scholarly journals Veterinary team interactions, part 2: the personal effect

2015 ◽  
Vol 177 (21) ◽  
pp. 541-541 ◽  
Author(s):  
T. Kinnison ◽  
D. Guile ◽  
S. A. May
Keyword(s):  
Team Interactions ◽  
Personal Effect

Fire in operating theatres: DaSH-ing to the rescue

2018 ◽  
Vol 28 (7-8) ◽  
pp. 188-193
Author(s):  
Liam Wilson ◽  
Omer Farooq
Keyword(s):  
Patient Care ◽  
Fire Safety ◽  
Training Session ◽  
Operating Theatre ◽  
In Situ Simulation ◽  
Safe Patient Care ◽  
Team Interactions ◽  
Operating Theatres ◽  
Theatre Staff ◽  
Safety Officer

Operating theatres are dynamic environments that require multi professional team interactions. Effective team working is essential for efficient delivery of safe patient care. A fire in the operating theatre is a rare but potentially life threatening event for both patients and staff. A rapid and cohesive response from theatre and allied staff including porters, fire safety officer etc is paramount. We delivered a training session that utilised in situ simulation (simulation in workplace). After conducting needs analysis, learning objectives were agreed. After thorough planning, the date and location of the training session were identified. Contingency plans were put in place to ensure that patient care was not compromised at any point. To ensure success, checklists for faculty were devised and adhered to. A medium fidelity manikin with live monitoring was used. The first part of the scenario involved management of a surgical emergency by theatre staff. The second part involved management of a fire in the operating theatre while an emergency procedure was being undertaken. To achieve maximum learning potential, debriefing was provided immediately after each part of the scenario. A fire safety officer was present as a content expert. Latent errors (hidden errors in the workplace, staff knowledge etc) were identified. Malfunctioning of theatre floor windows and staff unawareness about the location of an evacuation site were some of the identified latent errors. Thorough feedback to address these issues was provided to the participants on the day. A detailed report of the training session was given to the relevant departments. This resulted in the equipment faults being rectified. The training session was a very positive experience and helped not only in improving participants’ knowledge, behaviour and confidence but also it made system and environment better equipped.

Gender differences in academic entrepreneurship: experience, attitudes and outcomes among NSF I-CORPS participants

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alanna Epstein ◽  
Nathalie Duval-Couetil ◽  
Aileen Huang-Saad
Keyword(s):  
Gender Differences ◽  
Graduate Students ◽  
Large Scale ◽  
Prior Experience ◽  
Entrepreneurial Intention ◽  
The United States ◽  
Technology Commercialization ◽  
Chi Square ◽  
Content Type ◽  
Team Interactions

PurposeExpanding access to entrepreneurship training programs can be a method to increase female involvement in technology commercialization only if these programs adequately address the specific challenges facing female faculty and graduate students. In the context of the US National Science Foundation's Innovation Corps (NSF I-Corps) program, this study examines gender differences in prior experience and attitudes towards the training in order to propose improvements to the program design.Design/methodology/approachThis quantitative study uses Pearson's Chi-Square and ANOVA tests on survey data from the I-Corps national program (n = 2,195), which enrolls faculty members, graduate students, postdoctoral researchers and industry experts.FindingsIn comparison to male participants, female I-Corps participants reported less entrepreneurial experience prior to the program, poorer team relationships during the program and lower entrepreneurial intention and technology commercialization readiness at both the beginning and the end of the program. However, no gender differences were found in positive or negative perceptions of the instructional climate or perceptions of program usefulness.Originality/valueThis study is unique as it is based on a large-scale dataset drawn from sites across the United States. The results support potential changes to I-Corps and similar programs, including providing more explicit instructions for tasks with which female participants have less prior experience than males (e.g. in applying for patents), offering guidance for team interactions, and providing mentorship to assess whether low self-efficacy is leading women to underestimate the potential success of their projects.

scholarly journals The power of positioning: How leadership work unfolds in team interactions

Leadership ◽  
2018 ◽  
Vol 15 (5) ◽  
pp. 621-643 ◽  
Author(s):  
Viviana Meschitti
Keyword(s):  
Team Interactions

Role Network Analysis of Team Interactions and Individual Activities: Application to VTE Prophylaxis

2017 ◽  
Vol 61 (1) ◽  
pp. 896-900 ◽  
Author(s):  
Ann Schoofs Hundt ◽  
Pascale Carayon ◽  
Yushi Yang ◽  
Jason Stamm ◽  
Vaibhav Agrawal ◽  
...  
Keyword(s):  
Network Analysis ◽  
Flow Model ◽  
Visual Representations ◽  
Hospitalized Patients ◽  
Healthcare Team ◽  
Analysis Method ◽  
Team Members ◽  
Vte Prophylaxis ◽  
Team Interactions ◽  
Clinical Interactions

In this paper, we describe the role network analysis method to capture and visually convey healthcare team members’ clinical interactions as well as individual activities performed in light of VTE prophylaxis management for hospitalized patients. Our visual representations expand on the role network analysis work of Pasmore (1988) and flow model of Beyer and Holtzblatt (1998) and offer a deeper sociotechnical representation of the work of healthcare team members.

