scholarly journals MP51: The relationship between entrustment scores in the simulated and workplace environments among emergency medicine residents

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S61-S61 ◽  
Author(s):  
N. Prudhomme ◽  
M. O'Brien ◽  
M. McConnell ◽  
N. Dudek ◽  
W. Cheung
Keyword(s):  
Emergency Medicine ◽  
Clinical Performance ◽  
Interobserver Reliability ◽  
Workplace Performance ◽  
Clinical Supervisors ◽  
Professional Activities ◽  
Simulation Performance ◽  
Within Subjects ◽  
The Relationship ◽  
Simulation Environments

Introduction: The Emergency Medicine Specialty Committee of the Royal College of Physicians and Surgeons of Canada (RCPSC) has specified that resuscitation Entrustable Professional Activities (EPAs) can be assessed in either the workplace or simulation environments; however, there is minimal evidence that such clinical performance correlates. We sought to determine the relationship between assessments in the workplace versus simulation environments among junior emergency medicine residents. Methods: We conducted a prospective observational study to compare workplace and simulation resuscitation performance among all first-year residents (n = 9) enrolled in the RCPSC-Emergency Medicine program at the University of Ottawa. All scores from Foundations EPA #1 (F1) were collected during the 2018-2019 academic year; this EPA focuses on initiating and assisting in the resuscitation of critically ill patients. Workplace performance was assessed by clinical supervisors by direct observation during clinical shifts. Simulation performance was assessed by trained simulation educators during regularly-scheduled sessions. We present descriptive statistics and within-subjects analyses of variance. Results: We collected a total of 104 workplace and 36 simulation assessments. Interobserver reliability of simulation assessments was high (ICC = 0.863). We observed no correlation between mean EPA scores assigned in the workplace and simulation environments (Spearman's rho=−0.092, p = 0.813). Scores in both environments improved significantly over time (F(1,8) = 18.79, p < 0.001, ηp2 = 0.70), from 2.9(SD = 1.2) in months 1-4 to 3.5(0.2) in months 9-12 (p = 0.002). Workplace scores (3.4(0.1)) were consistently higher than simulation scores (2.9(0.2)) (F(1,8) = 7.16, p = 0.028, ηp2 = 0.47). Conclusion: We observed no correlation between EPA F1 ratings of resuscitation performance between the workplace and simulation environments. Further studies should seek to clarify this relationship to inform our ongoing use of simulation to assess clinical competence.

scholarly journals Relationship between ratings of performance in the simulated and workplace environments among emergency medicine residents

CJEM ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. 811-818 ◽  
Author(s):  
Nicholas Prudhomme ◽  
Michael O'Brien ◽  
Meghan M. McConnell ◽  
Nancy Dudek ◽  
Warren J. Cheung
Keyword(s):  
Emergency Medicine ◽  
Evidence Base ◽  
First Year ◽  
Training Environment ◽  
Professional Activities ◽  
Simulated Environments ◽  
Workplace Environments ◽  
Within Subjects ◽  
Over Time ◽  
Simulation Environments

ABSTRACTObjectivesThe Emergency Medicine (EM) Specialty Committee of the Royal College of Physicians and Surgeons of Canada (RCPSC) specifies that resuscitation entrustable professional activities (EPAs) can be assessed in the workplace and simulated environments. However, limited validity evidence for these assessments in either setting exists. We sought to determine if EPA ratings improve over time and whether an association exists between ratings in the workplace v. simulation environment.MethodsAll Foundations EPA1 (F1) assessments were collected for first-year residents (n = 9) in our program during the 2018–2019 academic year. This EPA focuses on initiating and assisting in the resuscitation of critically ill patients. EPA ratings obtained in the workplace and simulation environments were compared using Lin's concordance correlation coefficient (CCC). To determine whether ratings in the two environments differed as residents progressed through training, a within-subjects analysis of variance was conducted with training environment and month as independent variables.ResultsWe collected 104 workplace and 36 simulation assessments. No correlation was observed between mean EPA ratings in the two environments (CCC(8) = -0.01; p = 0.93). Ratings in both settings improved significantly over time (F(2,16) = 18.8; p < 0.001; η2 = 0.70), from 2.9 ± 1.2 in months 1–4 to 3.5 ± 0.2 in months 9–12. Workplace ratings (3.4 ± 0.1) were consistently higher than simulation ratings (2.9 ± 0.2) (F(2,16) = 7.2; p = 0.028; η2 = 0.47).ConclusionsNo correlation was observed between EPA F1 ratings in the workplace v. simulation environments. Further studies are needed to clarify the conflicting results of our study with others and build an evidence base for the validity of EPA assessments in simulated and workplace environments.

