Positive Professional Relationships Research Articles

Group peer mentoring to improve faculty connections and enhance mentoring networks.

Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID-19 pandemic reduced opportunities for informal networking. Even as restrictions on in-person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences. We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness. A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety-six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss. Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship.

Advancing psychiatry trainee wellbeing and safety: Building on RANZCP Position Statement 48.

The RANZCP recently released Position Statement 48 on the 'safety and wellbeing of psychiatrists and those in psychiatry training'. This article will examine the five key domains highlighted by this statement and provide suggestions on how this guidance might relate to trainees. The domains covered are (i) safe workplaces free from discrimination, bullying, harassment, and violence; (ii) positive team cultures; (iii) positive professional peer relationships; (iv) supportive supervision and mentorship; and (v) work-life balance. In the context of the significant and complex demands of psychiatry training, Position Statement 48 helps to provide a framework for trainees and the people and systems that support them to understand, anticipate, and successfully manage the potential risks to trainee wellbeing and safety.

ESL Teacher’s Professional Identity in English Language Teaching

The current paper is a small-scale study on the core elements of professional identity (PI) issues among English as a second language (ESL) teachers. The study highlights the significance of professional identity, and the compromise and transformation ESL teachers undergo during their careers. Qualitative exploratory research methodology is applied in the investigation involving five ESL teachers. Semi-structured face-to-face interviews were conducted to explore the potential factors that have impacted English teachers’ professional identity. The study revealed the impact of top-down policy implementation, the significance of professionalism, unstructured overseas educational setup, and workplace challenges on the professional identity of English teachers. The findings of the study highlighted several key areas that had a positive as well as a negative impact on the PI of ESL teachers. ESL teachers’ adherence to their individuality and teaching philosophy in spite of facing different challenges, time and teaching experience of ESL teachers, culturally diverse working environment, and teachers’ evaluation system emerged as positive factors in PI development. However, the study also drew special attention to ESL teachers’ PI primarily getting affected by the imposition of a central policy system on ESL teachers, ignoring ESL teachers’ voices without taking their feedback into consideration, lack of awareness to foster positive professional relationships among peers and working in the overseas broken educational system. The study concluded that ESL teachers need their independent professional space to utilize their teaching capabilities and share their experiences to have an influential professional identity. However, due to the small number of participants a larger study would be better in unfolding in detail the causes behind the professional identity crises of ESL teachers.

Classroom Management Challenges Facing Teachers in Enhancing Students' Academic Achievement in Public Secondary Schools in Tarime District

This study aimed at finding out the classroom management challenges facing teachers in enhancing students' academic achievement in public secondary schools of Tarime District in Tanzania. A mixed research approach and a convergent parallel design were used. Simple random and purposive sampling techniques were used to obtain a sample size of 92 respondents, including teachers, DEO, and HOS. Teachers were polled via questionnaires, while WEO, the heads of schools, and district education officer were polled via interviews. A correlation coefficient of 0.7 demonstrated that the instruments were valid and reliable for data collection. The reliability of research instruments was computed through a split-half coefficient, while content and face validity were achieved through the member checking method by experts from the Faculty of Education. The quantitative data was coded and described statistically with the help of the Statistical Package for Social Science (SPSS) version 21 whereas the qualitative data was analysed through thematic analysis. The findings revealed that a shortage of instructional materials, poor professional relationships between teachers and students, and poor classroom management skills were the challenges facing teachers. The study recommended that there was a need for teachers to create a positive professional relationship with their students and adopt different instructional approaches to ensure effective teaching delivery of the content.

You are simply not funny: Development and validation of a scale to measure failed humor in leadership.

Research has recently established the notion that humor in leadership contributes to the development of a positive professional relationship between leaders and followers. This relationship has been supposed to be the core mechanism via which humor in leadership unfolds its effects on work attitudes and behaviors. However, research has neglected the option that humor used by leaders might fail to amuse their followers. In this study, we investigate the role of failed humor for the relationship between leader and follower. More concretely, we develop a new scale for measuring failed humor in leadership and demonstrate its factorial and criterion-related validity. Using an automated item selection algorithm, we optimized the newly developed scale and derived a well-fitting six-item scale out of a pool of 12 items. In a study based on a sample of 385 employees, we were able to show that our newly developed scale is factorially valid. Moreover, we showed a negative correlation between failed humor and leader-member exchange. Furthermore, we showed incremental validity of failed humor in that failed humor predicted variance in leader-member exchange beyond well-established humor constructs such as affiliative and aggressive humor. Our study contributes to the development of the field of humor in leadership and opens up new options for further inquiry. Moreover, our study demonstrates the use of automated item selection algorithms in the applied field.

