inria Rennes – Bretagne Atlantique, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)-MEDIA ET INTERACTIONS (IRISA-D6), Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), Université de Rennes (UR)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-Université de Rennes (UR)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT), Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA), Université de Rennes (UNIV-RENNES), Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Université de Brest (UBO)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO)-Université de Bretagne Sud (UBS), Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut National de la Santé et de la Recherche Médicale (INSERM), IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-CentraleSupélec-Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Centre National de la Recherche Scientifique (CNRS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Centre National de la Recherche Scientifique (CNRS)-École normale supérieure - Rennes (ENS Rennes)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Institut National de la Santé et de la Recherche Médicale (INSERM)-Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-Université de Rennes 1 (UR1), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), and Michinov, Estelle

Subjects
Nursing (miscellaneous), nontechnical skills, speaking-up, media_common.quotation_subject, education, Scrub nurse, Embarrassment, [SHS.PSY]Humanities and Social Sciences/Psychology, Education, [SHS.PSY] Humanities and Social Sciences/Psychology, 03 medical and health sciences, 0302 clinical medicine, Open communication, media_common, Medical education, 030504 nursing, Point (typography), Health professionals, 030208 emergency & critical care medicine, 3. Good health, Modeling and Simulation, self-debriefing, [SCCO.PSYC] Cognitive science/Psychology, [SCCO.PSYC]Cognitive science/Psychology, 0305 other medical science, Psychology, scrub nurse, interactive digital simulation
Abstract

International audience; Background: Courses are developed to train on open communication. This study focuses on speaking-up for scrub nurses. Method: The scenario is implemented on digital tablets, with vignettes involving problematic be- haviours of a colleague with the same or different status. The nurses (N = 33) were asked whether they would point out the error, whether they would be embarrassed, and how they would do it. Results: Nurses expressed greater embarrassment with a colleague of a different status. This is con- firmed by their phrasing and the strategies they reported when speaking to the surgeon. Conclusion: The scenario was well accepted and could be used to train other health professionals.

Published
2021
Full Text
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117. Le travail d’équipe au bloc opératoire: Les relations entre la familiarité d’équipe et les interruptions de tâche

Author

Estelle Michinov, Pierre-Louis Henaux, Julie Rochat, Brivael Hémon, Laurent Riffaud, Pierre Jannin, Laboratoire de Psychologie : Cognition, Comportement, Communication (LP3C - EA1285), Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Université de Brest (UBO)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO)-Université de Bretagne Sud (UBS), Université de Rennes (UNIV-RENNES), Service de neurochirurgie [Rennes] = Neurosurgery [Rennes], CHU Pontchaillou [Rennes], Laboratoire Traitement du Signal et de l'Image (LTSI), Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut National de la Santé et de la Recherche Médicale (INSERM), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO), Université de Rennes (UR), Université de Rennes (UR)-Institut National de la Santé et de la Recherche Médicale (INSERM), and Michinov, Estelle

Subjects
[SHS.PSY] Humanities and Social Sciences/Psychology, [SCCO]Cognitive science, [SDV.MHEP.CHI] Life Sciences [q-bio]/Human health and pathology/Surgery, [SHS.PSY]Humanities and Social Sciences/Psychology, [SCCO] Cognitive science, [SDV.MHEP.CHI]Life Sciences [q-bio]/Human health and pathology/Surgery, ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
2018

