The critical difference: integrating critical incident pedagogy in simulation-based social work education

Safe and inclusive learning environments represent an option for the attention of children with special needs in education services in accordance with the goals of the 2030 agenda, a proposal ratified by the New Mexican School through participatory and democratic management. Objective: to describe how participatory and democratic school management can influence the achievement of safe and inclusive learning environments in special education services. Methodology: a desk research was conducted as recommended by Uddin (2010), gathered data in bibliographic sources related to participatory and democratic school management, safe and inclusive learning environments and special education services, mainly informative desk research resources were used according to Esmeral (2022); in order to formulate a range of possibilities for the development of safe and inclusive environments in special education services taking into account the objectives of participatory and democratic management. Contribution: a vision of how participatory and democratic school management can favor the development of safe and inclusive learning environments in special education services is presented.

This literature review aims to analyze how inclusive learning environments play an important role in improving early childhood language development. The research method involved a systematic analysis of recent literature from leading scholarly databases, with a focus on empirical studies in the last five the last five years. The results of this review show that inclusive learning environments inclusive learning environments have a significant positive impact on language development in children aged 0-8 years. Some of the key components identified in the the literature include diversity, social interaction, cooperative learning and interaction-based interventions. In addition, an important role is also played by educators, family involvement and the use of technology in creating an inclusive inclusive learning environment. Inclusive environments not only improve children's expressive and receptive language skills, but also encourages rich and diverse interactions, as well as increasing metalinguistic awareness. Recommendations for future research include expanding the geographical coverage in the studies conducted, conducting longitudinal studies to evaluate the long-term impact of inclusive environments on early early childhood language development, and conducting further investigations into the role of technology in supporting inclusive language learning. In addition, studies on on the effectiveness of teacher training models also needs to be conducted to create a more responsive inclusive learning environments that are more responsive and better support children's language development. children's language development.

Purpose The purpose of this perspective article is twofold. First, it discusses how the critical incident technique (CIT) can serve as a method for identifying competences required in operations and supply chain management (OSCM) in combination with a systematic literature review (SLR) and Delphi approach. Second, it discusses how the CIT can be used for pedagogical purposes and can support the development of the resulting competences in teaching by using critical incidents (CIs) identified during the research process as a form of problem-based learning (PBL). Thus, we illustrate how CIT can drive competence-oriented research and educational advancements to address complex and dilemma-struck challenges in OSCM. Design/methodology/approach We provide an overview of CIT in the context of research and education and illustrate CIT’s role in identifying competences and developing them through training. Based on previous use of CIT for the identification of sustainable sourcing competences and subsequent training, we highlight CIT’s broader applicability and extend the discussion to other areas in OSCM, such as supply chain resilience and leveraging new technologies. Findings We propose CIT as an effective tool for recognising and developing competences in OSCM. Both future research implications and pedagogical implications are offered. The strengths and limitations of CIT as a method in both research and educational settings are explored. Research limitations/implications The illustration of CIT’s application is limited to research on identifying and training sustainable sourcing competences. Further research is recommended to extend CIT’s application to other OSCM areas. Practical implications For OSCM researchers, educators and practitioners, CIT offers a structured approach to identifying and teaching needed competences, ultimately contributing to more effective training programs in complex supply chain environments. Social implications For society at large and professional OSCM communities, the ability to adapt to new regulatory and economic realities and address the complex and dilemma-struck challenges in OSCM is highly desirable. Originality/value We position CIT as a dual-purpose tool for research and education in OSCM. CIT is useful for both identifying competences and training future OSCM leaders, offering a method that can be applied to various complex areas in the field, intended to inspire future research and teaching.

