Challenges of e-Mentoring Medical Students During the COVID-19 Pandemic

In the current pandemic scenario, the School of Medical Sciences, Universiti Sains Malaysia had adopted an e-mentoring system to help undergraduate medical students acclimatise to new subjects, improve academic performance and decrease attrition. The authors highlight the challenges of e-mentoring, including aspects of interpersonal dynamics, slow development of relationships in e-mentoring and the requirement of specific skills in technology for useful online mentoring, are the few challenges discussed. Some possible solutions were also shared. This article is beneficial to institutions implementing or planning to implement an e-mentoring system.

Non-communicated judgments of, versus feedback, on students’ essays: Is feedback inflation larger for students with a migration background?

When providing feedback, teachers are concerned not only with the simple transmission of information, but also with motivational and interpersonal dynamics. To mitigate these concerns, teachers may inflate feedback by reducing negative or increasing positive content. The resulting difference between initial judgments and feedback may be even more drastic for ethnic minority students: In non-communicated judgments, negative stereotypes may result in more negative judgments, whereas in feedback, concerns about being or appearing prejudiced may inflate feedback towards ethnic minority students. These hypotheses were tested in a sample of 132 German teacher students in a 2 (between subjects: feedback vs. non-communicated judgment) × 2 (within subjects: target student's migration background: Turkish vs. none) design in which participants read supposed student essays and provided their written impressions to the research team or the supposed student. Findings revealed that teacher students’ feedback was more positive than their non-communicated judgments on a multitude of dimensions. Contrary to expectations, these effects were not stronger when the student had a Turkish migration background. Instead, teacher students rated the essay of the student with a Turkish migration background more favorably both in the judgment and feedback conditions. Our results suggest that teachers adapt their initial judgments when giving feedback to account for interpersonal or motivational dynamics. Moreover, ethnic minority students may be especially likely to receive overly positive feedback. While the motivational/interpersonal dynamics may warrant some inflation in feedback, negative consequences of overly positive feedback, for which ethnic minority students may be especially vulnerable, are discussed.

Opportunities for theory-informed decision science in cancer control

Cancer prevention and control involves navigation of complex clinical decisions, often laden with uncertainty and/or intricate interpersonal dynamics, which have implications for both physical health and quality of life. Cancer decision-making research in recent decades has primarily focused on working to improve the quality of decisions by providing patients with detailed information about their choices and through an increased emphasis in medicine on the importance of shared decision making. This emphasis is reflective of a model of decision making that emphasizes knowledge, options, and deliberative synthesis of information as primary to decision making; yet, decades of research in psychology, decision science, and behavioral economics have taught us that our decisions are not influenced only by our objective knowledge of facts, but by our emotions, by the influence of others, and by biased cognitive processes. We present a conceptual framework for a future of research in decision science and cancer that is informed by decision science theories. Our framework incorporates greater recognition of the interpersonal dynamics of shared decision making, including the biases (including cognitive heuristics and race-based bias) that may affect multiple actors in the decision-making process, and emphasizes study of the interaction between deliberative and affective psychological processes as they relate to decision making. This work should be conducted with an eye toward informing efforts to improve decision making across the cancer care continuum, through interventions that are also informed by theory.

The Pains of Imprisonment and Contemporary Prisoner Culture in Canada

Drawing on interviews conducted with former federal and provincial prisoners in Ontario, Canada, we consider how the unique social conditions in these two institutional contexts shape interpersonal dynamics and the prisoner experience. Despite notable differences in federal versus provincial prisoner culture, we suggest that prisoners in both contexts lived in environments marked by uncertainties and risk; in response, they tended to adapt to a highly individualistic orientation toward doing time. Based on our analysis, we complicate the conceptualization of prisoner culture as primarily serving an adaptive function, suggesting the prison social climate may actually drive the most salient pains of imprisonment.

Using Social Psychology to Constructively Involve Colleagues in Internal Evaluation

Internal evaluators can lead positive, helpful, promotive interactions among colleagues to make evaluation more appropriate, understandable, and accessible. As the motivations and abilities of non-evaluator colleagues are highly varied, interpersonal skills help facilitate cooperation and promote evaluation. Social interdependence theory from social psychology can assist with understanding teamwork and developing interpersonal competence. While the literature links social interdependence theory with evaluation, there is limited understanding of its application in practice. In this article, we share our internal evaluation experiences in three Australian nonprofit organizations to elucidate how we harnessed social connections and interpersonal dynamics to achieve cooperative goals. The purpose of this article is to share our process for using theory and literature to assist with reflecting, planning, and acting, around the way we interact with colleagues. Evaluators may find this process useful when considering how to personalize professional development around interpersonal competencies for evaluation.

An Interpersonal Approach to Social Preference: Examining Patterns and Influences of Liking and Being Bothered by Interpersonal Behaviors of Others

Personality disorders are rooted in maladaptive interpersonal behaviors. Previously, researchers have assessed interpersonal behaviors using self-ratings of one's own behaviors and third-person ratings of dyadic interactions. Few studies have examined individuals' perceptions of others' interpersonal behaviors. Using a sample of 470 undergraduate students, the authors examined patterns of interpersonal perception as well as influences of these patterns on psychological functioning. Findings showed that people tend to like interpersonal behaviors that are similar to their own and become bothered by behaviors that are the opposite of their own. Such a pattern is particularly characteristic on the warmth dimension and is consistent across different levels of closeness of the relationship. The authors also found small but significant effects of interpersonal perception on personality and general psychological functioning, above and beyond effects of individuals' own interpersonal traits. Such findings highlight the importance of including perceptions of others in investigating interpersonal dynamics when understanding personality disorders.