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This paper analyzes the strategic decision of basket choice in the National Basketball Association. Before games start, the away team chooses whether to play on offense in front of their bench in the first or second half. Based on eight regular seasons and 9,308 games, we identify the standard strategy for away teams to play on offense at their own benches in the first half. Results indicate that both home and away teams score more points when they play on offense in front of their bench. More importantly, there is a strategic advantage for the away team to play with the offense in front of the bench in the second half, deviating from the standard strategy in the league. Finally, we demonstrate that the choice of the basket for the away team can partially offset the home advantage under normal spectator conditions and entirely nullify it in ghost games. [ABSTRACT FROM AUTHOR]

Innovation teams must navigate inherent tensions between different learning activities to produce high levels of performance. Yet, we know little about how teams combine these activities—notably reflexive, experimental, vicarious, and contextual learning—most effectively over time. In this article, we integrate research on teamwork episodes with insights from music theory to develop a new theoretical perspective on team dynamics, which explains how team activities can produce harmony, dissonance, or rhythm in teamwork arrangements that lead to either positive or negative effects on overall performance. We first tested our theory in a field study using longitudinal data from 102 innovation teams at a Fortune Global 500 company; then, we replicated and elaborated our theory in a study of 61 MBA project teams at an elite North American university. Results show that some learning activities can occur within the same teamwork episode to have harmonious positive effects on team performance, while other activities combine to have dissonant negative effects when occurring in the same episode. We argue that dissonant activities must be spread across teamwork episodes to help teams achieve a positive rhythm of team learning over time. Our findings contribute to theory on team dynamics, team learning, and ambidexterity. [ABSTRACT FROM AUTHOR]

Background: Nursing homes face a critical need for competent healthcare professionals to deliver high-quality care. Focusing on clinical leadership is crucial for equipping healthcare professionals with the skills necessary to manage complex care needs, collaborate effectively within multidisciplinary teams, and improve care quality in nursing homes. Developing clinical leadership fosters professional growth and enhances healthcare professionals' ability to tackle the challenges unique to the nursing home environment. However, the concept of clinical leadership in nursing homes remains poorly defined and investigated. This study aimed to explore and define influencing factors for the development of clinical leadership within healthcare professionals in nursing homes. Methods: A qualitative study was conducted in Flanders, Belgium, using semi-structured focus group interviews (n = 5) with healthcare professionals (n = 41), including nurse assistants, licensed practical nurses, registered nurses, occupational therapists, recreational therapists, psychologists, and gerontologists. Interviews were audio-taped, transcribed, analysed and interpretated by using a thematic analysis based on descriptive phenomenology. Results: Clinical leadership development within healthcare professionals' hinges on four pivotal themes: (1) Cultivating an empowering working environment that fosters open feedback, encourages peer learning, and champions a stimulating learning climate. (2) Nurturing a supportive leadership style in formal leaders that exemplifies role modeling, accessibility, and a coaching approach. (3) Elevating well-developed professional identity through targeted training, experience, and a talent-oriented work approach. (4) Fostering team dynamics marked by commitment, collaboration, support, and trust. Conclusions: The study's findings on the influencing factors for clinical leadership development should be actively applied in nursing homes and guide the creation of targeted training programs and leadership development initiatives. Awareness of these factors are crucial to optimise and to support the development and implementation of clinical leadership in nursing homes in an attempt to reduce the workforce shortages. [ABSTRACT FROM AUTHOR]

Social workers frequent interprofessional healthcare teams, but few studies examine the day-to-day experiences of these providers on interprofessional teams. Our study utilized semi-structured interviews with 54 medical social workers practicing on interprofessional healthcare teams. A thematic analysis was used to analyze the day-to-day functions of these social workers. The analysis resulted in three primary themes: 1) Social Workers’ Self-Perceptions of their Roles within Interprofessional Teams, 2) Social Workers Shifting Roles on Interprofessional Teams, and 3) Interprofessional Team Dynamics that Impact the Role of a Social Worker. Social workers perceived their primary roles as contributing a unique systems approach to interprofessional healthcare teams while emphasizing patient self-determination. These self-perceptions influenced their shifting roles on interprofessional healthcare teams (e.g. clinician, case manager, bridge builder). In addition to individual self-perceptions, the healthcare system infrastructure influenced social work roles. For example, social workers in outpatient settings more frequently assumed the role of a mental health practitioner compared to those in inpatient settings. Last, there was variation in interprofessional communication and workflow assignment based on the healthcare infrastructure. Future research should examine the education and training efforts of social workers and other allied health professions for interprofessional healthcare teams. [ABSTRACT FROM AUTHOR]

