Judgments Of Competence Research Articles

Exploring gender influences in the quality of workplace-based assessments.

Workplace-based assessments are an important tool for trainee feedback and as a means of reporting expert judgments of trainee competence in the workplace. However, the literature has demonstrated that gender bias can exist within these assessments. We aimed to determine whether gender differences in the quality of workplace-based assessment data exist in our residency training program. This study was conducted at the University of Ottawa in the Department of Emergency Medicine. Four end-of-shift workplace-based assessments completed by men faculty and four completed by women faculty were randomly selected for each resident during the 2018-2019 academic year. Two blinded raters scored each workplace-based assessment using the Completed Clinical Evaluation Report Rating (CCERR), a published nine-item quantitative measure of workplace-based assessment quality. A 2 × 2 mixed measures analysis of variance (ANOVA) of resident gender and faculty gender was conducted, with mean CCERR score as the dependent variable. The ANOVA was repeated with mean workplace-based assessment rating as the dependent variable. A total of 363 workplace-based assessments were analyzed for 46 residents. There were no significant effects of faculty or resident gender on the quality of workplace-based assessments (p = 0.30). There was no difference in mean workplace-based assessment ratings between women and men residents (p = 0.92), and no interaction between resident and faculty gender (p = 0.62). Mean CCERR score was 25.8, SD = 4.2, indicating average quality assessments. We did not find faculty or resident gender differences in the quality of workplace-based assessments completed in our training program. While the literature has previously demonstrated gender bias in trainee assessments, our results are not surprising as assessment culture varies by institution and program. Our study cautions against generalizing gender bias across contexts, and offers an approach that educators can use to evaluate whether gender bias in the quality of trainee assessments exists within their program.

The effect of charity website design on perceived consistency and its consequences

PurposeDrawing upon the consistency literature, the theory of visual rhetoric and social judgment of warmth and competence, this study examines the determinants and impacts of perceived interface design consistency in the context of charity websites.Design/methodology/approachTo identify design factors of perceived interface design consistency, this study separates charity website interface design into two aspects: main appeal design (i.e. appeal quality) and peripheral design (i.e. image type). The authors designed a two (appeal quality: low vs high) × three (image type: control vs adults vs children) controlled lab experiment to investigate the effects of various interface choices. A total of 217 subjects participated in the experiment. The authors used structural equation model (SEM) analysis and analysis of covariance (ANCOVA) to test the research hypotheses.FindingsThis study found that appeal quality and human images increase perceived interface design consistency. The authors also found that the relationship between appeal quality and perceived interface design consistency is moderated by image type. Finally, the authors showed that perceived interface design consistency increases perceived warmth and competence of charity websites, which in turn affect intention to use the website for donations.Originality/valueThe authors’ findings provide novel insights for theory on consistency and interface design and practical implications for charity website designers by identifying determinants and consequences of perceived interface design consistency.

Judging job applicants by their politics: Effects of target–rater political dissimilarity on discrimination, cooperation, and stereotyping

Despite well-known problems associated with political prejudice, research that examines effects of political dissimilarity in organizational contexts is scarce. We present findings from a pre-registered experiment (N = 973, currently employed) which suggest that both Democrats and Republicans negatively stereotype and discriminate against job applicants with a political orientation that is dissimilar to their own. The effects were small for competence perceptions, moderate for hiring judgments, and large for warmth ratings and willingness to cooperate and socialize with the applicant. The effects of political orientation on hiring judgments and willingness to cooperate and socialize were mediated by stereotype content, particularly warmth. Furthermore, for all outcomes except competence judgments, Democrats discriminated and stereotyped applicants to a larger extent than Republicans did. These findings shed light on the consequences of applicants revealing their political orientation and have implications for the promotion of diversity in organizations.

The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition.

Student evaluation of teaching (SET) is ubiquitous in higher education as a metric for assessing teachers, gaining student feedback, and informing faculty personnel decisions. It is thus imperative to examine the dimensions along which a teacher is judged. This study tested the application of the universal dimensions of social judgment (i.e., warmth and competence) in SET. A total of 108 psychology undergraduates (M age = 23.63, SD age = 3.14) in Singapore rated a fictitious teacher (i.e., either relationship-oriented or task-oriented) based on their interactions over a programmed online chat. Participants responded to the social judgment measures of warmth and competence and rated their academic motivation. Results indicated a higher SET rating for a relationship-oriented than a task-oriented teacher. Further, student academic motivation mediated the link between teaching style and judgment of competence. The findings extend the supremacy of warmth in the context of SET, thus supporting the application of social cognition literature to educational research. In addition, the findings suggest that fostering a match in task goals between a teacher and student improves ratings of teacher competence.