118. Training situation awareness through error recognition in an immersive virtual operating room

Author

Marie-Stéphanie Bracq, Marie Le Duff, Estelle Michinov, Bruno Arnaldi, Valérie Gouranton, Jeanne Descamps, Pierre Jannin, Laboratoire Traitement du Signal et de l'Image (LTSI), Université de Rennes (UR)-Institut National de la Santé et de la Recherche Médicale (INSERM), Laboratoire de Psychologie : Cognition, Comportement, Communication (LP3C - EA1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Université de Rennes 2 (UR2)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO), Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA), 3D interaction with virtual environments using body and mind (Hybrid), Inria Rennes – Bretagne Atlantique, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)-MEDIA ET INTERACTIONS (IRISA-D6), Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), Université de Rennes (UR)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-Université de Rennes (UR)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT), Pôle de Formation des Professionnels de Santé du Centre hospitalier de Rennes (PFPS), Frontiers, Jean-Claude Granry, Marc-Antoine Custaud, Janiece Roche, Michinov, Estelle, Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut National de la Santé et de la Recherche Médicale (INSERM), Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Université de Brest (UBO)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO)-Université de Bretagne Sud (UBS), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-Université de Rennes 1 (UR1), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-École normale supérieure - Rennes (ENS Rennes)-CentraleSupélec-Centre National de la Recherche Scientifique (CNRS)-IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Pôle de Formation des Professionnels de Santé du CHU de Rennes (PFPS), IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom [Paris] (IMT)-CentraleSupélec-Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Centre National de la Recherche Scientifique (CNRS)-École normale supérieure - Rennes (ENS Rennes)-Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-IMT Atlantique Bretagne-Pays de la Loire (IMT Atlantique), Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)-Institut de Recherche en Informatique et Systèmes Aléatoires (IRISA), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Centre National de la Recherche Scientifique (CNRS)-École normale supérieure - Rennes (ENS Rennes)-Institut National des Sciences Appliquées - Rennes (INSA Rennes), and Institut National des Sciences Appliquées (INSA)-Université de Rennes (UNIV-RENNES)-Institut National des Sciences Appliquées (INSA)-Université de Bretagne Sud (UBS)

Subjects
[SHS.PSY] Humanities and Social Sciences/Psychology, [SCCO.PSYC] Cognitive science/Psychology, [SCCO.PSYC]Cognitive science/Psychology, [SHS.PSY]Humanities and Social Sciences/Psychology, ComputingMilieux_MISCELLANEOUS
Abstract

International audience

119. Determinants of innovation at work : The moderating role of team diversity

Author

Velilla Guardela, Jorge, Battistelli, Adalgisa, Pohl, Sabine, Michinov, Estelle, Brunet, Luc, Antino, Mirko, Equipe de Psychologie Cognitive, Université Bordeaux Segalen - Bordeaux 2-EA3662, Université de Bordeaux, and Adalgisa Battistelli

Subjects
Emergent state, Team processes, Innovation d'équipe, [SHS.PSY]Humanities and Social Sciences/Psychology, Processus d'équipe, Team innovation, Team diversity, Diversité des équipes de travail, État émergent
Abstract

