scholarly journals Role of Technology in Self-Assessment and Feedback Among Hospitalist Physicians: Semistructured Interviews and Thematic Analysis (Preprint)

2020 ◽  
Author(s):  
Andrew Lukas Yin ◽  
Pargol Gheissari ◽  
Inna Wanyin Lin ◽  
Michael Sobolev ◽  
John P Pollak ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Primary Source ◽  
Self Assessment ◽  
Specific Objective ◽  
Semistructured Interviews ◽  
Data Points ◽  
Self Assessments ◽  
Using Data ◽  
Patient Relationships

BACKGROUND Lifelong learning is embedded in the culture of medicine, but there are limited tools currently available for many clinicians, including hospitalists, to help improve their own practice. Although there are requirements for continuing medical education, resources for learning new clinical guidelines, and developing fields aimed at facilitating peer-to-peer feedback, there is a gap in the availability of tools that enable clinicians to learn based on their own patients and clinical decisions. OBJECTIVE The aim of this study was to explore the technologies or modifications to existing systems that could be used to benefit hospitalist physicians in pursuing self-assessment and improvement by understanding physicians’ current practices and their reactions to proposed possibilities. METHODS Semistructured interviews were conducted in two separate stages with analysis performed after each stage. In the first stage, interviews (N=12) were conducted to understand the ways in which hospitalist physicians are currently gathering feedback and assessing their practice. A thematic analysis of these interviews informed the prototype used to elicit responses in the second stage. RESULTS Clinicians actively look for feedback that they can apply to their practice, with the majority of the feedback obtained through self-assessment. The following three themes surrounding this aspect were identified in the first round of semistructured interviews: collaboration, self-reliance, and uncertainty, each with three related subthemes. Using a wireframe, the second round of interviews led to identifying the features that are currently challenging to use or could be made available with technology. CONCLUSIONS Based on each theme and subtheme, we provide targeted recommendations for use by relevant stakeholders such as institutions, clinicians, and technologists. Most hospitalist self-assessments occur on a rolling basis, specifically using data in electronic medical records as their primary source. Specific objective data points or subjective patient relationships lead clinicians to review their patient cases and to assess their own performance. However, current systems are not built for these analyses or for clinicians to perform self-assessment, making this a burdensome and incomplete process. Building a platform that focuses on providing and curating the information used for self-assessment could help physicians make more accurately informed changes to their own clinical practice and decision-making.

scholarly journals Role of Technology in Self-Assessment and Feedback Among Hospitalist Physicians: Semistructured Interviews and Thematic Analysis

10.2196/23299 ◽  
2020 ◽  
Vol 22 (11) ◽  
pp. e23299
Author(s):  
Andrew Lukas Yin ◽  
Pargol Gheissari ◽  
Inna Wanyin Lin ◽  
Michael Sobolev ◽  
John P Pollak ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Primary Source ◽  
Self Assessment ◽  
Specific Objective ◽  
Semistructured Interviews ◽  
Data Points ◽  
Self Assessments ◽  
Using Data ◽  
Patient Relationships

Background Lifelong learning is embedded in the culture of medicine, but there are limited tools currently available for many clinicians, including hospitalists, to help improve their own practice. Although there are requirements for continuing medical education, resources for learning new clinical guidelines, and developing fields aimed at facilitating peer-to-peer feedback, there is a gap in the availability of tools that enable clinicians to learn based on their own patients and clinical decisions. Objective The aim of this study was to explore the technologies or modifications to existing systems that could be used to benefit hospitalist physicians in pursuing self-assessment and improvement by understanding physicians’ current practices and their reactions to proposed possibilities. Methods Semistructured interviews were conducted in two separate stages with analysis performed after each stage. In the first stage, interviews (N=12) were conducted to understand the ways in which hospitalist physicians are currently gathering feedback and assessing their practice. A thematic analysis of these interviews informed the prototype used to elicit responses in the second stage. Results Clinicians actively look for feedback that they can apply to their practice, with the majority of the feedback obtained through self-assessment. The following three themes surrounding this aspect were identified in the first round of semistructured interviews: collaboration, self-reliance, and uncertainty, each with three related subthemes. Using a wireframe, the second round of interviews led to identifying the features that are currently challenging to use or could be made available with technology. Conclusions Based on each theme and subtheme, we provide targeted recommendations for use by relevant stakeholders such as institutions, clinicians, and technologists. Most hospitalist self-assessments occur on a rolling basis, specifically using data in electronic medical records as their primary source. Specific objective data points or subjective patient relationships lead clinicians to review their patient cases and to assess their own performance. However, current systems are not built for these analyses or for clinicians to perform self-assessment, making this a burdensome and incomplete process. Building a platform that focuses on providing and curating the information used for self-assessment could help physicians make more accurately informed changes to their own clinical practice and decision-making.

Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators

2021 ◽  
pp. 1-15
Author(s):  
Aashna Sadana ◽  
Aneesh Kumar
Keyword(s):  
School Climate ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Training Programs ◽  
Indian School ◽  
School Counsellors ◽  
Improved Outcomes ◽  
Semistructured Interviews ◽  
Collaboration Strategies

Abstract Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.

Teaching for Epistemological Change

2017 ◽  
pp. 207-225 ◽  
Author(s):  
Gloria Nogueiras ◽  
David Herrero ◽  
Alejandro Iborra
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Thematic Analysis ◽  
The Self ◽  
Levels Of Analysis ◽  
Epistemological Development ◽  
Self Assessment ◽  
Self Assessments

As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.

The Nightly Round: Space, Social Capital, and Urban Black Nightlife

2010 ◽  
Vol 9 (2) ◽  
pp. 165-186 ◽  
Author(s):  
Marcus Anthony Hunter
Keyword(s):  
Social Capital ◽  
Participant Observation ◽  
Spatial Mobility ◽  
The Social ◽  
Semistructured Interviews ◽  
Spatial Isolation ◽  
Urban Blacks ◽  
Black Lesbians ◽  
Using Data

Using data generated from participant observation and semistructured interviews, I consider the ways in which nightlife, or what might be imagined as the nightly round—a process encompassing the social interactions, behaviors, and actions involved in going to, being in, and leaving the club—is used to mitigate the effects of social and spatial isolation, complementing the accomplishment of the daily round. Through an analysis of the social world of the Spot, I argue that understanding the ways in which urban blacks use space in the nightclub to mediate racial segregation, sexual segregation, and limited social capital expands our current understanding of the spatial mobility of urban blacks as well as the important role of extra–neighborhood spaces in such processes. Further, I highlight the ways that urban blacks use space in the nightclub to leverage socioeconomic opportunities and enhance social networks. While I found that black heterosexual and lesbian and gay patrons used space in similar ways at the Spot, black lesbians and gays were more likely to use the club as a space to develop ties of social support.

scholarly journals Self-assessment of football referees on their educational influence on children aged 9–12 during a sports competition

2021 ◽  
Vol 93 (1) ◽  
pp. 38-48
Author(s):  
Katarzyna Płoszaj ◽  
Wiesław Firek
Keyword(s):  
Emotional Support ◽  
Instructional Support ◽  
Self Assessment ◽  
Psychological Issues ◽  
Self Assessments ◽  
Educational Interactions ◽  
Educational Potential ◽  
Educational Influence

Abstract Proper use of the educational potential of sports depends on the entities organizing children’s sports competitions (coaches, parents, referees). Particularly important is their awareness of the purposefulness and legitimacy of actions taken. Numerous studies have been devoted to the role of the coach and parents in providing children and young people with positive sporting experiences. In contrast, the referee has often been overlooked. The behavior of the referees during the match is also important for young players. Assuming that referee-player interactions have a major contribution to educational influence, the purpose of this study was to explore the opinions of soccer referees refereeing matches of children aged 9 to 12 years about their interactions with players in terms of emotional support, game organization, and instructional support. It was also decided to verify whether referees’ self-assessment of their educational function is influenced by experience. The research was conducted among 116 referees licensed by Mazovian Football Association who referee matches of children aged 9–12 years (Orliki and Młodziki categories) in the Masovian Voivodeship in Poland. To assess the referee-players educational interaction, a questionnaire survey was developed. These interactions are present in three domains: emotional support, game organization and instructional support. The results showed significant differences between referees’ self-assessments in the three domains. Referees rated their educational interactions with players higher in the domain of emotional support than the instructional support. Moreover, the results indicated that there was no differences in the referees’ self-assessment between the groups distinguished by more experienced in the domains of emotional support and game organization, while less experienced referees rated the quality of their educational interactions in the instructional support domain higher than those more experienced. The main conclusion of the research is the postulate to introduce pedagogical and psychological issues into the referee training.

scholarly journals Building Capacity in Nonprofit Boards: Learning from Board Self-Assessments

2019 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Judith L. Millesen ◽  
Joanne G. Carman
Keyword(s):  
Performing Arts ◽  
Boards Of Directors ◽  
Board Members ◽  
Role Clarity ◽  
Periodic Review ◽  
Charitable Organizations ◽  
Self Assessment ◽  
Governance Process ◽  
Self Assessments ◽  
Using Data

Boards of directors of nonprofit charitable organizations have long been responsible for serving essential purposes and performing critical agency functions. Given these responsibilities, it seems reasonable to expect that a periodic review of a board’s capacity to effectively govern a nonprofit charitable organization be conducted. Using data collected from 800 individuals serving as board members of 42 different performing arts nonprofits, this study reports on board member evaluations of their individual and collective participation in the governance process through a self-assessment undertaken to inform decision-making and build capacity at both the board and organizational levels. Findings suggest the need for more (or better) training/orientation opportunities; focused, intentional, and tailored recruitment processes; clear communication, greater role clarity, and specificity regarding board performance expectations; greater understanding about best practices and the need to add value; and time to cultivate openness and collegiality among the board members and between the board and staff.