scholarly journals The Relationship Between Faculty Performance Assessment and Results on the In-Training Examination for Residents in an Emergency Medicine Training Program

2013 ◽  
Vol 5 (4) ◽  
pp. 582-586 ◽  
Author(s):  
James G. Ryan ◽  
David Barlas ◽  
Simcha Pollack
Keyword(s):  
Emergency Medicine ◽  
Clinical Performance ◽  
Intraclass Correlation ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Cross Sectional ◽  
Faculty Evaluations ◽  
Resident Performance ◽  
Faculty Assessments ◽  
The Relationship

Abstract Background Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. Objective We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. Methods We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. Results We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68–0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Conclusions Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

“Experience Isn’t Everything”: How Emotion Affects the Relationship Between Experience and Cue Utilization

2018 ◽  
Vol 60 (5) ◽  
pp. 685-698 ◽  
Author(s):  
Monique Frances Crane ◽  
Sue Brouwers ◽  
Mark William Wiggins ◽  
Thomas Loveday ◽  
Kirsty Forrest ◽  
...  
Keyword(s):  
Clinical Performance ◽  
Experience Level ◽  
Cue Utilization ◽  
Practice Experience ◽  
Negative Arousal ◽  
Range Anxiety ◽  
Research Findings ◽  
Post Hoc ◽  
The Relationship

Objective: This research examined whether negative and positive arousal emotions modify the relationship between experience level and cue utilization among anesthetists. Background: The capacity of a practitioner to form precise associations between clusters of features (e.g., symptoms) and events (e.g., diagnosis) and then act on them is known as cue utilization. A common assumption is that practice experience allows opportunities for cue acquisition and cue utilization. However, this relationship is often not borne out in research findings. This study investigates the role of emotional state in this relationship. Method: An online tool (EXPERTise 2.0) was used to assess practitioner cue utilization for tasks relevant to anesthesia. The experience of positive and negative arousal emotions in the previous three days was measured, and emotion clusters were generated. Experience was measured as the composite of practice years and hours of practice experience. The moderating role of emotion on the relationship between experience and cue utilization was examined. Results: Data on 125 anesthetists (36% female) were included in the analysis. The predicted interaction between arousal emotions and the experience level emerged. In particular, post hoc analyses revealed that anxiety-related emotions facilitated the likelihood of high cue utilization in less experienced practitioners. Conclusion: The findings suggest a role for emotions in cue use and suggest a functional role for normal range anxiety emotions in a simulated work-relevant task. Application: This research illustrates the importance of understanding the potentially functional effects common negative arousal emotions may have on clinical performance, particularly for those with less experience.