Dynamic sociolinguistic processing: Real-time changes in judgments of speaker competence

Dynamic sociolinguistic processing: Real-time changes in judgments of speaker competence

Effect of Manikin and Virtual Simulation on Clinical Judgment

Evidence suggests competency in clinical judgment may be lacking in new graduate nurses. Graduates from accelerated baccalaureate nursing (ABSN) programs have even less time to develop clinical judgment competency. Various simulation modalities, including high-fidelity manikin and virtual reality, have been used to develop clinical judgment in prelicensure students. However, the outcomes of these simulation modalities on clinical judgment in ABSN students is not well understood. An integrative literature review was conducted using five databases with primary research that examined the effect of manikin or virtual simulation on clinical judgment in BSN students. Fourteen studies were included in this review. The findings were organized using Tanner's Clinical Judgment Model. Findings from this review were mixed, with a lack of evidence comparing the two modalities. Future research should include comparison studies aimed at examining the effects of these modalities with ABSN students. [J Nurs Educ. 2022;61(12):693-699.].

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values <em>and</em> Knowledge Education (V<em>a</em>KE)

(Academic) disciplines are a means to structure science and are not appropriate for epistemic discussions. Instead, it is proposed to use the concept of Trans-Domain Approaches (TDA). A TDA typically consists in a General Theory GT that integrates and transcends the Domain-Specific Theories (DTs) referring to a re-search topic. The constructivist teaching-learning tool Values <em>and </em>Knowledge Education (V<em>a</em>KE) is used as a prototype to an-alyze different features of a TDA. First, the theoretical frame-work of V<em>a</em>KE is analyzed under the perspective of TDA: V<em>a</em>KE integrates several constructivist theories, particularly about moral judgment competence, constructivist knowledge acquisi-tion, and social constructivism. Then, the communication be-tween stakeholders is analyzed more in detail, based on Shannon and Weaver's channel model. The analyses focus on communi-cation among researchers, between researchers and practitioners (teachers), between practitioners and students, and among stu-dents. Several conclusions with respect to TDA can be drawn.

Laughing alone and laughing together in panel meetings: laughter as an interactional accomplishment during negotiation talks

Abstract This paper is about the interactional organization of shared laughter in a multi-party institutional setting. It explored how laughter was produced and shared in a series of panel meetings in a medical school. The audio data were taken from Competency Project, a NIHM-funded (National Institute of Mental Health) research designed to investigate how the judgments of professional competence in medical schools were constructed. In the panel meetings, a group of three panelists (physician-instructors) gathered together and came to an agreement for the medical students’ performances with the standard patients. While they negotiated their individual ratings, the panelists repeatedly laughed. Finding its interest in these repeated laughs, this study first displayed how laughter was produced and shared in a formal institutional setting. The second section in the paper gave a detailed account of the three cases where at least a panelist in the meetings did not join in the shared laughter sequences. The closer look at these cases suggested that when at least a panelist did not participate in the shared laughter, (1) the non-laughing panelists were mitigating the tension rooted in the disagreement on the negotiated rating, or (2) they were postponing their laugh to create a follow-up laughable, or (3) due to the conflict on the individual ratings, they were teased by the other panelists.

Evolving the Assessment of Clinical Judgment: An Individual or Collective Competency?

Nurses make decisions about care individually and as part of a team. Collective competence, the effective team management of patient care situations, is partially dependent on nurses' individual confidence and clinical judgment competence. To describe individual and team-based facilitators and barriers to collective competence in teams of senior baccalaureate-level prelicensure nursing students during a team-based simulation. With a cross-sectional design, the study used a 26-item survey based on the National Council of State Boards of Nursing (NCSBN)-Clinical Judgment Measurement Model (CJMM) (α= .86) to assess individual student confidence and perceptions of clinical judgment competence while observation of team dynamics and task completion assessed collective competence. Closed-loop communication and role assignment were facilitators of collective competence when present and barriers when absent. Additional barriers were lack of student confidence and perceived competence with Layers 3 and 4 of the NCSBN-CJMM. Team-based simulation strategies can be effectively used to assess collective clinical judgment competence.