Women in radiation: a brief discussion of the intersectionality of race and gender

As we progress towards more diverse, equitable, and inclusive communities, workplaces, and organizations in radiation protection (RP), we begin to consider the experiences of our fellow radiation protectionists in parallel with our own. This is to identify, and ideally take down, barriers to pursuing a fulfilling career and positive professional relationships. Recognition and active consideration of differential experiences and needs will help promote both personal and community level success. Over the past few years there have been concerted efforts within the RP community to consider and promote the participation of women. An example outcome of this effort is that we are seeing more women assuming prominent leadership positions in our community. As we celebrate the progress made towards equity, specifically with respect to women, it is important to consider that other factors such as race and gender identity can present their own barriers. Those at the intersection of these or other identities often find themselves in the so-called ‘double bind’ of more pronounced, or stacking, barriers to success. This paper briefly highlights the need for considering the intersectionality of race and gender in the promotion of equity for all women.

Domestic retrofit: understanding capabilities of micro-enterprise building practitioners

To deliver effective domestic retrofit at scale, it is essential to understand the current and required capabilities of building practitioners working in the repair, maintenance and improvement (RMI) of existing buildings. Capability research in the construction sector has previously focused on large projects, but small, and particularly, micro-firms that undertake RMI and form 77% of workers in construction, are under-researched. This gap is addressed by the present study on the capabilities of the practitioners and the contextual opportunities to deploy capabilities. The study analysed data from interviews (<em>n</em> = 27) with micro-enterprise building practitioners working in the UK’s RMI sector. Template analysis was conducted by applying an established model of behaviour change: Capability, Opportunity, Motivation—Behaviour (COM-B). Under Capability, three main themes were identified: knowledge, business management and individual characteristics. Under Opportunities, the main themes were state action, market and customer demand, technology diffusion, networks and business management. Under Motivation the themes were pride in work, good working relationships, maintaining a viable business and customer satisfaction. Practitioners are continually learning and problem-solving, developing trust and creating positive professional relationships. Working with these existing capabilities, experiential learning on-site and peer-to-peer training are recommended to scale up capability. For capabilities to be deployed, policy must enable opportunities across the multiple contexts micro-enterprise practitioners operate within, including training and incentives across the supply chain network and in stimulating demand. <em><strong>Policy and practice relevance</strong></em> Policy-driven retrofit programmes, such as those providing government funding for retrofit, must work from existing practitioner capability to accelerate capacity and allow delivery at scale. Practitioner knowledge, built over generations, is used to solve problems encountered with existing buildings. Practitioners minimise risk by avoiding unfamiliar technologies and practices. Practitioners develop capability on-site, experientially, so policy must enable practical experience for practitioners. One aspect of capability that needs enhancement to deliver effective retrofit at scale is understanding the building as an integrated system. While learning about individual technologies is important, integrated knowledge of multiple technologies and how they work together is required. To develop industry capability, policy needs to recognise the essential role micro-enterprise practitioners play in delivering retrofit and to harness their existing capabilities in knowledge, problem-solving and business management. Opportunities are needed to develop retrofit capability through peer-to-peer learning, knowledge-sharing between older and younger practitioners, and influential sector networks.

Examining the impact of federal regulations on abortion research in the United States: An exploratory, qualitative study

ObjectivesWe aimed to identify and characterize barriers faced by researchers studying abortion in academic medical centers in the United States. We specifically focused on regulatory restrictions on abortion research related to institutional review board (IRB) or research ethics committee interpretations of Subpart B of the 2001 Code of Federal Regulations, which states that researchers cannot take part in decisions involving the timing, method, or procedures used to terminate a pregnancy. We aimed to document investigators’ experiences obtaining approval from their IRBs and to identify obstacles that prevent investigators from generating evidence related to abortion care. Study designWe conducted semistructured telephone interviews with family planning researchers at 15 US academic institutions across the country. We coded transcripts using an iterative process, and analyzed the data for content and themes. ResultsInterviewees reported significant variations in the way that IRBs at their institutions applied federal regulations to abortion research. At several institutions, the regulations represented barriers to conducting abortion research and discouraged some investigators from conducting such research altogether. At other institutions, interviewees did not face significant barriers related to their IRB's interpretation of Subpart B. Many interviewees discussed creating and maintaining positive professional relationships with members of their IRB as a way to overcome barriers and successfully conduct abortion research. ConclusionsOur study suggests that IRBs interpret Subpart B in varying ways. At some institutions, this creates barriers to conducting abortion research. However, abortion researchers have also found ways to navigate these challenges successfully. ImplicationsThis exploratory study identified barriers that may constrain the generation of evidence in abortion care at some academic institutions, and can inform future endeavors to overcome limitations to abortion research.