This study presents a methodology for predicting the duration of surgical procedures using Machine Learning (ML). The methodology incorporates a new set of predictors emphasizing the significance of surgical team dynamics and composition, including experience, familiarity, social behavior, and gender diversity. By applying ML techniques to a comprehensive dataset of over 77,000 surgeries, we achieved a 24% improvement in the mean absolute error (MAE) over a model that mimics the current approach of the decision maker. Our results also underscore the critical role of surgeon experience and team composition dynamics in enhancing prediction accuracy. These advancements can lead to more efficient operational planning and resource allocation in hospitals, potentially reducing downtime in operating rooms and improving healthcare delivery. [ABSTRACT FROM AUTHOR]

Abstract Background Nursing homes face a critical need for competent healthcare professionals to deliver high-quality care. Focusing on clinical leadership is crucial for equipping healthcare professionals with the skills necessary to manage complex care needs, collaborate effectively within multidisciplinary teams, and improve care quality in nursing homes. Developing clinical leadership fosters professional growth and enhances healthcare professionals’ ability to tackle the challenges unique to the nursing home environment. However, the concept of clinical leadership in nursing homes remains poorly defined and investigated. This study aimed to explore and define influencing factors for the development of clinical leadership within healthcare professionals in nursing homes. Methods A qualitative study was conducted in Flanders, Belgium, using semi-structured focus group interviews (n = 5) with healthcare professionals (n = 41), including nurse assistants, licensed practical nurses, registered nurses, occupational therapists, recreational therapists, psychologists, and gerontologists. Interviews were audio-taped, transcribed, analysed and interpretated by using a thematic analysis based on descriptive phenomenology. Results Clinical leadership development within healthcare professionals’ hinges on four pivotal themes: (1) Cultivating an empowering working environment that fosters open feedback, encourages peer learning, and champions a stimulating learning climate. (2) Nurturing a supportive leadership style in formal leaders that exemplifies role modeling, accessibility, and a coaching approach. (3) Elevating well-developed professional identity through targeted training, experience, and a talent-oriented work approach. (4) Fostering team dynamics marked by commitment, collaboration, support, and trust. Conclusions The study’s findings on the influencing factors for clinical leadership development should be actively applied in nursing homes and guide the creation of targeted training programs and leadership development initiatives. Awareness of these factors are crucial to optimise and to support the development and implementation of clinical leadership in nursing homes in an attempt to reduce the workforce shortages.

Abstract Background Systematic biases in group decision making (i.e., group biases) may result in suboptimal decisions and potentially harm patients. It is not well known how impaired group decision making in patient care may affect medical training. This study aimed to explore medical residents’ experiences and perspectives regarding impaired group decision making and the role of group biases in medical decision making. Methods This study used a qualitative approach with thematic analysis underpinned by a social constructionist epistemology. Semi-structured interviews of medical residents were conducted at a single internal medicine residency program. Residents were initially asked about their experiences with suboptimal medical decision making as a group or team. Then, questions were targeted to several group biases (groupthink, social loafing, escalation of commitment). Interviews were transcribed and transferred to a qualitative data analysis software. Thematic analysis was conducted to generate major themes within the dataset. Results Sixteen interviews with residents revealed five major themes: (1) hierarchical influence on group decision making; (2) group decision making under pressure; (3) post-call challenges in decision making; (4) interactions between teamwork and decision making; and (5) personal and cultural influences in group decision making. Subthemes were also identified for each major theme. Most residents were able to recognize groupthink in their past experiences working with medical teams. Residents perceived social loafing or escalation of commitment as less relevant for medical team decision making. Conclusions Our findings provide unique insights into the complexities of group decision making processes in teaching hospitals. Team hierarchy significantly influenced residents’ experiences with group decision making—most group decisions were attributed to consultants or senior team members, while lower ranking team members contributed less and perceived fewer opportunities to engage in group decisions. Other factors such as time constraints on decision making, perceived pressures from other staff members, and challenges associated with post-call days were identified as important barriers to optimal group decision making in patient care. Future studies may build upon these findings to enhance our understanding of medical team decision making and develop strategies to improve group decisions, ultimately leading to higher quality patient care and training.