The objective of this dissertation is to study the team-level antecedents of innovation at work, as well as the role of team diversity’s in these relationships. The diversity of team member attributes is generally studied as an input of team outcomes; however, we argue that it can also adopt a more complex contextual role. With the purpose of evaluating the determinants of team innovation, several studies were carried out on: an Italian postal service organization (1) and on an Italian military organization (2). We found a positive relationship between age diversity and team creativity (Chapter 2, Article 1). This relationship was stronger at higher levels of perceived age inclusion climate than at lower levels. Additionally, diversity may also have a moderating effect between team-level factors and innovation. More precisely, a positive relationship was identified between transactive memory system and military unit innovation, and this relationship was moderated by grade diversity (Chapter 3, Article 2). At higher levels of military grade diversity, the effect of transactive memory on innovation became non-significant. Finally, we showed that diversity also moderated the effect of other team-level determinants of innovation. For low levels of team age diversity the elaboration of task-relevant information mediated the relationship between the perceived organizational value of innovation and team innovation (Chapter 4, Article 3). In addition, several analyses and additional studies were carried out with the purpose of studying more precisely the determinants of innovation as well as the role, type, and effects of team diversity. In conclusion, these results show the importance of studying the interactions between diversity and the antecedents of innovation in teams.; L’objectif de cette thèse est d’étudier, au niveau d’équipe, les antécédents de l’innovation au travail, ainsi que le rôle de la diversité sur ces relations. La diversité des attributs des membres des équipes est généralement étudiée comme un déterminant des résultats d’équipe. Cependant, nous proposons qu’elle puisse également avoir un rôle contextuel complexe. Avec le but d’évaluer ces idées, plusieurs études ont été menées dans : une organisation du service postal Italien (1) et une organisation militaire Italienne (2). Nous avons montré une relation positive entre la diversité d’âge et la créativité d’équipe (Chapitre 2, Article 1). Cette relation était plus forte pour des niveaux plus élevées de perception du climat d’inclusion au travail que pour les niveaux les plus faibles. De plus, la diversité peut également avoir un effet modérateur entre les facteurs d’équipe et l’innovation. Plus précisément, une relation positive a été mise en évidence entre le système de mémoire transactif et l’innovation d’équipes militaires et cette relation était modérée par la diversité de grade (Chapitre 3, Article 2). A des niveaux plus élevés de diversité de grade dans l’équipe, l’effet de la mémoire transactive sur l’innovation devenait non significatif. Enfin, nous avons montré que la diversité modère également d’autres déterminants de l’innovation d’équipe. Pour des niveaux de diversité d’âge faibles l’élaboration d’information relevant à la tâche à médié la relation entre la valeur organisationnelle perçue d’innovation et l’innovation d’équipe (Chapitre 4, Article 3). En complément, des analyses et études supplémentaires ont été réalisées afin d’étudier de manière plus approfondie les déterminants de l’innovation ainsi que le rôle, le type, et les effets de la diversité dans les équipes. Pour conclure, ces résultats montrent l’importance d’étudier les interactions entre la diversité et les facteurs déterminants de l’innovation dans les équipes de travail.

120. The Moderating Role of Emotional Intelligence on the Relationship Between Conflict Management Styles and Burnout among Firefighters.

Author

Michinov E

Abstract

Background: While the organizational factors that account for firefighters' burnout have been extensively explored, the individual factors related to how they regulate interpersonal conflicts and emotions remain to be investigated. Previous research has demonstrated the association between emotional intelligence and conflict management styles and burnout, but no study has looked at the interrelationships among these factors in high-risk sectors. The present exploratory study aimed to fill this research gap by investigating the relationships between conflict management style, emotional intelligence and burnout in a sample of firefighters., Methods: A cross-sectional study was conducted with 240 French firefighters. Measures comprised validated scales of conflict management styles, emotional intelligence and burnout., Results: Results showed that the integrating conflict style reduced burnout. They also revealed the effects of emotion regulation on burnout, whereby the awareness and management of one's own emotions reduced burnout. Moreover, awareness of one's own emotions moderated the relationship between integrating conflict resolution style and burnout, whereby the effect of integrating style on reduced burnout was higher when awareness of one's own emotions was high., Conclusion: These results reveal that strategies used by firefighters to regulate their emotions in order to meet the emotional demands specific to their job are important for reducing the emotional exhaustion component of burnout. Training programs for conflict and emotion management are needed to preserve the mental health of firefighters and ensure the safety of interventions., Competing Interests: The author declares that there is no conflict of interest., (© 2022 Occupational Safety and Health Research Institute.)

Published
2022
Full Text
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121. Revisiting the Effects of Gender Diversity in Small Groups on Divergent Thinking: A Large-Scale Study Using Synchronous Electronic Brainstorming.

Author

Peter L, Michinov N, Besançon M, Michinov E, Juhel J, Brown G, Jamet E, and Cherbonnier A

Abstract

Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts ( N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-gender groups composed of two men and two women), and more specifically "solo" groups composed of a single woman/man among a majority of men/women. For flexibility and originality, the superiority of all-women groups was found only in comparison to "solo" groups composed of a single woman. As gender differences are more salient in "solo" groups than in other groups faultlines may appear in groups, leading to a deleterious impact on creative performance., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Peter, Michinov, Besançon, Michinov, Juhel, Brown, Jamet, Cherbonnier and ProFAN Consortium.)