"A whole other competence story": exploring faculty perspectives on the process of workplace-based assessment of entrustable professional activities.

The centrality of entrustable professional activities (EPAs) in competency-based medical education (CBME) is predicated on the assumption that low-stakes, high-frequency workplace-based assessments used in a programmatic approach will result in accurate and defensible judgments of competence. While there have been conversations in the literature regarding the potential of this approach, only recently has the conversation begun to explore the actual experiences of clinical faculty in this process. The purpose of this qualitative study was to explore the process of EPA assessment for faculty in everyday practice.We conducted 18 semi-structured interviews with Anesthesia faculty at a Canadian academic center. Participants were asked to describe how they engage in EPA assessment in daily practice and the factors they considered. Interviews were audio-recorded, transcribed, and analysed using the constant comparative method of grounded theory. Participants in this study perceived two sources of tension in the EPA assessment process that influenced their scoring on official forms: the potential constraints of the assessment forms and the potential consequences of their assessment outcome. This was particularly salient in circumstances of uncertainty regarding the learner's level of competence. Ultimately, EPA assessment in CBME may be experienced as higher-stakes by faculty than officially recognized due to these tensions, suggesting a layer of discomfort and burden in the process that may potentially interfere with the goal of assessment for learning. Acknowledging and understanding the nature of this burden and identifying strategies to mitigate it are critical to achieving the assessment goals of CBME.

Using cultural historical activity theory to reflect on the sociocultural complexities in OSCE examiners’ judgements

Examiners’ judgements play a critical role in competency-based assessments such as objective structured clinical examinations (OSCEs). The standardised nature of OSCEs and their alignment with regulatory accountability assure their wide use as high-stakes assessment in medical education. Research into examiner behaviours has predominantly explored the desirable psychometric characteristics of OSCEs, or investigated examiners’ judgements from a cognitive rather than a sociocultural perspective. This study applies cultural historical activity theory (CHAT) to address this gap in exploring examiners’ judgements in a high-stakes OSCE. Based on the idea that OSCE examiners’ judgements are socially constructed and mediated by their clinical roles, the objective was to explore the sociocultural factors that influenced examiners’ judgements of student competence and use the findings to inform examiner training to enhance assessment practice. Seventeen semi-structured interviews were conducted with examiners who assessed medical student competence in progressing to the next stage of training in a large-scale OSCE at one Australian university. The initial thematic analysis provided a basis for applying CHAT iteratively to explore the sociocultural factors and, specifically, the contradictions created by interactions between different elements such as examiners and rules, thus highlighting the factors influencing examiners’ judgements. The findings indicated four key factors that influenced examiners’ judgements: examiners’ contrasting beliefs about the purpose of the OSCE; their varying perceptions of the marking criteria; divergent expectations of student competence; and idiosyncratic judgement practices. These factors were interrelated with the activity systems of the medical school’s assessment practices and the examiners’ clinical work contexts. Contradictions were identified through the guiding principles of multi-voicedness and historicity. The exploration of the sociocultural factors that may influence the consistency of examiners’ judgements was facilitated by applying CHAT as an analytical framework. Reflecting upon these factors at organisational and system levels generated insights for creating fit-for-purpose examiner training to enhance assessment practice.

On the Attribution of Parental Competence: Parents’ Behavior Matters, not Their Sexual Orientation

Using a vignette approach, two studies examined the impact of three factors on judgments of parental competence: target parents’ sexual orientation, gender, and parenting behavior. According to the aversive prejudice framework, people should express their subtle prejudice against lesbian and gay parents when the latter show detrimental parenting behavior––that is, when devaluation is easy to rationalize. Samples of 170 and 290 German heterosexual participants each were presented with a parent-child conflict situation. In Study 1, the child threw a public tantrum during a restaurant visit; in Study 2, the children wanted to play outside instead of doing their homework. Irrespective of target gender, lesbian and gay parents were judged as equally or even somewhat more competent than heterosexual parents. In both studies, parents who responded in an authoritative way received the most positive evaluation of parental competence, whereas parents who responded in an authoritarian way received the most negative evaluation. In neither study, however, there was a significant interaction between parents’ sexual orientation and parenting behavior. That is, contrary to hypothesis, lesbian and gay parents did not receive more negative evaluation than heterosexual parents when responding in a comparatively negative, authoritarian or permissive way. Such interaction could also not be found when additionally considering participants’ levels of homonegativity or social desirability. The discussion centers on the increasing acceptance of same-sex parenthood as well as the high appreciation of authoritative parenting in contemporary Germany.