Background: Teamwork has become a central element of engineering education. However, the race‐ and gender‐based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession. Purpose: While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs. Method: We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis. Results: Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments. Conclusion: Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near‐real‐time mechanism to interrupt marginalization within engineering teams. [ABSTRACT FROM AUTHOR]

This study presents a comprehensive analysis of the transformative impact of remote work on team dynamics within contemporary organizational settings. As the global workforce undergoes a paradigm shift towards increased virtual collaboration, understanding the intricate dynamics that unfold within teams becomes imperative. The research focuses into the multidimensional implications of remote work on teamwork, communication, and overall group synergy. The investigation employs 309 samples in a systematic approach to scrutinize the challenges and opportunities presented by the advent of remote work. It addresses the evolution of team dynamics, exploring the factors influencing collaboration, cohesion, and task performance in virtual settings. The study incorporates both qualitative and quantitative methodologies to capture the nuanced experiences of individuals operating within remote teams. Key themes examined include the role of technology in shaping communication patterns, the influence of leadership on virtual teamwork, and the impact of geographical dispersion on team cohesion. Furthermore, the study scrutinizes the psychological aspects of remote collaboration, considering factors such as trust, motivation, and well-being. The findings of this research contribute to the growing body of knowledge on remote work by offering insights into the intricacies of team dynamics. Practical implications are discussed, providing organizations with valuable recommendations for optimizing virtual teamwork. As the business landscape continues to evolve, understanding the dynamics of remote teams is crucial for fostering collaboration, maintaining productivity, and ensuring the well-being of employees. [ABSTRACT FROM AUTHOR]

Since 2018, the International Council on Systems Engineering has promulgated a set of competencies for systems engineers. It is organized in a framework structure that describes the knowledge, skills, abilities, and behaviors that are important to systems engineering effectiveness. There are five "levels" of competence, that span from awareness to expert. The five categories of competencies are Professional, Core, Technical, SE Management, and Integrating. This paper focuses on culturally‐based characteristics of systems engineers relative to the Professional Competencies. It includes a discussion of culturally‐based research and conclusions regarding their implications for how to use them in selecting systems engineers, forming and developing systems teams, and making design decisions. [ABSTRACT FROM AUTHOR]

Rationale: Endotracheal intubation is the third most common bedside procedure in U.S. hospitals. In over 40% of intubations, preventable complications attributable to human factors occur. A better understanding of team dynamics during intubation may improve patient safety. Objectives: To explore team dynamics and safety-related actions during emergent endotracheal intubations in the emergency department and intensive care unit and to engage members of the care team in reflection for process improvement through a novel video-based team debriefing technique. Methods: Video-reflexive ethnography involves in situ video recording and reflexive discussions with practitioners to scrutinize behaviors and to identify opportunities for improvement. In this study, real-time intubations were recorded in the emergency department and intensive care unit at Mayo Clinic Rochester, and facilitated video-reflexive sessions were conducted with the multidisciplinary procedural teams. Themes about team dynamics and safety-related action were identified inductively from transcriptions of recorded sessions. Results: Between December 2022 and January 2023, eight video-reflexive sessions were conducted with a total of 78 participants. Multidisciplinary members included nurses (n = 23), respiratory therapists (n = 16), pharmacists (n = 7), advanced practitioners (n = 5), and physicians (n = 26). In video-reflexive discussions, major safety gaps were identified and several solutions were proposed related to the use of a multidisciplinary intubation checklist, standardized communication and team positioning, developing a culture of safety, and routinely debriefing after the procedure. Conclusions: The findings of this study may inform the development of a team supervision model for emergent endotracheal intubations. This approach could integrate key components such as a multidisciplinary intubation checklist, standardized communication and team positioning, a culture of safety, and debriefing as part of the procedure itself. [ABSTRACT FROM AUTHOR]