Interventions in sport settings involve intense emotional labor (i.e., effort to adjust emotional responses to professional expectations). This has mainly been explored using quantitative, person-centered approaches that identify general trends. Over the past decades, however, the Critical Incident Technique (CIT) has attracted increasing attention in psychological research as an effective innovative tool for examining emotional labor during crucial circumscribed situations. Following a presentation of the CITs origins and development across different sport fields (e.g., elite sport, physical education), the aim of this article is to put forward CIT-based methodological proposals for analyzing sport interveners’ situational emotional labor. More precisely, we outline two primary data collection modes using questionnaires and interviews. Each approach offers distinct advantages according to the research objectives, context, and participant accessibility. The paper also includes guidelines for both qualitative and quantitative analysis of critical incidents by suggesting how data can be thematically coded and statistically analyzed. In terms of data representation, this article focuses on juxtaposing participant quotes within shared thematic categories and introduces “creative non-fiction” as an innovative narrative technique, presenting data as structured monologues that preserve the authenticity of the participants’ own voices. Finally, the present article outlines future research directions, emphasizing the relevance of the CIT in observational and interventional studies aimed at better understanding and supporting emotional labor among sport interveners. In the case of observational studies, four main future research avenues can be explored by: (a) developing longitudinal observatories to enable long-term tracking of emotional labor; (b) adopting a collective approach to emotional labor by incorporating multiple actors’ points of view during a same critical incident; (c) deepening understanding of the relationships between emotional experience and emotional regulation during critical incidents; and (d) validating a psychometric scale capable of assessing emotional labor during critical incidents across large samples. As for interventional studies, a training program designed to develop adaptive and flexible emotional regulation through CIT use is presented. This program would benefit from being implemented and evaluated, again using the CIT, to reveal its effects on participants.

To investigate two event-oriented methods for evaluating patient satisfaction with radiological services like outpatient computed tomography (CT) examinations. 159 patients (55% men, 45% women) were asked to complete a questionnaire to provide information about their satisfaction with their examination. At first, patients were asked to spontaneously recall notably positive and negative aspects (so-called "critical incidents", critical incident technique = CIT) of the examination. Subsequently a flow chart containing all single steps of the examination procedure was shown to all patients. They were asked to point out the positive and negative aspects they perceived at each step (so-called sequential incident technique = SIT). The CIT-based part of the questionnaire yielded 356 comments (183 positive and 173 negative), which were assigned to one of four categories: interaction of staff with patient, procedure and organization, CT examination, and overall setting of the examination. Significantly more detailed comments regarding individual aspects of the CT examination were elicited in the second part of the survey, which was based on the SIT. There were 1413 statements with a significantly higher number of positive comments (n = 939, 66%) versus negative comments (n = 474, 34%; p < 0.001). The critical and sequential incident techniques are suitable to measure the subjective satisfaction with the delivery of radiological services such as CT examinations. Positive comments confirm the adequacy of the existing procedures, while negative comments provide direct information about how service quality can be improved.

PurposeThe critical incident technique (CIT) is widely used in many disciplines; however, scholars have acknowledged challenges associated with analyzing qualitative data when using this technique. Therefore, the purpose of this article is to address the data analysis issues that have been raised by introducing some different contemporary ways of analyzing qualitative critical incident data drawn from recent dissertations conducted in the human resource development (HRD) field.Design/methodology/approachThis article describes and illustrates different contemporary qualitative re-storying and cross-incident analysis approaches with examples drawn from previously and recently conducted qualitative HRD dissertations that have used the CIT.FindingsQualitative CIT analysis comprises two processes: re-storying and cross-incident analysis. The narrative inquiry–based re-storying approaches the authors illustrate include poetic narrative and dramatic emplotting. The analytical approaches we illustrate for cross-incident analysis include thematic assertion, grounded theory, and post-structural analysis/assemblages. The use of the aforementioned approaches offers researchers contemporary tools that can deepen meaning and understanding of qualitative CIT data, which address challenges that have been acknowledged regarding the difficulty of analyzing CIT data.Research limitations/implicationsThe different contemporary qualitative approaches that we have introduced and illustrated in this study provide researchers using the CIT with additional tools to address the challenges of analyzing qualitative CIT data, specifically with regard to data reduction of lengthy narrative transcripts through re-storying as well as cross-incident analyses that can substantially deepen meaning, as well as build new theory and problematize the data through existing theory.Practical implicationsA strength of the CIT is its focus on actual events that have occurred from which reasoning, behaviors, and decision-making can be examined to develop more informed practices.Originality/valueThe CIT is a very popular and flexible method for collecting data that is widely used in many disciplines. However, data analysis can be especially difficult given the volume of narrative qualitative data that can result from data collection. This paper describes and illustrates different contemporary approaches analyzing qualitative CIT data, specifically the processes of re-storying and cross-incident analysis, to address these concerns in the literature as well as to enhance and further evolve the use of the CIT method.