Published
2021
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122. Training situational awareness for scrub nurses: Error recognition in a virtual operating room.

Author

Bracq MS, Michinov E, Le Duff M, Arnaldi B, Gouranton V, and Jannin P

Subjects
Clinical Competence, Computer Simulation, Humans, Operating Rooms, Awareness, Nurses
Abstract

Virtual reality simulation provides interesting opportunities to train nurses in a safe environment. While the virtual operating room has proven to be a useful training tool for technical skills, it has been less studied for non-technical skills. This study aimed to assess "Error recognition in a virtual operating room", using a simulation scenario designed to improve situation awareness. Eighteen scrub-nurse students and 8 expert scrub-nurses took part in the experiment. They were immersed in a virtual operating room and reported any errors they observed. There were nineteen errors with various degrees of severity. Measures were retrieved from logs (number of errors, time for detection, movements) and from questionnaires (situation awareness, subjective workload, anxiety and user experience). The results showed that the participants who detected most errors had a higher level of situation awareness, detected high-risk errors faster and felt more immersed in the virtual operating room than those detecting fewer errors. They also felt the workload was lighter and experienced more satisfaction. Students explored the operating room more than experts did and detected more errors, especially those with moderate risk. Debriefings confirmed that virtual simulation is acceptable to trainees and motivates them. It also provides useful and original material for debriefings., (Copyright © 2021 Elsevier Ltd. All rights reserved.)

Published
2021
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123. Interruptions in Surgery: A Comprehensive Review.

Author

Bretonnier M, Michinov E, Morandi X, and Riffaud L

Subjects
Humans, Patient Safety, Quality Improvement, Risk Factors, Workload psychology, Medical Errors prevention & control, Operating Rooms organization & administration, Patient Care Team organization & administration
Abstract

Background: Recent literature showed that analysis of interruptions can contribute to evaluating the care process in the operating room, and thus, understanding potential errors that may occur during surgical procedures. The aim of this comprehensive review was to summarize current knowledge on the description and impact of interruptions in surgery., Material and Methods: A literature search was conducted according to a set of criteria in the databases MEDLINE, BASE, Cochrane's Library, and PsycINFO., Results: 41 articles were included. Two main methodological approaches were found, observational in the OR, or controlled in an experimental simulated environment. Interruptions in the OR were manifold, and several classifications were used. The severity of interruptions differed according to the category of the interruptions. Interruptions were influenced by team familiarity and the expertise of the surgical team; high team familiarity and a high level of expertise decreased the frequency of interruptions. However, our literature search lacked controlled studies carried out in the OR. Interruptions seemed to increase the workload and stress of the surgical team and impair nontechnical skills, but no clear evidence of this was advanced., Conclusions: Interruptions are probably risk factors for errors in the operating room. However, there is as yet no clear evidence of the association of interruption frequency with errors in the operating room. There is a need to define and target interruptions, which should be reduced by putting safeguards in place, thereby allowing those which could be beneficial and neglecting those with no potential consequences., (Copyright © 2019 Elsevier Inc. All rights reserved.)

Published
2020
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124. Learning procedural skills with a virtual reality simulator: An acceptability study.

Author

Bracq MS, Michinov E, Arnaldi B, Caillaud B, Gibaud B, Gouranton V, and Jannin P

Subjects
Adult, Craniotomy, Education, Nursing methods, Female, Humans, Male, Operating Room Nursing methods, Reproducibility of Results, User-Computer Interface, Clinical Competence, Learning, Simulation Training methods, Virtual Reality
Abstract

