Collegial Interaction Research Articles

Collegial Interaction in the Babylonian Talmud

Collegial Interaction in the Babylonian Talmud

Evaluating agroforestry interventions in extension projects

Because of the relative dearth of scientific information in agroforestry, monitoring and evaluation of agroforestry technologies in development projects plays an important role in the development and improvement of technical extension recommendations. To identify appropriate methodologies, ICRAF conducted in 1988–89 a review of agroforestry technology monitoring and evaluation in 166 projects worldwide, of which 108 responded. Almost 80% of these were involved in technology evaluation. Many extension projects were conducting research to test technologies on-farm or on research plots. Technology evaluation by projects focused on the biological of trees, often with inadequate consideration of the technology context. Few projects seemed to use farmer assessment in evaluation. Recommendations are made for an effective evaluation process and selection of appropriate methods and variables to be assessed by projects. Methods should be selected according to the availability of resources and should favour collaborative or collegial interaction between farmers and project staff.

Teachers' Collegial Interaction: An Exploratory Study

This study sought to describe collegiality among teachers in relation to classroom teaching. 52 teachers in 6 schools were interviewed to obtain their perceptions of the amount and type of information they exchanged and with whom and where the exchange occurs. In addition, the relation of the type of help to school SES, organization, and teacher experience was investigated. The results were that the teachers spent a total of about 40 min per day at various places in the school conversing with colleagues at their grade level about classroom teaching. Topics that they discuss frequently are materials, discipline, activities, and individualization. Evaluation, methods, objectives, reinforcing, lecturing, questioning, and room organization are discussed much less frequently. Differences in collegiality were found between schools that have team arrangements and schools that have traditional arrangements and between schools that have higher SES and schools that have lower SES. A major implication of the finding...

Barriers to physician-nurse collegiality: An anthropological perspective

This paper discusses social and cultural factors that impede collegial interaction of physicians and nurses. While physicians encourage a form of ‘team work’ in which nurses are subordinate, nurses seek mutual collegiality with physicians. This phenomenon is apparent in various degrees between all educational categories of nurses and physicians. We suggest that nurse expectations of status enhancement through increased knowledge and skill—the nurse practitioner model—fail to consider the deeply rooted structures of hierarchy, in particular gender hierarchy, that pervades medical care. Physician-nurse collegiality does offer benefits to patients; to achieve it nurses must devise methods to alter these structural barriers.

Dimensions of Motivation for Continuing Medical Education of Primary Care Physicians

The purpose of this study was to examine the reasons and underlying dimensions of the motivations ofprimary care physicians for participating in continuing medical education (CME). Physicians rated the importance of 18 reasons for participating in CME on a Motivation for Continuing Medical Education (MCME) Inventory. Results indicated that the most important reasons were maintaining competence, increasing knowledge and skills, staying up to date, and enhancing patient care. The least important reasons werefinancial gain and improving their professional image and work situation. Comparisons ofphysicians'reasonsfor CME with the desires of the public and legislative bodies revealed both similarities and differences. A principal components analysis of the MCME items yielded six relatively independent underlying motivational dimensions accounting for 71% of the total variance: Competence and Patient Care. Collegial Interaction, Professional Enhancement, Efficiency, Respite from Practice, and Legal Concerns. It is suggested that these motivational dimensions may be helpful in the planning of continuing medical education programs.

Consultation and referral between physicians in new medical practice environments.

The traditional exchange of medical expertise between physicians for patient benefit has been accomplished by referral. Physicians have traditionally decided when and to whom to refer patients. Health care "systems" now dominate medical practice, and their formats can alter spontaneous collegial interaction in referral. Institutional programs now pursue patient referrals as part of a marketing strategy to attract new patients who then become attached to the institution, rather than to a physician. Referral behavior can affect a physician's personal income in prepaid insurance programs where referrals are discouraged. The referring physician may bear legal liability for actions of the consultant. New practice arrangements and affiliations may place physicians in financial conflict-of-interest situations, challenge ethical commitments, and add new moral responsibility.

THE EGGHEAD, THE FLATFOOT, AND THE SCREW

Abstract The growth of the American Society of Criminology has strengthened it not only in numbers but by the active participation of leading criminologists. Practitioners entering the ranks of the organization offer an opportunity for collegial interaction of social scientists with police, correctional, and other personnel. This association may be mutually beneficial, but it may also result in faction‐ridden organizations whose facades of dialogue conceal dissatisfaction. The author envisages a scientific organization true to a mission that is neither elitist, exclusionary, nor isolated from the administration of justice or penology.

Collegiality in interdisciplinary health teams: Its measurement and its effects

Interaction during four to seven meetings of four interdisciplinary health care teams was videotaped and coded for amount of interaction initiated and received by doctor, nurses, and nutritionists in each team. Process categories such as “asks opinion,” “gives information,” and “gives order,” were also coded for each participant in each meeting. A model of collegial interaction was developed, and the teams were compared with the model. Outcome data, consisting of measures of social, physical, physiological, and emotional functions were combined into an index of changes in health status. This index was available for the patients under the care of each team. Teams were rank ordered according to the success of their patient outcome six months and one year after the team care was initiated. Results indicate that: (1) All of the teams differed from the collegial model; (2) there were differences among the teams in the extent to which they reflected the collegial model; these differences were present both for participation and for pattern data; (3) the rank order of the teams on a combined (participation plus pattern) collegiality score matched exactly the rank order of the teams on success of patient outcomes.