The traditional critical incident technique (CIT) and variants of the same have frequently been applied in service research for several decades. The technique has often been used to capture data on and analyse both negative and positive critical incidents. While one technique displays hosts of critical incidents in benchmark‐type series (SIT), another variant describes the dynamism in one discrete critical incident and a third the dynamism of the configuration of critical incidents (SPAT). In this article the different variants are discussed in relation to psychological theory focusing on the concepts of time, history and memory. To be able to analyse the criticality from the individual customer’s perspective, we argue that one must understand the significance of critical incidents in the light of human memory mechanisms and judgement processes. The discussion forms the basis for suggesting a new, tentative framework for analysing the criticality of critical incidents. We call this criticality critical incident technique (CCIT).

Multitudes of theory-based models have been developed and applied to identify drivers behind user behaviors in various information systems (IS) markets. Although these theory-based models have been successful in identifying and explaining consumer behavior, their fixed nature necessitates customization efforts when applied to a specific usage context. In this paper, we utilized critical incident technique (CIT) as a complementary approach to IS user behavior study to traditional theory-based models in the context of the smartphone market. Through a two-stage survey, both positive and negative critical incidents are collected, which are categorized into device, device-related services, network services and content services. Then, their impacts on user intention variables of loyalty and recommendation are derived by a structural equation analysis of 795 smartphone users’ responses. The results can be summarized as follows: Positive critical incidents improve user intentions whereas negative ones worsen them; among the positive incidents, the events related to network services are the most influential; Critical incidents related to application contents are the most influential among the negative; Mobile device manufacturers are the most strongly affected by critical incidents among the smartphone supply chain parties. Merits of CIT in IS user behavior study have been demonstrated: CIT’s flexible nature provides convenience in adapting to a particular IS usage context; Both positive and negative incidents are examined, yielding a complementary implication to other methods. We also revealed that a conventional wisdom of CIT to focus mainly on negative critical incidents might have to be adjusted since positive ones might be more influential depending on the particular context of IS usage.

Simulation is a teaching learning and assessment strategy used in medical education to prepare medical laboratory students for clinical practice. Simulation-based learning is aimed at bridging the gap between theory and practice through the use of innovative teaching strategies and thus it is considered the best alternative teaching, learning and assessment tool in preparing medical laboratory students for practical and professional life. Traditional methods of educating medical laboratory students are no longer sufficient in the present times largely influenced by the emergence of new infections, technology, and multimedia. In general, scarce literature supports the use of simulation to benefit medical laboratory student in areas of knowledge, value and realism. However, little emphasis has been placed to make application of the method. The aim of the study was to determine the extent of the application of innovative simulation-based medical teaching and learning among staff in selected Kenya medical training campuses offering medical laboratory sciences in Kenya, with a view of improving the application of the simulation strategy. The study employed the census sampling technique. Data collection tools were structured questionnaire, interview, checklist and observation which were used for data collection to obtain information from the respondents. Quantitative data analysis was conducted using the Statistical Package for Social Science (SPSS) software version 22 for windows. Qualitative data was analyzed using content analysis. Both descriptive and inferential statistics particularly the Chi-square test statistics were used in data analysis. P-value was used to test the normality of the spread of the ages. From the findings, majority of the lecturers, 39 (83.0%) indicated that they understood and defined simulated medical laboratory experiences both actual and anticipated. The respondents reported that simulation-based teaching and learning enables them to earn continuous professional development (CPD) points. All the lecturers 47(100%) agreed that educational validity of simulation-based teaching and learning was one among the factors that shaped their decision to implement simulations. The principals cited issues such as untrained simulator instructor staff in MLS, lack of adequate infrastructure, as part of challenges they encountered while implementing innovative simulation-based teaching and learning. From the study, it was concluded that simulation-based teaching and learning was not applied uniformly across the MLS department, indicating a lack of standardization in training hence the knowledge, attitudes as well as skills acquired by the students before they graduate were not in line with the public expectation. There is a need for Kenya Medical Training College (KMTC) management to ensure uniform application of innovative simulation-based teaching and learning across all MLS departments and hence standardization in training of medical laboratory sciences professionals.

