An Empirical Examination of How Supervisor and Peer Knowledge Dissemination Affects a Salesperson\u27s Performance.

A present trend across industries is to engage salespeople with a more hands-on approach to learning, by increasing feedback from supervisors. With already demanding schedules, firms are seeking ways to ease their supervisor’s time constraint. One such solution is to reduce the time a supervisor allocates to training their subordinates, while not impacting overall training. Applying Social Network and Organization Learning theories, this research attempts to identify whom within the firm would be better suited for training initiatives. Past literature has yet to empirically compare the influence of peers and supervisors on a salesperson’s different sales capabilities. Thus, using a Type II Tobit model and a Negative Binomial model, we empirically examine which type of colleague influences a salesperson’s sales capabilities more, peers or supervisors, and how experience and supervisor-leadership-style affect these relationships. This research can assist managers in training initiatives, as well as time management strategies within sales firms

Assessing expectations of Physician Assistant program applicants using the Problem-Based Learning Readiness Questionnaire: Effect of a 1-hour PBL experience

Purpose: Physician Assistant (PA) programs using problem-based learning (PBL) and other self-directed learning pedagogies must inform applicants of the nature of this type of curriculum. The purpose of this study is to determine if the author-composed PBL Readiness Questionnaire can detect changes in applicant expectations of self, others, and facilitators following a one-hour PBL experience. Method: Applicants to a Physician Assistant program took part in a one-hour PBL experience as part of their admissions interview process and 729 completed the PBL Readiness Questionnaire before and after the experience. Results: Analysis of variance showed a significant increase in pre versus post total score (p = .000). Multivariate analysis of variance of pre versus post subscale scores of expectations of self, others, and facilitators was also significant (p = 0.000). Conclusions: The PBL Readiness Questionnaire significantly changed applicant expectations of self, others, and facilitators in the direction consistent with PBL pedagogy. PA programs using problem-based learning and/or other self-directed learning pedagogies could use this scale to detect changes in applicant expectations following admissions processes. Future studies could determine effectiveness of scores in predicting student outcomes. Keywords: problem-based learning, admissions, small group learning, pedagogy, case based learnin

An Evaluation of Multiple Aspects of Asthmatic Functioning: Stress Responders Versus Stress Nonresponders.

The purpose of this study was to differentiate between asthmatics whose daily symptoms are related to daily stress level (stress responders) and those whose symptoms have no apparent relation to stress (stress nonresponders) and to indentify differences between the two groups. Using correlational procedures, 15 stress responders and 19 stress nonresponders were identified and compared along various dimensions. Multivariate analysis of variance (MANOVA) and covariance (MANCOVA) procedures revealed no significant differences between the two groups with respect to affective/emotional responding, clinical symptomatology, or cognitions about illness and asthma. In addition, regression models using the Asthma Symptom Checklist Panic-Fear subscale, a measure of depression, and a measure of anxiety were unable to successfully predict asthma symptom severity. Discriminant analyses also showed that these variables were unable to successfully differentiate between the two groups. These results call into question the validity of the responder/nonresponder distinction. There is a need however, for a more comprehensive assessment measuring physiological, psychophysiological, and other dimensions of responding before abandoning research on this distinction. This idea, along with other ideas for future research are discussed

Effect of Experience Facilitating Problem-Based Learning (PBL) on Physician Assistant Student Outcomes

Abstract Purpose: The impact of prior problem-based learning (PBL) facilitation experience (measured by length of time facilitating) on student learning and student outcomes is unclear. The purpose of this study was to evaluate relationships of facilitator experience in problem-based learning on student outcomes. This study utilized both modified essay questions (MEQ) in the form of patient management assessments and multiple choice question (MCQ) assessments to evaluate different aspects of student acquisition and application of knowledge. Method: This study examined scores from six multiple choice question examinations and six patient management assessments (PMA), one each from six 5-week units arranged by organ system administered to five cohorts of first-year physician assistant students in a hybrid problem-based learning program where 18 of 45 didactic credits are solely problem-based learning. Facilitation experience, measured in total number of prior units facilitated, was calculated for each facilitator and compared with student evaluative measures. Results: Pearson product moment correlations comparing facilitator experience and scores on the patient management assessments and multiple choice question tests showed no statistically significant correlations between facilitator experience and student outcomes. Univariate analysis of variance tests comparing whether faculty were full-time versus adjunct status and status as graduates of a problem-based learning program versus graduates of programs with other pedagogies with student outcomes showed no statistically significant differences. Conclusions: Neither experience of the facilitator, nor status as full-time versus adjunct, nor status as graduate of a problem-based learning program versus other pedagogy was related to student outcomes. Each facilitator in the study participated in training, observation, and weekly meetings, which may outweigh the effects of facilitator experience. Other factors in need of exploration related to student outcomes in future studies include individual intellectual ability, emotional stability, motivation, self-efficacy, and perseverance

Effect of two semesters of small group problem-based learning (PBL) on expectations of physician assistant students regarding self, others, and facilitator using the PBL Readiness Questionnaire