Why are there numerous cases of esports teams with superstar rosters that have failed? This question highlights that having top professional players with extraordinary individual skills may not be enough to achieve success. Since winning is a primary goal, it is crucial to understand all the variables that positively influence performance. While individual performance is critical to success as part of an esports team, team dynamics, structures, and processes also foster group functioning and performance. Thus, this research aims to conduct a systematic review of the team variables involved in the performance of esports teams. For this purpose, we conducted a literature search following the PRISMA guidelines in Science Direct, Web of Science, and PsycInfo databases since 2023. This search resulted in 371 articles, and after applying the inclusion and exclusion criteria, a total of twenty-three scientific articles were analyzed. The results were grouped under seven main topics: 1) Organigram, 2) Stages of a team, 3) Team structure, 4) Team variables and processes, 5) Leadership, 6) Lack of experience in team integration, and 7) Holistic and integral perspective. To conclude, more research is needed to study the effect of team dynamics in esports, as well as to highlight the role of the psychologist in fostering group dynamics to improve team cohesion, coordination, motivation, performance, and synergy. [ABSTRACT FROM AUTHOR]

Background: Systematic biases in group decision making (i.e., group biases) may result in suboptimal decisions and potentially harm patients. It is not well known how impaired group decision making in patient care may affect medical training. This study aimed to explore medical residents' experiences and perspectives regarding impaired group decision making and the role of group biases in medical decision making. Methods: This study used a qualitative approach with thematic analysis underpinned by a social constructionist epistemology. Semi-structured interviews of medical residents were conducted at a single internal medicine residency program. Residents were initially asked about their experiences with suboptimal medical decision making as a group or team. Then, questions were targeted to several group biases (groupthink, social loafing, escalation of commitment). Interviews were transcribed and transferred to a qualitative data analysis software. Thematic analysis was conducted to generate major themes within the dataset. Results: Sixteen interviews with residents revealed five major themes: (1) hierarchical influence on group decision making; (2) group decision making under pressure; (3) post-call challenges in decision making; (4) interactions between teamwork and decision making; and (5) personal and cultural influences in group decision making. Subthemes were also identified for each major theme. Most residents were able to recognize groupthink in their past experiences working with medical teams. Residents perceived social loafing or escalation of commitment as less relevant for medical team decision making. Conclusions: Our findings provide unique insights into the complexities of group decision making processes in teaching hospitals. Team hierarchy significantly influenced residents' experiences with group decision making—most group decisions were attributed to consultants or senior team members, while lower ranking team members contributed less and perceived fewer opportunities to engage in group decisions. Other factors such as time constraints on decision making, perceived pressures from other staff members, and challenges associated with post-call days were identified as important barriers to optimal group decision making in patient care. Future studies may build upon these findings to enhance our understanding of medical team decision making and develop strategies to improve group decisions, ultimately leading to higher quality patient care and training. [ABSTRACT FROM AUTHOR]

Objective: We review the current state-of-the-art in team cognition research, but more importantly describe the limitations of existing theories, laboratory paradigms, and measures considering the increasing complexities of modern teams and the study of team cognition. Background: Research on, and applications of, team cognition has led to theories, data, and measures over the last several decades. Method: This article is based on research questions generated in a spring 2022 seminar on team cognition at Arizona State University led by the first author. Results: Future research directions are proposed for extending the conceptualization of teams and team cognition by examining dimensions of teamness; extending laboratory paradigms to attain more realistic teaming, including nonhuman teammates; and advancing measures of team cognition in a direction such that data can be collected unobtrusively, in real time, and automatically. Conclusion: The future of team cognition is one of the new discoveries, new research paradigms, and new measures. Application: Extending the concepts of teams and team cognition can also extend the potential applications of these concepts. [ABSTRACT FROM AUTHOR]