HUBUNGAN KOMPETENSI PERAWAT PENANGGUNG JAWAB ASUHAN (PPJA) DENGAN KUALITAS HANDOVER PASIEN DI INSTALASI RAWAT INAP RSUP DR. M.DJAMIL PADANG TAHUN 2020

The primary nursing method is expected to be a solution to improve the quality of handovers during the patient's treatment period. The competence of a PPJA is very decisive in coordinating any handover activities carried out while the patient is treated. This study aims to analyze the relationship between PPJA competence and the quality of patient handovers at Dr. M. Djamil Padang in 2020. The study used descriptive correlation with a cross sectional design. The sample was 170 nurses staff. The result of the analysis showsed that the proportion of nurses who assess the quality of handovers is good at 53.5%. The results of this study prove that there is a relationship between PPJA competence, knowledge aspects, skills aspects, attitude aspects, and clinical judgment aspects with the quality of patient handovers (p <0.05). The most dominant factor related to the quality of patient handovers was PPJA skills. Hospital management is advised to improve PPJA competence by providing trainings that can improve PPJA competence.

How We Do It: Remediation Pathways in a Surgical Simulation Curriculum for Competency Improvement.

Validated assessment of procedural knowledge and skills with formative remediation is a foundational part of achieving surgical competency. High-fidelity simulation programs provide a unique area to assess resident proficiency and independence, as well as to assist in identifying residents in need of further practice. While several studies have validated the use of simulation to attain proficiency of specific technical skills, few have validated remediation pathways for their trainees objectively. In this descriptive analysis, we review 2 remediation pathways within our simulation training curricula and how these are used in assessments of resident proficiency. Two methods of remediation were formulated for use in high-fidelity simulation labs. One remediation pathway was a summative process, where ultimate judgment of resident competency was assessed through intra-operative assessments of a holistic skill set. The second remediation pathway was a formative "coaching" process, where feedback is given at several intervals along the pathway towards a specific technical skills competence. All general surgery residents are enrolled in the longitudinal, simulation curricula. Approximately one-third of surgical residents entered into a remediation pathway for either of the high-fidelity simulation curricula. Both residents and faculty expressed support for the summative and formative remediation pathways as constructed. Residents who entered remediation pathways believed it was a beneficial exercise, and the most common feedback was that remediation principles should be expanded to all residents. Interestingly, faculty demonstrated stronger support for the formative coaching feedback model than the summative assessment model. Through the complementary use of both formative and summative remediation pathways, resident competence can be enriched in a constructive, nonpunitive method for self-directed performance improvement. Both trainees and faculty express high satisfaction with programs explicitly organized to ensure that skills are rated through a standardized process.

The effect of E-Government website evaluation on user satisfaction and intention to use: the mediating role of warmth and competence judgment on government

ABSTRACT The development of technology has various effects on citizens’ daily lives, among which is the growing importance of e-governance. An e-government website is an essential communication platform that supports government-citizen interaction. The current research examines the relationship between e-government website evaluation and the variables indicative of the usage of e-government services (user satisfaction and intention to use) with basic social perceptions toward the government as the mediators using structural equation modelling. According to the stereotype content model (Fiske, 1993; Fiske et al., 2002), people form an impression of others based on two basic social dimensions (warmth and competence), and different levels of these dimensions determine how one forms attitudes and behaves toward the target. Our analysis confirms that both warmth and competence judgment function as crucial mediators for the relationship between e-government website evaluation and the intention to utilize e-government websites. This suggests that the government agency is not simply viewed as a service provider but also as a social entity that encompasses both warmth and competence from the perspective of citizens. By observing the aspects of website evaluation that are associated with the social dimensions, policymakers can strategically enhance citizens’ perception toward the government as well as their relationship with the government for the optimal operation of a country in a long-term perspective.

Judgment of Volunteer Competence among Service Professionals: Stereotypes or Skills?