Purpose: The purpose of this study was to assess changes in expectations and perceptions among physician assistant (PA) program matriculants regarding small group problem-based learning (PBL) from the beginning to the end of the first didactic year. Some of the stress experienced by students entering health science professional programs using PBL may be due to lack of awareness of the goals and norms of PBL which differ from those of traditional lecture-based curricula. A change in student expectations as a result of participation in PBL would indicate that these goals and norms can be learned through participation. Methods: The authors developed the PBL Readiness Questionnaire, a 71-item 10-point Likert scale regarding student expectations of the PBL experience regarding self, others and the facilitator. Questionnaire items were developed using data from a student survey as well as literature on characteristics associated with successful performance in a PBL setting. The questionnaire was administered to 60 PA students at the beginning of the first year fall semester and again at the end of the first year spring semester. Results: Analysis revealed a significant change from pre to posttest on total score as well as on the subscales of Expectations of Self and Expectations of Facilitators. The subscale of Expectations of Others approached significance. Conclusions: The change in Expectations of Facilitator may reflect the different role of facilitator vs. lecturer. Facilitators challenge physician assistant students with questions rather than providing information. The change in Expectations of Self could indicate that physician assistant students do not have accurate expectations of their own role in this type of group setting, and the experience of participating in PBL may positively affect their expectations. An area for future study would be a psychometric analysis of the questionnaire items in order to refine the tool and ascertain the reliability and validity of items and subscales

Predicting PANCE Outcomes from First Year Evaluative Measures in a PBL Curriculum

Purpose: Previous research has explored various Physician Assistant (PA) student evaluative measures to see if they have predictive validity with regard to Physician Assistant National Certifying Exam (PANCE) scores. Recent literature has begun to evaluate how measures from the first year of didactic education might be helpful in identifying at-risk individuals early in the program. The purpose of this paper was to extend work in that area within a problem-based learning (PBL) curriculum. Method: Participants included 140 students from two consecutive PA classes. Data were imported regarding each student’s evaluative measures of multiple choice question (MCQ) examinations, patient management assessments (PMA), a form of modified essay question (MEQ) examination, and facilitator evaluation ratings (FERs) from the end of each of six curricular units that comprise the didactic year. Results: Correlational analyses revealed all MCQ and MEQ (PMA) scores correlated significantly with PANCE scores. Regression analyses revealed that scores from two specific MCQ unit exams and one specific MEQ unit exam produced a three-factor model that accounted for 57% of variance in PANCE scores. FERs, though significantly correlated with PANCE scores, did not add to the predictive power. Conclusions: Use of MCQ and MEQ scores from the first year of didactic training in PA programs can successfully predict PANCE scores and may therefore be helpful in identifying students who are at risk for poor PANCE performance on their first attempt. Having such information available can direct faculty to students who need extra help early in their educational programs to increase likelihood of their success. With the significant correlations between FERs and PANCE scores, it is clear that faculty who facilitate PBL are also able to identify students who might be at risk based on their interactions during PBL sessions and can also utilize this information to assist studen

Assessing Self-Reported Interprofessional Competency in Health-Care Education: Impact of New Curriculum

Purpose: The Interprofessional Education Collaborative Expert Panel (IPEC) has identified four competencies essential for interprofessional functioning in the health professions. Those four competencies are (a) values/ethics for interprofessional practice, (b) roles/responsibilities, (c) interprofessional communication, and (d) teams and teamwork. Design of effective curricula to develop competence in these skills will improve interprofessional functioning in healthcare. The purpose of this study at a small northeastern university was to examine impact of a small group interprofessional education (IPE) curriculum on student awareness of one of the competencies, understanding roles and responsibilities. Methods: The quantitative study data consisted of student completion of a 13-item self-report questionnaire based on the four competencies of IPE after participating in two interprofessional events in the same semester (one large group introductory event and one small group case event). Students were enrolled in professional educational programs, including counseling psychology, nursing, occupational therapy, physical therapy, and physician assistant. Students were divided into groups of 8-10 students from participating academic programs forming interprofessional groups. They completed a 13-item self-report questionnaire based on the four competencies after each of the two events. Results: Results of Multivariate Analysis of Variance (MANOVA) revealed a significant difference between the first and second events, multivariate F (13, 476) = 24.61, p = .000. Results of univariate ANOVAs revealed significant differences for each variable, with scores from the case study session higher on each item than scores for the opening event. Factor analysis of data from the opening event yielded a single factor, which accounted for 63.4% of the variance in the scale. Factor analysis of data from the small group case event also yielded a single factor accounting for 65.9% of scale variance. Cronbach’s alpha revealed a very high internal consistency of .951 and.952, for the two events respectively. Conclusions: IPE events can positively increase self-report measures of IPE competencies. The assessment tool used may have measured one overarching construct of collaboration. The tool represents an initial effort toward measurement of each of the four specific competencies, an area in need of refinement. This study demonstrated impact of IPE events housed within an IPE curriculum