Open-Ended Questions in Web Surveys: Can Increasing the Size of Answer Boxes and Providing Extra Verbal Instructions Improve Response Quality?

Previous research has revealed techniques to improve response quality in open-ended questions in both paper and interviewer-administered survey modes. The purpose of this paper is to test the effectiveness of similar techniques in web surveys. Using data from a series of three random sample web surveys of Washington State University undergraduates, we examine the effects of visual and verbal answer-box manipulations (i.e., altering the size of the answer box and including an explanation that answers could exceed the size of the box) and the inclusion of clarifying and motivating introductions in the question stem. We gauge response quality by the amount and type of information contained in responses as well as response time and item nonresponse. The results indicate that increasing the size of the answer box has little effect on early responders to the survey but substantially improved response quality among late responders. Including any sort of explanation or introduction that made response quality and length salient also improved response quality for both early and late responders. In addition to discussing these techniques, we also address the potential of the web survey mode to revitalize the use of open-ended questions in self-administered surveys

Open-Ended Questions in Web Surveys: Can Increasing the Size of Answer Boxes and Providing Extra Verbal Instructions Improve Response Quality?

Previous research has revealed techniques to improve response quality in open-ended questions in both paper and interviewer-administered survey modes. The purpose of this paper is to test the effectiveness of similar techniques in web surveys. Using data from a series of three random sample web surveys of Washington State University undergraduates, we examine the effects of visual and verbal answer-box manipulations (i.e., altering the size of the answer box and including an explanation that answers could exceed the size of the box) and the inclusion of clarifying and motivating introductions in the question stem. We gauge response quality by the amount and type of information contained in responses as well as response time and item nonresponse. The results indicate that increasing the size of the answer box has little effect on early responders to the survey but substantially improved response quality among late responders. Including any sort of explanation or introduction that made response quality and length salient also improved response quality for both early and late responders. In addition to discussing these techniques, we also address the potential of the web survey mode to revitalize the use of open-ended questions in self-administered surveys

A gene encoding an abscisic acid biosynthetic enzyme (LsNCED4) collocates with the high temperature germination locus Htg6.1 in lettuce (Lactuca sp.)

Thermoinhibition, or failure of seeds to germinate when imbibed at warm temperatures, can be a significant problem in lettuce (Lactuca sativa L.) production. The reliability of stand establishment would be improved by increasing the ability of lettuce seeds to germinate at high temperatures. Genes encoding germination- or dormancy-related proteins were mapped in a recombinant inbred line population derived from a cross between L. sativa cv. Salinas and L. serriola accession UC96US23. This revealed several candidate genes that are located in the genomic regions containing quantitative trait loci (QTLs) associated with temperature and light requirements for germination. In particular, LsNCED4, a temperature-regulated gene in the biosynthetic pathway for abscisic acid (ABA), a germination inhibitor, mapped to the center of a previously detected QTL for high temperature germination (Htg6.1) from UC96US23. Three sets of sister BC3S2 near-isogenic lines (NILs) that were homozygous for the UC96US23 allele of LsNCED4 at Htg6.1 were developed by backcrossing to cv. Salinas and marker-assisted selection followed by selfing. The maximum temperature for germination of NIL seed lots with the UC96US23 allele at LsNCED4 was increased by 2–3°C when compared with sister NIL seed lots lacking the introgression. In addition, the expression of LsNCED4 was two- to threefold lower in the former NIL lines as compared to expression in the latter. Together, these data strongly implicate LsNCED4 as the candidate gene responsible for the Htg6.1 phenotype and indicate that decreased ABA biosynthesis at high imbibition temperatures is a major factor responsible for the increased germination thermotolerance of UC96US23 seeds

Open-Ended Questions in Web Surveys: Can Increasing the Size of Answer Boxes and Providing Extra Verbal Instructions Improve Response Quality?

Previous research has revealed techniques to improve response quality in open-ended questions in both paper and interviewer-administered survey modes. The purpose of this paper is to test the effectiveness of similar techniques in web surveys. Using data from a series of three random sample web surveys of Washington State University undergraduates, we examine the effects of visual and verbal answer-box manipulations (i.e., altering the size of the answer box and including an explanation that answers could exceed the size of the box) and the inclusion of clarifying and motivating introductions in the question stem. We gauge response quality by the amount and type of information contained in responses as well as response time and item nonresponse. The results indicate that increasing the size of the answer box has little effect on early responders to the survey but substantially improved response quality among late responders. Including any sort of explanation or introduction that made response quality and length salient also improved response quality for both early and late responders. In addition to discussing these techniques, we also address the potential of the web survey mode to revitalize the use of open-ended questions in self-administered surveys

Improving Hospital-to-Home Transitions for Children Entering Foster Care.

BACKGROUND AND OBJECTIVES: Hospital-to-home transitions present safety risks for patients. Children discharged with new foster caregivers may be especially vulnerable to poor discharge outcomes. With this study, our objective is to identify differences in discharge quality and outcomes for children discharged from the hospital with new foster caregivers compared with children discharged to their preadmission caregivers. METHODS: Pediatric patients discharged from the Barbara Bush Children\u27s Hospital at Maine Medical Center between January 2014 and May 2017 were eligible for inclusion in this retrospective cohort study. Chart review identified patients discharged with new foster caregivers. These patients were compared with a matched cohort of patients discharged with preadmission caregivers for 5 discharge quality process measures and 2 discharge outcomes. RESULTS: Fifty-six index cases and 165 matched patients were identified. Index cases had worse performance on 4 of 5 discharge process measures, with significantly lower use of discharge readiness checklists (75% vs 92%; CONCLUSIONS: Hospital-to-home transition quality measures were less often implemented for children discharged with new foster caregivers than for the cohort of patients discharged with preadmission caregivers. This may lead to increased morbidity, as suggested by more frequent caregiver misunderstandings. Better prospective identification of these patients and enhanced transition improvement efforts targeted at their new caregivers may be warranted

Foster Caregiver Experience of Pediatric Hospital-to-Home Transitions: A Qualitative Analysis.