AbstractWhile public service professionals may rely on stereotypes and social categories in exercising who gets what, when and how in clientelist citizen‐state interactions, it remains unclear whether negative judgments similarly pervade in settings where citizens help produce–rather than consume–public services. We propose that service professionals judge volunteers as incompetent based on (1) a lack of the skills necessary to solve specific tasks, and/or (2) negative stereotypes toward volunteers as a means of shielding the privileged position of the profession or safeguarding the quality of services. Using an experiment among 817 nursing home professionals, negative judgments of volunteer competence were invoked simply by priming professionals to think of citizens volunteering in service production. The effect, however, is not conditional on the type of task (complementary vs. core) solved by volunteers, suggesting that judgments of competence mainly stem from stereotypes of volunteer (in)competence in assisting with service production.

Revisiting the effects of smile intensity on judgments of warmth and competence: The role of industry context

While prior work has assumed the compensation effect of social judgments in relation to smile intensity, this research proposes and finds that judgments of warmth elicited from broad smiles of service employees influence perceptions of competence, which in turn heighten customers' purchase intentions. Furthermore, this research unveils the moderating role of industry contexts on the smile intensity → judgments of warmth → judgments of competence relationship, suggesting that service employees' broad smiles increase perceptions of warmth, and the positive effect of judgments of warmth on judgments of competence is stronger for employees in a hedonic-oriented service industry (e.g., restaurant) than in a utilitarian-oriented service industry (e.g., law office).

Dynamic sociolinguistic processing: Real-time changes in judgments of speaker competence

Dynamic sociolinguistic processing: Real-time changes in judgments of speaker competence

A Study of English Self-Efficacy among Art Majors Students

While self-efficacy has been investigated actively within the field of education, there is a current dearth of research on the English self-efficacy of art major students in the Chinese context. The present investigation aimed to explore the overall situation of English learning self-efficacy, the differences of art students by type of college and gender in English self-efficacy. The study was conducted by using mix-method with 211 participants. The research found that art students’ English learning self-efficacy is generally at the middle level, with the highest sense of behavior processing and the lowest sense of behavioral competence judgment. There was no significant difference in the type of college, but there was a significant difference in gender. This study thus provides empirical evidence that a more thorough consideration of strategies for improving English self-efficacy in art major students is needed.

Trusting Judgements: A new approach to progression without a numeric scale.

Medical education has undergone significant reforms since the 1990s when there were multiple regulators with patronage, inequalities and unreliability for postgraduate training. Modernising Medical Careers was implemented from 2005 to ensure all training posts and equivalents were assimilated into programmes with a defined curriculum and national selection. However, this brought its own problems, with a more rigid route, much control and training not linked to workforce planning. In addition, Workplace-based assessments (WBAs), which had been intended as formative tools to support personal development, morphed into summative assessments together with the Annual Review of Competence Progression (ARCP) becoming high stakes rather than a light-touch review of progression as had been intended. Alternative models of competence progression were explored, and initial poll results suggested that from the perspective of trainee/students, 46% would prefer judgements of competence to be decided on team observations/comments. Initial discussion was based on the challenge of “compassionate, collaborative, competent, confident doctors” and the role of WBAs where the current assessment tools were not considered to be the key to improving them. The role of the educator and their relationship with trainees was explored in depth including how to enable practitioners to prioritise education and feedback within busy work environments which requires a change in organisational culture. However, some specialties (psychiatry and general practice) have an expectation that dedicated time will be allocated for trainee and trainer to meet together as a recognition of the importance of high-quality training and celebrating excellent educators. If this could be extended to all specialties, it would provide an opportunity for trainers to review and discuss progress with their trainee, thus ensuring that advancement is maintained and any fall off in improvement is identified early and corrected. However, this requires protected time and the service is often under strain. The flip side of this approach is if there is a breakdown in trainer/trainee relationships, degrees of mistrust, this may cause problems. There could also be a possible power imbalance since feedback should be in both directions. Other key themes included ARCP reform to promote a progressive approach with no surprises rather than summative decisions and a clearer recognition of educational growth within appraisal and revalidation. The way forward should include developmental conversations with a greater coaching and mentoring style rather than tick boxing, more near peer conversations and more focus on programmatic assessment aggregated across a variety of sources. Additional tools may be required to support his approach. It is important to celebrate good training and improve the skills of trainers in developing doctors we want for the future which means going beyond what we do now.