Doctors need to identify and understand the professional behaviours of both themselves and others. In order for students to think critically about these issues we encouraged them to use the tenets of the General Medical Council's Duties of a Doctor as a framework in which to reflect on the actions of healthcare professionals at work. Although the critical incident technique is a well-known process for encouraging reflection, little is known about its usefulness for assessment purposes in this setting. We aimed to discover the validity, feasibility and educational impact of the critical incident as an assessment method for first year students undertaking guided reflection in the context of their first exposure to multi-professional health and social care experiences. First year medical students submitted two critical incidents they had observed during multi-professional health and social care attachments and an evaluation of their experiences. Students engaged in the reflective cycle on the professional behaviours of others providing evidence of a varied range of situations. With adequate preparation, junior students are able to reflect on social and healthcare experiences using the Duties of a Doctor as a framework. Critical incidents are a valid and feasible method for assessing students’ reflections on professionalism, with good educational impact.

The social work profession is grounded in principles of social justice, emphasizing the recognition and addressing of inequalities. Social work pedagogy has increasingly focused on anti-racist and anti-oppressive frameworks to confront historical injustices within the field. Despite their value to social work, when these frameworks are applied as singular or fixed ideological constructs, they may limit the inclusion of diverse perspectives in educational settings resulting in failure to address antisemitism. A recent example highlighting these limitations is the October 7, 2023 hamas attack and the impact of the Israel-Hamas war on social work education. The surge in antisemitism following these events reveals a gap in how anti-racist and anti-oppressive frameworks address the complexities and nuances of global conflicts. These frameworks, while essential, may not fully capture or contextualize issues like antisemitism that arise from international crises, suggesting the need for more adaptable and inclusive approaches to teaching social work. This study examines the experiences of social work educators, focusing on the professional challenges and personal toll of rising antisemitism following the events of October 7. It explores how these educators navigate hardships in their workplaces and classrooms, particularly as they intersect with anti-racist and anti-oppressive frameworks. By analyzing how they manage such struggles, the study offers valuable insights to enhance support for social work educators. Based on qualitative methods, this study was conducted using semi-structured interviews with 23 social work instructors who identify as Jewish or are closely aligned with Jewish communities. The interviews, comprising 22 primarily open-ended questions, covered aspects of teaching, professional life, and personal experiences post-October 7. Thematic analysis was used to identify core themes from the interview responses. The current study sheds light on how participants navigate social work education and their professional identity amid rising antisemitism. Key to managing these challenges are leadership support and strong collegial relationships, which help them discuss sensitive topics and reduce fear. Yet, personal struggles and insufficient institutional support often exacerbate their experiences of antisemitism. This study highlights the critical importance of understanding and addressing the intersections of personal identity, historical trauma, and global conflict within social work education. The experiences shared by Jewish educators and those with affinity to Israel post-October 7 reveal how personal and generational traumas deeply impact professional responsibilities and relationships. The study calls for a shift in focus from political discourse to personal struggles, emphasizing the need for social work curricula to embrace complex understandings of global issues beyond the traditional anti-racist and anti-oppressive frameworks. Institutions can better support educators and students by fostering a safe and inclusive learning environment while addressing antisemitism with the same rigor as other forms of discrimination.