Despite concerted efforts, LGBTQ + inclusivity is not fostered across all sporting contexts. Interpersonal relationships with teammates and coaches are particularly significant when it comes to cultivating positive and inclusive LGBTQ + experiences within sport. Using online qualitative data collected from 741 LGBTQ + adults, this study examined how relationships with coaches, teammates and sport-related staff impacted sport experiences and participation. Participant responses were independently coded using reflexive thematic analysis. Data were used to develop a new visual model to understand different types of relationships LGBTQ + individuals experience in sport and how this impacted their sport experiences. Exclusive sport relationships were characterised by experiences of discrimination and were found to greatly influence how participants viewed sport and physical activity contexts as adults. Inert or neutral sport relationships were maintained through protective self-distancing techniques. Inclusive relationships with coaches and teammates were primarily based on acceptance and associated with viewing physical activity positively. Identity-concealment strategies and athletic ability were identified as factors that impacted LGBTQ + adults' relationships within sport. Our overall findings demonstrate how discrimination in the form of overt or subtle sexual and gender prejudice can thwart feelings of relatedness among LGBTQ + athletes. [ABSTRACT FROM AUTHOR]

The globalization of software development processes and outsourcing of software development projects worldwide has led to the creation of virtual teams. These teams are fraught with challenges due to the geographical dispersion of members, differences in time zones, and different cultures. Virtual teams have become an essential aspect of software development projects. Even after many advancements in this area and the challenges posed by virtual teams, the current rate of software project success generates the need to study this area. A quantitative approach is used to study the responses provided by team members working as a part of a virtual team and involved in software projects in the Indian IT industry. The responses received were analyzed using regression analysis to propose and evaluate the proposed research model. The finding of the research indicates that virtual team attributes, such as technological augmentation, team dynamics, diversity, and strategic decision-making, have a significant impact on software project outcomes. In a Virtual team setting, the model developed during this research will serve as a valuable resource for the project leaders to comprehend the factors that influence project success and assist in implementing policies towards successful software projects. The research findings substantiate the previous research done for Virtual teams in developed countries, and the dimensions are evaluated in a completely new environment for developing countries like India. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Non-US international medical graduates (IMG) represent a gradually increasing portion of emergency medicine (EM) residents in the United States. Yet there are no previous studies that explore the needs of this learner population. We conducted a qualitative study to examine non-US IMGs’ perceptions of challenges they face specifically regarding team dynamics during their first year of an EM residency.Method: Nine non-US IMGs in EM from all over the US participated in anonymous, semi-structured phone interviews lasting 45-60 minutes. We then coded and analyzed the interviews to identify axes and themes using an inductive approach informed by grounded theory. Focused coding and member checking were employed.Results: Non-US IMGs’ perceptions of challenges regarding team dynamics during their first year of an EM residency coalesced into two themes: system-based challenges, such as a new power dynamic and understanding the local hospital system, and interpersonal challenges, such as establishing rapport and articulation of critical thinking.Conclusion: Non-US IMGs perceived several unique challenges regarding team dynamics during their first year of an EM residency, whether system-based or interpersonal-based. We propose solutions such as a transitional curriculum (as suggested by the participants as well) and cultural-competence training for academic leadership.

Background: Existing research points to the role of Eurocentric epistemic values—scientific objectivity, value‐neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making. Purpose: The purpose of this study was to examine how dominant Eurocentric epistemologies shape individual‐ and team‐level design thinking and, by extension, students' learning in engineering design education. Method: This work draws on a critical ethnography in which I observed three focal design teams during a semester‐long design project in a cornerstone design course. Following the conclusion of the design project, I conducted semi‐structured interviews with each member of the focal teams, asking students to reflect on incidents, their thinking, and team dynamics during the individual and team design processes. Findings: At the individual level, students' concerns about adhering to Eurocentric epistemic values made them hesitant to pursue design ideas. These concerns also shaped their design thinking, communication, and decision making at the team level, leading students to withhold or not advocate for ideas. Finally, students appeared to leverage the normative supremacy of Eurocentric epistemologies in engineering rhetorically to exert influence over their team's design decisions. Conclusions: If engineering education is to create a more just and inclusive learning environment for engineering students, we must construct learning environments that allow students to draw on all their epistemic resources during the learning process. This study suggests the dominance of Eurocentric epistemologies is a barrier to that end. [ABSTRACT FROM AUTHOR]

