SEXUAL DIFFERENCES AND GROUP PROCESS: THE INFLUENCE ON EXPRESSING DESIRES

Abstract:For the development of computer-supported cooperative health care work this study investigated, based upon activity theory, daily dilemmas encountered by the members of interprofessional primary health care work groups. The entire staff at four Swedish primary health care centers were surveyed, 199 personal interviews being conducted by the Critical Incident Technique. Medical dilemmas were mainly reported by general practitioners and nurses, organizational dilemmas by laboratory staff, nurses’ aides, and secretaries, and dilemmas in the patient-provider relation by nurses, nurses’ aides, and secretaries. Organizational and communication dilemmas reported by nurses, nurses’ aides, and secretaries often had their cause outside the control of the individual professional. These dilemmas were often “caused” by other group members (general practitioners or nurses), e.g., by not keeping appointment times or by not sharing information with patients. The implication for computer-supported cooperative health care work is that computer support should be planned on two levels. Collective work activity as a whole should benefit from individual clinical decision support for general practitioners and nurses. However, since most patient communication and organizational problems occurred at group level, group process support is required in these areas.

Download Full-text

Assessment of Individual Student Performance in Online Team Projects

Online Learning ◽

10.24059/olj.v15i3.193 ◽

2011 ◽

Vol 15 (3) ◽

Cited By ~ 3

Author(s):

Jay Alden

Keyword(s):

Student Performance ◽

Group Process ◽

Online Courses ◽

Peer Assessment ◽

Individual Student ◽

Assessment Practice ◽

Group Project ◽

Team Members ◽

Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

Download Full-text