Background: Virtual Reality (VR) simulation has recently been developed and has improved surgical training. Most VR simulators focus on learning technical skills and few on procedural skills. Studies that evaluated VR simulators focused on feasibility, reliability or easiness of use, but few of them used a specific acceptability measurement tool., Objectives: The aim of the study was to assess acceptability and usability of a new VR simulator for procedural skill training among scrub nurses, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model., Participants: The simulator training system was tested with a convenience sample of 16 non-expert users and 13 expert scrub nurses from the neurosurgery department of a French University Hospital., Methods: The scenario was designed to train scrub nurses in the preparation of the instrumentation table for a craniotomy in the operating room (OR)., Results: Acceptability of the VR simulator was demonstrated with no significant difference between expert scrub nurses and non-experts. There was no effect of age, gender or expertise. Workload, immersion and simulator sickness were also rated equally by all participants. Most participants stressed its pedagogical interest, fun and realism, but some of them also regretted its lack of visual comfort., Conclusion: This VR simulator designed to teach surgical procedures can be widely used as a tool in initial or vocational training., (Copyright © 2019. Published by Elsevier Ltd.)

Published
2019
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125. Virtual Reality Simulation in Nontechnical Skills Training for Healthcare Professionals: A Systematic Review.

Author

Bracq MS, Michinov E, and Jannin P

Subjects
Clinical Competence, Humans, Health Personnel education, Simulation Training organization & administration, Virtual Reality
Abstract

Statement: This systematic review, conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, is aimed to review current research in virtual reality (VR) for healthcare training, specifically pertaining to nontechnical skills. PsycInfo and Medline databases were queried for relevant articles published through December 2017. Of the 1377 publications identified, 80 were assessed for eligibility and 26 were finally included in the qualitative synthesis. Overall, the use of virtual training for nontechnical skills is recent in healthcare education and has increased since 2010. Screen-based VR simulators or virtual worlds are the most frequently used systems. The nontechnical skills addressed in VR simulation include mainly teamwork, communication, and situation awareness. Most studies evaluate the usability and acceptability of VR simulation, and few studies have measured the effects of VR simulation on nontechnical skills development.

Published
2019
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126. Relationships Between Expertise, Crew Familiarity and Surgical Workflow Disruptions: An Observational Study.

Author

Henaux PL, Michinov E, Rochat J, Hémon B, Jannin P, and Riffaud L

Subjects
Adult, Cervical Vertebrae surgery, Clinical Competence, Cooperative Behavior, Diskectomy methods, Elective Surgical Procedures standards, Humans, Middle Aged, Nurses standards, Operating Rooms organization & administration, Operating Rooms standards, Patient Care Team organization & administration, Spinal Fusion methods, Surgeons standards, Video Recording, Diskectomy standards, Patient Care Team standards, Physician-Nurse Relations, Spinal Fusion standards, Workflow
Abstract

Background: Teamwork is an essential factor in reducing workflow disruption (WD) in the operating room. Team familiarity (TF) has been recognized as an antecedent to surgical quality and safety. To date, no study has examined the link between team members' role and expertise, TF and WD in surgical setting. This study aimed to examine the relationships between expertise, surgeon-scrub nurse familiarity and WD., Methods: We observed a convenience sample of 12 elective neurosurgical procedures carried out by 4 surgeons and 11 SN with different levels of expertise and different degrees of familiarity between surgeons and SN. We calculated the number of WD per unit of coding time to control for the duration of operation. We explored the type and frequency of WD, and the differences between the surgeons and SN. We examined the relationships between duration of WD, staff expertise and surgeon-scrub nurse familiarity., Results: 9.91% of the coded surgical time concerned WD. The most frequent causes of WD were distractions (29.7%) and colleagues' interruptions (25.2%). This proportion was seen for SN, whereas teaching moments and colleagues' interruptions were the most frequent WD for surgeons. The WD was less high among expert surgeons and less frequent when surgeon was familiar with SN., Conclusions: The frequency of WD during surgical time can compromise surgical quality and patient safety. WD seems to decrease in teams with high levels of surgeon-scrub nurse familiarity and with development of surgical expertise. Favoring TF and giving feedback to the team about WD issues could be interesting ways to improve teamwork.

Published
2019
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