16 research outputs found
A preliminary investigation to explore the cognitive resources of physicians experiencing difficulty in training
Background: Treating patients is complex, and research shows that there are differences in cognitive resources between physicians who experience difficulties, and those who do not. It is possible that differences in some cognitive resources could explain the difficulties faced by some physicians. In this study, we explore differences in cognitive resources between different groups of physicians (that is, between native (UK) physicians and International Medical Graduates (IMG); those who continue with training versus those who were subsequently removed from the training programme); and also between physicians experiencing difficulties compared with the general population.
Methods: A secondary evaluation was conducted on an anonymised dataset provided by the East Midlands Professional Support Unit (PSU). One hundred and twenty one postgraduate trainee physicians took part in an Educational Psychology assessment through PSU. Referrals to the PSU were mainly on the basis of problems with exam progression and difficulties in communication skills, organisation and confidence. Cognitive resources were assessed using the Wechsler Adult Intelligence Scale (WAIS-IV). Physicians were categorised into three PSU outcomes: ‘Continued in training’, ‘Removed from training’ and ‘Active’ (currently accessing the PSU).
Results: Using a one-sample Z test, we compared the referred physician sample to a UK general population sample on the WAIS-IV and found the referred sample significantly higher in Verbal Comprehension (VCI; z = 8.78) and significantly lower in Working Memory (WMI; z = −4.59). In addition, the native sample were significantly higher in Verbal Comprehension than the UK general population sample (VCI; native physicians: z = 9.95, p < .001, d = 1.25), whilst there was a lesser effect for the difference between the IMG sample and the UK general population (z = 2.13, p = .03, d = 0.29). Findings also showed a significant difference in VCI scores between those physicians who were ‘Removed from training’ and those who ‘Continued in training’.
Conclusions: Our results suggest it is important to understand the cognitive resources of physicians to provide a more focussed explanation of those who experience difficulties in training. This will help to implement more targeted interventions to help physicians develop compensatory strategies
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Using the theory of planned behavior to explore environmental behavioral intentions in the workplace
This paper presents a study using the theory of planned behavior (TPB) to explore environmental behavioral intentions in a workplace setting. The first stage of the research process was the development of a questionnaire covering TPB constructs, their antecedent beliefs, and environmental behavioral intentions across three scenarios (switching off PCs every time employees left their desks for an hour or more; using video-conferencing for meetings that would otherwise require travel; and recycling as much waste as possible), using best practice guidelines to ensure that it was specific and precisely defined for the target population. This was then administered to N = 449 participants, with the resulting dataset used to test hypotheses relating antecedent beliefs to behavioral intentions via the potentially mediating effect of TPB constructs. TPB constructs were found to explain between 46% and 61% of the variance in employee intentions to engage in three environmental behaviors, and to mediate the effects of specific antecedent beliefs upon employee intentions to engage in these behaviors. The results form a basis upon which interventions could be developed within the host organization, and are discussed in relation to their implications, in terms of theory, practice and future research
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Development of competency models for assessors and simulators in high-stakes selection processes
Background: Selection for entry into UK medical specialty training is a high-stakes, high-volume process. For selection into General Practice, a large number of assessors and simulators are involved in the delivery of the selection centre, which represents the final stage of selection.
Aim: In order to standardize and quality-assure assessor and simulator involvement in the process, we developed two competency models outlining the knowledge, skills and attributes associated with each role using a previously validated job analysis methodology.
Results: The final qualitative analysis resulted in two competency models, each encompassing eight competency domains. In general, results from a validation questionnaire demonstrated positive feedback from various regional recruitment leads in the UK (n = 14).
Conclusion: Both models are currently being used in practice for quality assurance and training purposes. We conclude that the competency models can be used in three ways: (1) recruiting assessors/simulators; (2) in measuring performance of assessors/simulators and highlighting areas for potential development; and (3) they can be used for training assessors/simulators
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HRM practices used to promote pro-environmental behavior: a UK survey
To date, the extent to which UK organizations use human resource management (HRM) practices to promote pro-environmental behavior through workplace HRM policies and initiatives is under-researched within the literature. Therefore, this paper presents results of a survey investigating current HRM practices used to promote pro-environmental behavior in a sample of 214 UK organizations representing different sizes and industry sectors. Overall, findings indicated that HRM practices are not used to a great extent to encourage employees to become more pro-environmental. The most prevalent practices used within organizations incorporated elements of management involvement supporting the idea that managers are the gatekeepers to environmental performance. Although organizations indicated that some HRM practices were more effective than others at encouraging pro-environmental behavior in their staff, only a very small percentage of organizations actually conducted any form of evaluation; organizations consequently lack clear evidence as to whether their HRM practices actually result in employee behavior change. Practical implications and future research directions are discussed
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Situational judgement tests in medical education and training: Research, theory and practice: AMEE Guide No. 100
Why use SJTs? Traditionally, selection into medical education professions has focused primarily upon academic ability alone. This approach has been questioned more recently, as although academic attainment predicts performance early in training, research shows it has less predictive power for demonstrating competence in postgraduate clinical practice. Such evidence, coupled with an increasing focus on individuals working in healthcare roles displaying the core values of compassionate care, benevolence and respect, illustrates that individuals should be selected on attributes other than academic ability alone. Moreover, there are mounting calls to widen access to medicine, to ensure that selection methods do not unfairly disadvantage individuals from specific groups (e.g. regarding ethnicity or socio-economic status), so that the future workforce adequately represents society as a whole. These drivers necessitate a method of assessment that allows individuals to be selected on important non-academic attributes that are desirable in healthcare professionals, in a fair, reliable and valid way. [Table: see text]
What are SJTs? Situational judgement tests (SJTs) are tests used to assess individuals' reactions to a number of hypothetical role-relevant scenarios, which reflect situations candidates are likely to encounter in the target role. These scenarios are based on a detailed analysis of the role and should be developed in collaboration with subject matter experts, in order to accurately assess the key attributes that are associated with competent performance. From a theoretical perspective, SJTs are believed to measure prosocial Implicit Trait Policies (ITPs), which are shaped by socialisation processes that teach the utility of expressing certain traits in different settings such as agreeable expressions (e.g. helping others in need), or disagreeable actions (e.g. advancing ones own interest at others, expense).