A qualitative approach in a organizationl diagnosis process has the purpose of identifying the elements that generate performance and the ones which may require improvement, and which the organization itself can control. The instruments used in qualitative studies can help to accurately point out the organizational profile by conducting interviews with key people in organizations (mainly from managerial level, and key people- specialists in certain business lines). Applying a series of techniques to describe the current situation in an organization in terms of organizational climate, culture, norms and values promoted at informal level is necessary in order to customize organizational organizational development programs on specific company needs. The CIT (Critical Incidents Technique) promotes the use of qualitative techniques in order to accurately capture specific situations (in organizational context) that may destabilize the activities of an organization. Critical incidents are understood herein as problmes/situations that require new approaches in order for them to be resolved. If an organization goes through a set of planned changes, critical incidents are seen as constructs that may be directly observed through qualitative methodology. Critical incidents can have a positive impact if they are supported by setting clear objectives and standarized actions considered in the current critical incident. Qualitative study through CIT presumes defining the specific organizational profile of a company, the type of relations that exist within it, of the behaviours, values and habbits that are promoted internaly in order to see what are the processes that are affected by organizational change. This paper is due to the empirical study of an organization which is undergoing a process of change due to the recent takeover by a foreign investment fund; the research involves identifying key points that can optimize the development program of the organization and facilitate implementation of the change process by outlining best practices applicable to the company and by poining out the common elements of the curent organizational culture and the one that is implemented. DOI: 10.5901/mjss.2014.v5n22p378

Experienced critical incidents affecting lead-times in the stroke care chain for low-priority patients – A qualitative study with critical incident technique

Purpose: Section 136 (S136) of the Mental Health Act (1983, 2007) provides legislative powers for police officers to detain those suspected of being ‘mentally disordered’ for a mental health assessment. Despite its increasing use, there is currently little qualitative research exploring detainee’s experiences.Methodology: Participants recruited from NHS places of safety participated in a semi-structured interview. The novel application of Critical Incident Technique (CIT) within this study enabled the specific identification of critical incidents which mental health service users thought had either helped with, or worsened the S136 detention experience. A wish list of absent factors was also gathered.Findings: Six categories of helpful critical incidents, seven categories of unhelpful critical incidents and five categories of wish-list items were identified. The importance of authentic relationships underpinned many categories, as well as challenging stigma, considering previous detentions; and receiving practical support.Originality/value: The outlined study is the first of its kind to utilise CIT methodology to specifically identify critical incidents related to the process of S136 detention. These findings provide specific ways to improve the experience of detention informed directly by those who have been directly subjected to S136.Key pointsTake time to invest in meaningful relationships with those who are detained; asking about the individual’s life experience and their perception of its relationship to their current presenting difficulties.Identify the service user’s values -what’s important to them, and what gives meaning to their life – and discuss this in relation to what their worries, concerns or wishes may be for treatment.Discuss previous experiences of involuntary admission- this can support all parties involved to consider the impact of detention upon the individual, and services.Use problem-free discussions to normalise and help de-stigmatise mental health difficulties and support rapport building.Provide practical support, such as food, drink and routinely allow those who are detained to gather personal belongings such as a change of clothes or a book.Ensure advocacy services are always available and accessible for those who are detained under S136.Where possible, avoid the use of restrictive or stigmatising practices in front of the public where possible (e.g. use of handcuffs, police vehicles as transport) to minimise risk of increasing mental health stigma.

Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly. .Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers’ individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled ‘Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)’ two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education.