OBJECTIVE: Children entering foster care after discharge from the hospital are at risk for adverse events associated with the hospital-to-home transition. Education of foster caregivers regarding transitional care needs is key. However, little is known about the unique needs of foster caregivers as they transition from hospital to home with a new foster child or how hospital-based health care teams can better support foster caregivers. We aimed to examine the experiences and preferences of foster caregivers\u27 regarding hospital-to-home transitions of children newly discharged into their care and to identify opportunities for inpatient providers to improve outcomes for these children. METHODS: We conducted semistructured telephone interviews of foster caregivers who newly assumed care of a child at the time of hospital discharge between May 2016 and June 2017. Interviews were continued until thematic saturation was reached. Interviews were audio recorded, transcribed, and analyzed to identify themes using a general inductive approach. RESULTS: Fifteen interviews were completed. All subjects were female, 87% were Caucasian, and 73% were first-time foster caregivers. Thirteen themes were identified and grouped into the following domains: 1) knowing the child, 2) medicolegal issues, 3) complexities of multistakeholder communication, and 4) postdischarge preparation and support. CONCLUSIONS: Caregivers of children newly entering foster care following hospital discharge face unique challenges and may benefit from enhanced care processes to facilitate successful transitions. Hospitalization provides an opportunity for information gathering and sharing, clarification of custodial status, and facilitation of communication among multistakeholders, including child protective services and biological parents

Engagement Across Professions: A Mixed Methods Study of Debriefing After Interprofessional Team Training

INTRODUCTION: Simulation is an ideal tool for interprofessional (IP) team training. Debriefing after simulation is key to IP learning, although engagement and participation may be adversely influenced by cultural and hierarchical barriers. This mixed-methods study explored factors influencing learner engagement and participation in IP debriefing and the experience of silent but apparently engaged participants. METHODS: Semistructured profession-specific focus groups were conducted with participants from a weekly IP pediatric simulation program. Focus groups were recorded, transcribed, and thematically analyzed. Eligible participants were assigned to silent or verbal groups according to observed behavior and received a questionnaire. Participants\u27 self-rated engagement scores were compared using a t test. RESULTS: Thirty-six of 81 eligible participants were included, 13 completed a questionnaire, and 23 (8 physicians, 10 nursing staff, 4 pharmacists, 1 respiratory therapist) participated in 13 focus groups. Twenty-two subthemes were grouped into 6 themes: psychological safety, realism, distractors, stress, group characteristics, and facilitator behavior, with differences in perspective according to profession. Of the 36 respondents, 18 were silent and 18 verbal. Self-rated engagement scores differed between groups (3.65 vs. 4.17, P = 0.06); however, silent participants described themselves as engaged. CONCLUSIONS: Themes identified that influenced learner engagement in debriefing included aspects of prebriefing and the simulation. Some aligned with general simulation best practices, such as psychological safety, prebriefing, and facilitator behavior. Findings unique to IP simulation included importance of realism to nonphysician professions, protecting time for training, group composition, and direct probing by cofacilitators to decrease physician bias and emphasize IP contributions. Silent participants reported engagement

Simulation – Based Testing of a New Helipad Using an Iterative Failure Mode and Effects Analysis Framework

Use iterative rounds of simulation and a Failure Mode and Effects Analysis model to detect and mitigate latent safety threats prior to opening a new helicopter landing pad at our hospital

Targeting Simulation-Based Assessment for the Pediatric Milestones: A Survey of Simulation Experts and Program Directors.

OBJECTIVE: To determine which of the 21 general pediatrics milestone subcompetencies are most difficult to assess using traditional methodologies and which are best suited to simulation-based assessment. METHODS: We surveyed 2 samples: pediatric simulation experts and pediatric program directors. Respondents were asked about current use of simulation for assessment and to select 5 of the 21 pediatric subcompetencies most difficult to assess using traditional methods and the 5 best suited to simulation-based assessment. Spearman rank correlation was used to determine a correlation between how the 2 samples ranked the subcompetencies. RESULTS: Forty-eight percent (29 of 60) simulation experts and 20% (115 of 571) program directors completed the survey. Few respondents reported using simulation for summative assessment. There are clear differences across the pediatric subcompetencies in perceived difficulty of assessment and suitability to simulation-based assessment. The 3 most difficult to assess subcompetencies were “recognize ambiguity,” “demonstrate emotional insight,” and “identify one’s own strengths and deficiencies.” The subcompetencies most suitable to assessment using simulation were “interprofessional teamwork,” “clinical decision making,” and “effective communication.” Program directors and simulation experts had high agreement for both questions: difficult to assess (rho = 0.76, P \u3c .001) and suitable to simulation-based assessment (rho = 0.94, P \u3c .001). CONCLUSIONS: Several general pediatrics milestone subcompetencies were identified by pediatric simulation experts and pediatric program directors as difficult to assess using current methodologies and as amenable to simulation-based assessment. The pediatric simulation community should target development of simulation-based assessment tools to these areas