This comparative study investigates the effectiveness of two teaching methods, individual verbal encouragement and collective verbal encouragement, in enhancing the technical–tactical skills and mood state of obese students during handball matches. This study employs a randomized controlled design and involves 28 overweight students (50% females), age: 17.4 ± 2.08 years and BMI: 26.8 ± 1.5 for females and 27.3 ± 2.1 for males. Technical–tactical skills are assessed through performance metrics (individual evaluation proposal by Gréhaigne) such as Ball Played (BP), Conquered Ball (CB), Lost Ball (LB), Shoots/Goals, Conservation index, and defensive index, while mood states are evaluated using pre- and post-tests (BRUMS Scale). Results reveal that individual verbal encouragement significantly enhances technical–tactical skills and positively influences the mood state of overweight students compared to collective verbal encouragement. Boys in Session 1 with VEI displayed a significantly higher number of ball plays (mean difference = 0.94 standard deviations, p = 0.004) and conquered balls (mean difference = 0.78 standard deviations, p = 0.006) compared to VEC. They also had a lower number of Lost Balls (mean difference = −0.62 standard deviations, p = 0.018) and a higher shooting efficiency (Shoots/Goals ratio, mean difference = 0.67 standard deviations; p = 0.013). Similar trends were observed in Session 2, with VEI, again, demonstrating advantages. Girls exhibited analogous improvements with VEI in both sessions. Notably, these performance enhancements coincided with positive emotional changes, with VEI leading to a greater decrease in depression and fatigue scores for both boys and girls. The study highlights the importance of tailoring teaching methods to the specific needs of overweight students in the context of handball, emphasizing the effectiveness of individualized verbal encouragement for skill development and emotional well-being. These findings offer practical implications for educators and coaches involved in physical education, advocating for personalized approaches to optimize learning experiences for overweight students in sports settings. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine experiences female collegiate athletes encountered with Name, Image, and Likeness (NIL) legislation. Ten collegiate female athletes across multiple divisions and geographic regions were interviewed for this study. Participants discussed various facets of their experiences with NIL, such as team dynamics and personal branding. The results of this study suggest differences in (1) their institutional educational processes for NIL, (2) their attitudes toward NIL, (3) shifts (or lack thereof) in their team's group cohesion and leadership, and (4) their experience with forming and managing their personal brand. This study adds to the current body of literature illuminating the ways in which NIL legislation has impacted team dynamics and athlete branding, an area of research previously unexplored. [ABSTRACT FROM AUTHOR]

In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the difference in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 first-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member effectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conflict. The most important factor predicting project grades shifted from 'Interacting with teammates' to 'Having relevant knowledge, skills, and abilities' amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances. [ABSTRACT FROM AUTHOR]

This document is an editorial titled "Fluid teams" published in Frontiers in Psychology. The editorial discusses the concept of fluid teams, which are rapidly assembled teams that address immediate problems and disband after completing the task. The article highlights the advantages and disadvantages of fluid teams and explores their application in various contexts such as healthcare, innovation teams, and the military. It also presents research topics and gaps in understanding fluid team performance. The editorial provides a comprehensive overview of the topic and offers practical recommendations based on the research presented. [Extracted from the article]

Purpose – This article considers how the evaluation of research teams can better account for the challenges of transdisciplinarity, including their larger team size and more diverse and permeable membership, as well as the tensions between institutional pressures on individuals to publish and team goals. Design/methodology/approach – An evaluation team was retained from 2015 to 2020 to conduct a comprehensive external evaluation of a five-year EPSCoR-funded program undertaken by a transdisciplinary research team. The formative portion of the evaluation involved monitoring the program’s developmental progress, while the summative portion tracked observable program outputs and outcomes as evidence of progress toward short- and long-term goals. The evaluation team systematically reviewed internal assessments and gathered additional data for an external assessment via periodic participation in team meetings, participant interviews and an online formative team survey (starting in Year 2). Findings – Survey participants had a better understanding of the project’s “Goals and Vision” compared to other aspects. “Work Roles,” and particularly the timeliness of decision-making, were perceived to be a “Big Problem,” specifically in regard to heavy travel by key managers/leadership. For “Communication Channels,” Year 2 tensions included differing views on the extent to which management should be collaborative versus “hierarchical.” These concerns about communication demonstrate that differences in language, culture or status impact the efficiency and working relationship of the team. “Authorship Credit/Intellectual Property” was raised most consistently each year as an area of concern. Originality/value – The study involves the use of a unique survey approach.