Are SJTs reliable, valid and fair? Several studies, including good quality meta-analytic and longitudinal research, consistently show that SJTs used in many different occupational groups are reliable and valid. Although there is over 40 years of research evidence available on SJTs, it is only within the past 10 years that SJTs have been used for recruitment into medicine. Specifically, evidence consistently shows that SJTs used in medical selection have good reliability, and predict performance across a range of medical professions, including performance in general practice, in early years (foundation training as a junior doctor) and for medical school admissions. In addition, SJTs have been found to have significant added value (incremental validity) over and above other selection methods such as knowledge tests, measures of cognitive ability, personality tests and application forms. Regarding differential attainment, generally SJTs have been found to have lower adverse impact compared to other selection methods, such as cognitive ability tests. SJTs have the benefit of being appropriate both for use in selection where candidates are novices (i.e. have no prior role experience or knowledge such as in medical school admissions) as well as settings where candidates have substantial job knowledge and specific experience (as in postgraduate recruitment for more senior roles). An SJT specification (e.g. scenario content, response instructions and format) may differ depending on the level of job knowledge required. Research consistently shows that SJTs are usually found to be positively received by candidates compared to other selection tests such as cognitive ability and personality tests. Practically, SJTs are difficult to design effectively, and significant expertise is required to build a reliable and valid SJT. Once designed however, SJTs are cost efficient to administer to large numbers of candidates compared to other tests of non-academic attributes (e.g. personal statements, structured interviews), as they are standardised and can be computer-delivered and machine-marked
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A preliminary investigation to explore the cognitive resources of physicians experiencing difficulty in training
Background
Treating patients is complex, and research shows that there are differences in cognitive resources between physicians who experience difficulties, and those who do not. It is possible that differences in some cognitive resources could explain the difficulties faced by some physicians. In this study, we explore differences in cognitive resources between different groups of physicians (that is, between native (UK) physicians and International Medical Graduates (IMG); those who continue with training versus those who were subsequently removed from the training programme); and also between physicians experiencing difficulties compared with the general population.
Methods
A secondary evaluation was conducted on an anonymised dataset provided by the East Midlands Professional Support Unit (PSU). One hundred and twenty one postgraduate trainee physicians took part in an Educational Psychology assessment through PSU. Referrals to the PSU were mainly on the basis of problems with exam progression and difficulties in communication skills, organisation and confidence. Cognitive resources were assessed using the Wechsler Adult Intelligence Scale (WAIS-IV). Physicians were categorised into three PSU outcomes: ‘Continued in training’, ‘Removed from training’ and ‘Active’ (currently accessing the PSU).
Results
Using a one-sample Z test, we compared the referred physician sample to a UK general population sample on the WAIS-IV and found the referred sample significantly higher in Verbal Comprehension (VCI; z = 8.78) and significantly lower in Working Memory (WMI; z = −4.59). In addition, the native sample were significantly higher in Verbal Comprehension than the UK general population sample (VCI; native physicians: z = 9.95, p < .001, d = 1.25), whilst there was a lesser effect for the difference between the IMG sample and the UK general population (z = 2.13, p = .03, d = 0.29). Findings also showed a significant difference in VCI scores between those physicians who were ‘Removed from training’ and those who ‘Continued in training’.
Conclusions
Our results suggest it is important to understand the cognitive resources of physicians to provide a more focussed explanation of those who experience difficulties in training. This will help to implement more targeted interventions to help physicians develop compensatory strategies
Work and Occupational Psychology : Integrating Theory and Practice
xviii, 474 p. : Ill.; 23 cm
Emerging trends and future directions in occupational psychology
Book synopsis: Written by a team of experts and with contributions from seminal academics and leading practitioners, Work and Occupational Psychology links theoretical learning with key practical skills to form an ideal companion to any student in the field
What are occupational psychologists?
Book synopsis: Written by a team of experts and with contributions from seminal academics and leading practitioners, Work and Occupational Psychology links theoretical learning with key practical skills to form an ideal companion to any student in the field