Team Learning and Reflexivity in Technology-Mediated Collaboration

2013 ◽  
pp. 302-317
Author(s):  
Hayward P. Andres
Keyword(s):  
Information Exchange ◽  
Social Impact ◽  
Team Learning ◽  
Collaborative Problem Solving ◽  
Research Approach ◽  
Team Interactions ◽  
Team Productivity ◽  
Solution Accuracy ◽  
Collocated Teams ◽  
Learning Team

This study examines technological, educational/learning, and social affordances associated with the facilitation of team learning during technology-mediated collaborative problem solving. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e., discussions) associated with team learning and team reflexivity. The theory of affordances and social impact theory are integrated to develop a conceptual model that asserts that collaboration mode (collocated vs. non-collocated and videoconferencing supported) will dictate the quality of information exchange, progressive elaboration of ideas, and the social processes that influence team learning. Team learning is then suggested to give rise to task and social reflexivity behaviors aimed at monitoring and evaluating acquired understanding, adaptation of task strategy, and maintenance of quality intra-team interactions. Results showed that collocated teams did engage in better quality team learning behaviors. Further, persistent reflection on task progress and solution accuracy yielded better team productivity while maintenance of a mutual supportive and positive climate yielded higher perceived quality interpersonal interactions. Theoretical, methodological and practical implications of the study are also discussed.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Media and Familiarity Effects on Assessing Trustworthiness

2011 ◽  
pp. 56-74 ◽  
Author(s):  
Mark A. Fuller ◽  
Roger C. Mayer
Keyword(s):  
Virtual Environments ◽  
Media Effects ◽  
Team Member ◽  
Virtual Team ◽  
Media Synchronicity ◽  
Team Members ◽  
Team Interactions

This chapter explores the role media effects and familiarity play in the development of trust in CMC environments. As team members interact with one another via technology, each team member assesses information and makes assessments about the trustworthiness of their teammates. Such trustworthiness assessments are known to influence trust, a factor which has been established to have significant effects on the functioning of teams. This research uses media synchronicity theory and the concept of interpersonal familiarity to examine virtual team interactions and the formation of trust. Implications are drawn for researchers and managers as they seek to understand how teams operate in virtual environments.

Theme 6. Multidisciplinary Team Interaction: Summary and Action Plan

2001 ◽  
Vol 16 (1) ◽  
pp. 39-41 ◽  
Author(s):  
Felipe Cruz-Vega ◽  
Charles Sun ◽  
Bruce Brink ◽  
Robert (Bob) Bugslag ◽  
Beatriz González Del Castillo ◽  
...  
Keyword(s):  
Multidisciplinary Team ◽  
Disaster Response ◽  
Action Plan ◽  
Psychosocial Impact ◽  
Action Plans ◽  
Team Interaction ◽  
Incident Command ◽  
Local Responses ◽  
Intractable Problems ◽  
Team Interactions

AbstractIntroduction:Multidisciplinary team interaction has become a commonplace phrase in the discussion of disaster response. Theme 6 explored multidisciplinary team interactions and attempted to identify some of the key issues and possible solutions to the seemingly intractable problems inherent in this endeavour.Methods:Details of the methods used are provided in the introductory paper. The Cochairs moderated all presentations and produced a summary that was presented to an assembly of all of the delegates. The Cochairs then presided over a workshop that resulted in the generation of a set of Action Plans that then were reported to the collective group of all delegates.Results:Main points developed during the presentations and discussion included: (1) promotion of multidisciplinary collaboration, (2) standardization, (3) the Incident Command System, (4) professionalism, (5) regional disparities, and (6) psychosocial impact.Discussion:Action plans recommended: (1) a standardized template for Needs Assessment be developed, implemented, and applied using collaboration with international organizations, focusing on needs and criteria appropriate to each type of event, and (2) team needs assessments be recognized for local responses and for determination of when international assistance may be required, for planning a command system, and for evaluating the psychosocial impact.Conclusions:There is a clear need for the development of standardized methods for the assessment of needs, development and implementation of a command structure, and for appreciation of regional differences and the psychosocial impact of all interventions.

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