Group projects are expected in contemporary engineering curricula, and yet they often pose a challenge to students and instructors alike. Could making projects personally relevant help? The present study created and tested a conceptual framework regarding the impact of personal relevance on groupwork in a project-based learning (PBL) course. We examined how measures of personal relevance (PR), both at the course level (value, interest in specialisation) and specifically regarding projects (interest and investment in the project, and contribution to the project idea) relate to students' expectancy, group connectedness, team dynamics (effectiveness, conflict, satisfaction, interdependence, and cohesiveness), and perceived effort; whether PR differs based on students' gender, academic year, or time of the semester; and whether PR predicts students' project performance. Seventy-one undergraduates in a project-based computer science course at a large public US university completed surveys assessing these constructs at five timepoints during the semester. Our findings suggest PR is related to positive outcomes in PBL courses, with interest and investment predicting an increase in the project grade. Similarly, gender predicted project grade with female students having significantly higher scores overall, above and beyond other measures. We discuss implications for creating project-based courses in higher education engineering courses. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Achieving diagnostic excellence on medical wards requires teamwork and effective team dynamics. However, the study of ward team dynamics in teaching hospitals is relatively underdeveloped. We aim to enhance understanding of how ward team members interact in the diagnostic process and of the underlying behavioral, psychological, and cognitive mechanisms driving team interactions. We used mixed-methods to develop and refine a conceptual model of how ward team dynamics in an academic medical center influence the diagnostic process. First, we systematically searched existing literature for conceptual models and empirical studies of team dynamics. Then, we conducted field observations with thematic analysis to refine our model. We present a conceptual model of how medical ward team dynamics influence the diagnostic process, which serves as a roadmap for future research and interventions in this area. We identified three underexplored areas of team dynamics that are relevant to diagnostic excellence and that merit future investigation (1): ward team structures (e.g., team roles, responsibilities) (2); contextual factors (e.g., time constraints, location of team members, culture, diversity); and (3) emergent states (shared mental models, psychological safety, team trust, and team emotions). Optimizing the diagnostic process to achieve diagnostic excellence is likely to depend on addressing all of the potential barriers and facilitators to ward team dynamics presented in our model. [ABSTRACT FROM AUTHOR]

Ahreum Lee,1 Mastaneh Torkamani-Azar,2 Bin Zheng,3 Roman Bednarik4 1Samsung Electronics Co. Ltd., Suwon, Gyeonggi-do, Republic of Korea; 2University of Eastern Finland, Kuopio, Finland; 3Department of Surgery, University of Alberta, Edmonton, Canada; 4University of Eastern Finland, Joensuu, FinlandCorrespondence: Roman Bednarik, University of Eastern Finland, Joensuu, Finland, Email roman.bednarik@uef.fiPurpose: The main goals of this mixed-methods systematic review are to identify what types of intraoperative stressors for operating room personnel have been reported in collected studies and examine the characteristics of each intraoperative stressor.Methods: With a systematic literature search, we retrieved empirical studies examining intraoperative stress published between 2010 and 2020. To synthesize findings, we applied two approaches. First, a textual narrative synthesis was employed to summarize key study information of the selected studies by focusing on surgical platforms and study participants. Second, a thematic synthesis was employed to identify and characterize intraoperative stressors and their subtypes.Results: Ninety-four studies were included in the review. Regarding the surgical platforms, the selected studies mainly focused on minimally invasive surgery and few studies examined issues around robotic surgery. Most studies examined intra-operative stress from surgeons’ perspectives but rarely considered other clinical personnel such as nurses and anesthetists. Among seven identified stressors, technical factors were the most frequently examined followed by individual, operating room environmental, interpersonal, temporal, patient, and organizational factors.Conclusion: By presenting stressors as multifaceted elements affecting collaboration and interaction between multidisciplinary team members in the operating room, we discuss the potential interactions between stressors which should be further investigated to build a safe and efficient environment for operating room personnel.Keywords: intraoperative stressors, team dynamics, communication and teamwork in health care, medical devices and technologies