The Power of Followers That do not Follow: Investigating the Effects of Follower Resistance, Leader Implicit Followership Theories and Leader Negative Affect on the Emergence of Destructive Leader Behavior

2021 ◽  
pp. 154805182110124
Author(s):  
Amelie V. Güntner ◽  
Kai N. Klasmeier ◽  
Florian E. Klonek ◽  
Simone Kauffeld
Keyword(s):  
Negative Affect ◽  
Leader Behavior ◽  
Destructive Leadership ◽  
Causal Inferences ◽  
Within Subjects ◽  
The Impact ◽  
Analytical Approaches ◽  
The Relationship ◽  
Implicit Followership Theories ◽  
Theory X

This study focuses on follower resistance as a potential antecedent of destructive leader behavior and examines leader-related moderators and mediators to help explain the relationship between follower resistance and destructive leader behavior. Drawing from implicit followership theories, we propose that the relationship between follower resistance and destructive leader behavior is moderated by leaders’ Theory X schema. Furthermore, we build on affective events theory to hypothesize that follower resistance increases destructive leader behavior via leaders’ negative affect. We tested our hypotheses in a within-subjects online field experiment. Our study findings demonstrate that follower resistance increases destructive leader behavior and that this relationship is mediated through leaders’ negative affect and moderated by leaders’ Theory X schema. We discuss theoretical implications regarding the impact of (resistant) follower behavior on destructive leadership and offer methodological advances in terms of research design and analytical approaches to deal with endogeneity issues and derive causal inferences. Lastly, we derive practical implications for utilizing follower resistance.

scholarly journals Psychological aspects of the relationship of consciousness mechanisms and individualization of learning

2019 ◽  
pp. 172-185
Author(s):  
A. Guslyakova ◽  
N. Guslyakova ◽  
M. Vetkhova ◽  
V. Kirsanov
Keyword(s):  
Higher Education ◽  
Goal Setting ◽  
Historical Aspects ◽  
Professional Activities ◽  
Joint Activities ◽  
Form Of Life ◽  
The Subject ◽  
Relationship Of ◽  
Social Uncertainty ◽  
The Relationship

The article covers the problem of the relationship of teacher’s consciousness and the individualization of learning. Special attention is paid to the historical aspects of the problem of individualization of education and its various interpretations in the works of researchers. It is shown that today the situation of social uncertainty, which requires a person to constantly choose a social position, action, way of achieving their goals, stands behind the problem of educational individualization. The professional consciousness of the teacher is considered as a form of life of the subject, providing a solution to professional problems in the process of teaching. Taking into account the relationship between consciousness and the individualization of learning, the authors show how this problem is resolved when the reflection and goal-setting mechanisms are included in the paradigm of joint activities between a teacher and a student, ensuring the development of professional and pedagogical consciousness at the stage of higher education. Thus, educational and professional activities and mechanisms for the development of consciousness of subjects of activity, conditioning each other, find their place in the context of solving problems of implementing the individualization of learning of the subject (child).

The role of brand personality in the formation of consumer affect and self-brand connection

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Justin F. McManus ◽  
Sergio W. Carvalho ◽  
Valerie Trifts
Keyword(s):  
Personality Traits ◽  
Design Methodology ◽  
Brand Personality ◽  
Content Type ◽  
Mediation Analyses ◽  
Within Subjects ◽  
The Relationship ◽  
Different Levels ◽  
Brand Personality Traits

Purpose This study aims to explore the role of brand personality traits in explaining how different levels of brand favorability evoke affect from and forge connections to consumers. Design/methodology/approach The authors used a quantitative approach consisting of within-subjects (Study 1) and between-subjects (Study 2) experimental designs. Mediation analyses were tested using OLS regression with the MEMORE and PROCESS macros. Findings Findings suggest increases in brand excitement and sincerity to be related to differences in positive affect evoked by favorable and unfavorable brands; decreases in brand sincerity to be related to differences in negative affect between favorable and unfavorable brands (Study 1); brand competence and excitement to be related to the relationship between brand favorability and self-brand connection; and brand competence and excitement to best distinguish favorable brands from unfavorable brands (Study 2). Originality/value These results support the importance of brand personality traits that are considered to be universally positive and provide managers with an initial roadmap for which brand personality traits should be prioritized when communicating with consumers.

Sign in / Sign up

Export Citation Format

Share Document