Shelter size influences self-assessment of size in crayfish, Orconectes rusticus: Consequences for agonistic fights

Behaviour ◽  
2010 ◽  
Vol 147 (1) ◽  
pp. 103-119 ◽  
Author(s):  
Daniel Percival ◽  
Paul Moore
Keyword(s):  
Decision Making ◽  
Sensory Information ◽  
Theoretical Models ◽  
Accurate Information ◽  
Orconectes Rusticus ◽  
Self Assessment ◽  
Physical Size ◽  
Self Assessments ◽  
Agonistic Encounters

AbstractTheoretical models of animal assessment and decision strategies have assumed animals possess accurate information about themselves. The imperfect nature of self-assessment could cause animals to make inaccurate decisions during agonistic encounters. By manipulating sensory information used in self-assessment in crayfish, Orconectes rusticus, it may be possible to alter either decision-making paradigms or outcomes associated with agonistic encounters. We examined the role of self-assessment in the agonistic behaviour of crayfish by using differing shelter sizes to alter self-assessment of size. Similar-sized crayfish were kept in tanks with small, medium, and large shelters (relative to body size) and subsequently were fought against size-matched, naive opponents in novel chambers to remove resource value as a variable. Crayfish in small shelter treatments initiated and won more fights than crayfish in other shelters. Crayfish in the small shelter treatment had shorter durations of fight when compared to crayfish with the medium and large shelters. These results are consistent with the concept that crayfish placed in smaller shelters may be self-assessing their physical size and, thus, their fighting ability, higher than crayfish in larger shelters. Based on these results, current theoretical models need to include the role of inaccurate self-assessments in agonistic decision making paradigms.

scholarly journals Exploring self-assessments in university undergraduate students: how accurate are they?

2019 ◽  
Author(s):  
Hilda Mary Mulrooney
Keyword(s):  
Undergraduate Students ◽  
Thematic Analysis ◽  
Qualitative Data ◽  
The Self ◽  
Self Assessment ◽  
Qualitative And Quantitative ◽  
Self Assessments ◽  
University Undergraduate Students ◽  
Do So

Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.

scholarly journals Autopercepții ale inteligenței generale și emoționale și relația cu claritatea de sine

2018 ◽  
Vol 8 (1-2) ◽  
pp. 22-44
Author(s):  
Alexandru Vrublevschi
Keyword(s):  
Emotional Intelligence ◽  
Psychometric Testing ◽  
The Self ◽  
Assessment Process ◽  
Self Concept ◽  
General Intelligence ◽  
Self Assessment ◽  
Self Assessments ◽  
The Relationship

This article examines the role of self-concept clarity within the self-assessment of both general intelligence and emotional intelligence and the relation between the results of said tests and the self-concept clarity of participants. The objectives of this study are as follows: (1) the preliminary adaptation of the self-concept clarity scale for use with the Romanian population, (2) the reproduction of previous results concerning the correlations between the self-assessments of participants and the results obtained after psychometric testing on a Romanian sample, (3) research into the existence of a negative correlation between self-concept clarity levels and the errors of participants’ self-assessments and (4) the exploration of the relationship between self-concept clarity and the tests used in this study. The sample used in the study was composed of 157 participants that were assessed online with the self-concept clarity scale, were asked to self-assess their general and emotional intelligence levels and then took the GAMA (general intelligence), MSCEIT and EQ-i (emotional intelligence) tests. The results of the study indicate a significant relation between self-concept clarity and the GAMA, MSCEIT and EQ-i test results and encourage further research into the role of self-concept clarity in the self-assessment process.

Facilitate First Thyself: The Person-Centered Dimension of Facilitator Education

2008 ◽  
Vol 31 (2) ◽  
pp. 168-188 ◽  
Author(s):  
Glyn Thomas
Keyword(s):  
Thematic Analysis ◽  
Participant Observation ◽  
Self Awareness ◽  
Naturalistic Inquiry ◽  
Inquiry Approach ◽  
Semistructured Interviews ◽  
Personal Qualities ◽  
Potential Issue

This paper discusses the role of the person-centered dimension of facilitator education, which emphasises the attitudes, personal qualities, and/or presence of a facilitator. An overview of person-centered facilitator education, as described in the literature, is provided to enable the interpretation of the findings of a study that explored the theories and practices of facilitator educators. Operating within the interpretivist paradigm; and using a naturalistic inquiry approach, thematic analysis was used with semistructured interviews, participant observation, and graduate surveys. The findings confirmed the importance of helping emerging facilitators to develop high levels of self-awareness and a better understanding of how to manage their presence in the group. The possibility of person-centered facilitator education acting as a form of psychotherapy was flagged as a potential issue even though this was not the case in the programs observed. The study also highlighted the importance of informing emerging facilitators, before enrolment in a program, that some participants may find person-centered facilitator education challenging and confrontational.

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