Background The family doctor team dynamics mainly refer to inter-member interaction state of the family doctor team in the process of providing services. Improving the team dynamics among family doctors can help promote the enhancement of team effectiveness. The Primary Care Team Dynamics Scale (PCTDS) developed by Sara J. Singer's team at Harvard University, which can be used to comprehensively assess the primary care team dynamics. Objective To translate the PCTDS into a Chinese version, and test the reliability and validity of the Chinese version. Methods The Brislin's model for translation, back translation and cross-cultural adaptation was utilized to translate the PCTDS into a Chinese version (PCTDS-C) strictly following the principle of scale introduction, and the PCTDS-C was revised in accordance with an email-based expert consultation and a pre-test. Then a total of 569 family doctor team members were selected from 17 cities (including Guangdong's Shenzhen, Hubei's Wuhan, Zhejiang's Hangzhou, and so on) by the convenience sampling method from November 2021 to February 2022 to attend a survey using a self-developed Demographic Questionnaire and the PCTDS-C. The critical ratio (CR) method and item-total correlation were used for item analysis. The content validity of the scale was assessed by the expert consultation. The structural validity of the scale was tested by the KMO test, Bartlett's test of sphericity, exploratory factor analysis, and confirmatory factor analysis. And the reliability of the scale was evaluated by the Cronbach's α. Results Three hundred and nine of the 569 cases (54.3%) who returned responsive questionnaires were included for analysis. The absolute CR value for each of the entries was greater than 3.000 (P

We put forth an evidence-based intervention aimed at enhancing team functioning, titled Performance Recovery and Optimization for Teams (PRO-TEAMS), and implemented it with a professional frisbee team. Based on a multi-theoretical stance and covering eight different topics linked to team functioning (e.g., shared values, team cohesion, team confidence), the PRO-TEAMS was perceived to be beneficial to the frisbee team. In what follows, we provide a detailed description of the workshop sessions and the program evaluation. Practitioners interested in adapting the PRO-TEAMS to other teams and levels of play are first encouraged to reflect on the context of their work. [ABSTRACT FROM AUTHOR]

Background: Effectively facilitating teamwork experiences, particularly in the context of large-size courses, is difficult to implement. This study seeks to address the challenges of implementing effective teamwork experiences in large courses. This study integrated teamwork pedagogy to facilitate a semester-long project in the context of a large-size class comprising 118 students organized into 26 teams. The data for this study were collected from two online teamwork sessions when teams collaborated and self-recorded during the in-class time. The video recordings were qualitatively analyzed to identify patterns in team dynamics processes through visualizations. The study aims to provide insights into the different ways team members engaged in team dynamics processes during different phases of the semester. Results: Findings suggest that members of teams were mostly active and passive during meetings and less constructive and interactive in their engagement. Team members mainly engaged in communication, team orientation, and feedback behaviors. Over time, team members' interactions with one another remained about the same, with feedback behaviors tending to diminish and coordination behaviors staying about the same or slightly increasing over time. Conclusion: The implications of this study extend to both practice and theory. Practically, combining cooperative learning and scrum practices enabled a blend of collaborative and cooperative work, which suggests providing teams with tools and structures to coordinate teamwork processes and promote interaction among team members. From a theoretical perspective, this study contributes to the understanding of temporal aspects of teamwork dynamics by examining how team interactions evolve during working sessions at different points in time. Overall, this research provides valuable insights for educators, practitioners, and researchers aiming to enhance teamwork experiences in large courses, particularly in software development disciplines. [ABSTRACT FROM AUTHOR]

Despite collaboration being integrated into business education, challenges remain in preparing students to collaborate in modern organizations. This challenge is partially due to educators primarily focusing on within-team collaboration while, due to increased work complexity, organizations have moved to multiteam systems which also require between-team collaboration. Therefore, we developed the Magnetic Tower, which integrates within and between-team collaboration in an experiential learning exercise. In this exercise, teams implement within-team collaboration aspects such as communication, coordination, balancing members' contributions, and mutual support as well as between-team collaboration aspects such as boundary spanning, knowledge sharing, and integration to successfully complete the project. [ABSTRACT FROM AUTHOR]