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The Thurstone Verbal Fluency Test, Vandenberg Mental Rotation Test, and NEO-FFI personality test were administered to 182 university participants (126 female, 56 male). The men scored higher than the women on the spatial test, and the women scored higher than the men for the verbal fluency test, as reported by others. Women reported more extraversion and agreeableness than men. Extraversion was correlated with verbal fluency for both sexes. For the men, verbal fluency was also positively associated with agreeableness, and for the women, verbal fluency was associated with openness and conscientiousness. No relationships between personality and spatial ability were found. Thus, the relationships between cognitive variables and personality factors differed between the sexes. These findings are discussed in terms of the common frontal neural substrate of verbal fluency and these aspects of personality, as well as the inherently social nature of language as a communication tool. Keywords Verbal fluency * Personality * Sex differences, There has been a renewed interest in the relationship of personality variables to cognitive variables, as well as an interest in mapping these variables onto brain structure. Older reports include [...]

Introduction: Healthcare leaders need operational strategies that support organizational learning for continued improvement and value generation. The learning health system (LHS) model may provide leaders with such strategies; however, little is known about leaders' perspectives on the value and application of system-wide operationalization of the LHS model. The objective of this project was to solicit and analyze senior health system leaders' perspectives on the LHS and learning activities in an integrated delivery system. Methods A series of interviews were conducted with 41 system leaders from a broad range of clinical and administrative areas across an integrated delivery system. Leaders' responses were categorized into themes. Findings: Ten major themes emerged from our conversations with leaders. While leaders generally expressed support for the concept of the LHS and enhanced system-wide learning, their concerns and suggestions for operationalization where strongly aligned with their functional area and strategic goals. Discussion: Our findings suggests that leaders tend to adopt a very pragmatic approach to learning. Leaders expressed a dichotomy between the operational imperative to execute operational objectives efficiently and the need for rigorous evaluation. Alignment of learning activities with system-wide strategic and operational priorities is important to gain leadership support and resources. Practical approaches to addressing opportunities and challenges identified in the themes are discussed. Conclusion: Continuous learning is an ongoing, multi-disciplinary function of a health care delivery system. Findings from this and other research may be used to inform and prioritize system-wide learning objectives and strategies which support reliable, high value care delivery. [ABSTRACT FROM AUTHOR]

An evaluation was conducted of 134 university students (93 female, 41 male) with the Aggression Questionnaire of Buss and Perry (1992) and a Gender-Typical Play Behavior Questionnaire constructed for this study. Measurements were taken of an index of prenatal androgen activity - finger length ratios - for which gender differences have been reported. Gender differences in aggression and in the finger length ratios were found, in the directions reported in the literature. Correlations between greater current report of aggression and play style more typical of boys during childhood were found in both the male and female samples. This relationship between current level of aggression and gender-typical childhood play across time was notable. Gender-typical finger length ratios were associated with gendertypical patterns of play for several indices. The current findings provide support for the idea that physical aggression, childhood play style, and finger length ratios may reflect prenatal androgenic influence. [ABSTRACT FROM AUTHOR]

A sample of 134 (93 female, 41 male) university students were evaluated with measures of relational and physical aggression, as well as measures of the five personality factors (NEO Five-Factor Inventory; Costa & McCrae, 1992), depression and anxiety (Beck Depression Inventory; Beck, 1987 and Anxiety Inventory; Beck, 1990), and general emotional understanding and functioning (Bar-On Emotional Quotient Inventory; Bar-On, 1997). Gender differences were found such that the men reported more physical aggression and less Extraversion, with trends for less Neuroticism and less Agreeableness, than the women (NEO-FFI). Additionally, the women had higher Bar-On Interpersonal overall factor scores, including higher scores for the component Empathy, Social Responsibility, and Interpersonal Relationship subscales, than the men. Relational and physical aggression showed different patterns of association with other personality and emotional measures for men and women. In men, higher physical aggression was associated with lower Agreeableness and lower Extraversion. In women, higher physical aggression was associated with higher Conscientiousness, more depression, lower Bar-On EQI Stress Management and higher adaptability. Relational aggression was associated with lower Agreeableness and a lower Bar-On EQI overall score for both men and women. In men, higher relational aggression was additionally associated with more Neuroticism. In women, higher relational aggression was also associated with lower Conscientiousness, and lower Bar-On EQI Interpersonal factor scores. [ABSTRACT FROM AUTHOR]

Introduction: Healthcare leaders need operational strategies that support organizational learning for continued improvement and value generation. The learning health system (LHS) model may provide leaders with such strategies; however, little is known about leaders' perspectives on the value and application of system-wide operationalization of the LHS model. The objective of this project was to solicit and analyze senior health system leaders' perspectives on the LHS and learning activities in an integrated delivery system., Methods: A series of interviews were conducted with 41 system leaders from a broad range of clinical and administrative areas across an integrated delivery system. Leaders' responses were categorized into themes., Findings: Ten major themes emerged from our conversations with leaders. While leaders generally expressed support for the concept of the LHS and enhanced system-wide learning, their concerns and suggestions for operationalization where strongly aligned with their functional area and strategic goals., Discussion: Our findings suggests that leaders tend to adopt a very pragmatic approach to learning. Leaders expressed a dichotomy between the operational imperative to execute operational objectives efficiently and the need for rigorous evaluation. Alignment of learning activities with system-wide strategic and operational priorities is important to gain leadership support and resources. Practical approaches to addressing opportunities and challenges identified in the themes are discussed., Conclusion: Continuous learning is an ongoing, multi-disciplinary function of a health care delivery system. Findings from this and other research may be used to inform and prioritize system-wide learning objectives and strategies which support reliable, high value care delivery.

Introduction: The Learning Health Care System (LHCS) model seeks to utilize sophisticated technologies and competencies to integrate clinical operations, research and patient participation in order to continuously generate knowledge, improve care, and deliver value. Transitioning from concept to practical application of an LHCS presents many challenges but can yield opportunities for continuous improvement. There is limited literature and practical experience available in operationalizing the LHCS in the context of an integrated health system. At Geisinger Health System (GHS) a multi-stakeholder group is undertaking to enhance organizational learning and develop a plan for operationalizing the LHCS system-wide. We present a framework for operationalizing continuous learning across an integrated delivery system and lessons learned through the ongoing planning process., Framework: The framework focuses attention on nine key LHCS operational components: Data and Analytics; People and Partnerships; Patient and Family Engagement; Ethics and Oversight; Evaluation and Methodology; Funding; Organization; Prioritization; and Deliverables. Definitions, key elements and examples for each are presented. The framework is purposefully broad for application across different organizational contexts., Conclusion: A realistic assessment of the culture, resources and capabilities of the organization related to learning is critical to defining the scope of operationalization. Engaging patients in clinical care and discovery, including quality improvement and comparative effectiveness research, requires a defensible ethical framework that undergirds a system of strong but flexible oversight. Leadership support is imperative for advancement of the LHCS model. Findings from our ongoing work within the proposed framework may inform other organizations considering a transition to an LHCS.