Teaching development leaders’ characteristics and experiences of success in research-focused universities: narratives of constraint and growth

ABSTRACTThe purpose of this study was to extend an understanding of success experienced by leaders in teaching development units. Using a framework comprised of narratives of constraint, this qualitative study interviewed 38 academics in leadership roles from Finland, Australia, Sweden, Norway, the United States, Canada, Scotland, and England. Findings revealed three groups of leaders as follows. (1) Unit leaders with narratives of constraint experience tensions with senior academic administration, low expectations and influence, an immovable structure, and low perceived institutional value for teaching. They also experience a subjugated culture, striving towards being respected within their institutions. (2) Unit leaders with narratives of constrained growth work with the willing and are eager to work with those who support teaching initiatives. They describe their experiences of securing their units through teaching quality rhetoric and committee work. (3) Unit leaders with narratives of growth experience a supportive culture, describing themselves as proactive in their unit’s successes with positive professional relationships. These unit leaders also experience a sense of agency, passion about their roles, persistence in achieving their vision, and focused on persuading colleagues that teaching is important. Teaching development unit leaders that experience success have a strong sense of agency and positive relationships.

The Challenges of Providing Feedback to Referring Physicians After Discovering Their Medical Errors

BackgroundPhysicians are encouraged through formalized systems to discuss their own errors with peers for the purposes of quality improvement. However, no clear professional norms exist regarding peer review when physicians discover errors that occurred at other institutions before referral. Our objective was to determine specialist physicians’ attitudes and practices regarding providing feedback to referring physicians when prereferral errors are discovered. MethodsWe conducted semistructured interviews of specialists from two National Cancer Institute–designated Cancer Centers. Thematic analysis of transcripts was performed to determine physicians' attitudes toward the delivery of negative feedback regarding prereferral errors, whether and how they communicate these errors to referring physicians, and perceived barriers to doing so. ResultsWe purposively sampled specialists by discipline, gender, and experience level, who described greater than 50% reliance on external referrals (n = 30). Specialists believed regular, explicit feedback was ideal, but the majority of participants reported practices that did not meet this standard. While there were some structural barriers to providing feedback (lack of time or contact information), the majority of barriers were internal psychological concerns (general discomfort with providing negative feedback, fear of conflict, or defensive reactions) or fears about implications for future referrals or medicolegal risk. ConclusionsPolicies and interventions that structure the approach to this sometimes difficult, yet critically important, opportunity for reducing medical errors warrant investigation as potential mechanisms by which to improve consistency and quality of care while maintaining positive professional relationships.

Teachers Creating Effective Learning Experiences for Indigenous Learners

“Recently professional learning and development has turned a corner. Teachers as leaders of learning have realized that they can be agents of change within their classrooms by focusing on quite specific teaching changes to improve outcomes for their learners” (Conner, 2015: p. 7). This paper provides examples of how teachers were challenged to link changes in their practice to include good principles of indigenous pedagogies (through participating in cycles of teaching and inquiry), to changes in students’ outcomes, which has rarely been reported previously. Vignettes of changes teachers made to their teaching were gathered as they responded to reflections and support from mentors and used student achievement data as tools for inquiry. Teachers were provoked to be more aware of the importance of evidence-informed critical reflection on pedagogical development that was appropriate for indigenous students. We provide an overall analysis and vignette examples to illustrate the emerging themes which were: the development of positive professional relationships (mentor-teacher, teacher-teacher and teacher-student), developing pedagogical knowledge that was appropriate for indigenous students that was also informed by seeking student and whānau (family) voice or feedback to inform changes to teaching.

Mentoring preservice teachers: identifying tensions and possible resolutions

Tensions can occur in the mentor–mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with preservice teachers during professional experience programmes. Three themes emerged around the causes of tensions (low- to high-level conflicts) within the mentor–mentee relationship, namely: (1) personal issues (i.e. incompatibility, personality differences, language); (2) pedagogical issues (i.e. lack of pedagogical and content knowledge, differences in teaching styles); and (3) professional issues. Strategies to resolve these tensions include: maintaining a positive professional relationship, regular feedback as a way to address issues, sharing responsibility and empowerment, and using empathy for specific situations. As a theoretical contribution, this study provides a model around low- and high-level conflict associated with personal, pedagogical and professional (3Ps) issues. The study focused on mentors only and further research is required about the tensions preservice teachers experience with their mentors and ways in which these tensions can be resolved.

Why do surgeons teach? A qualitative analysis of motivation in excellent surgical educators

Introduction: Given that teaching is so vital to the maintenance of the medical profession, it is surprising that few authors have examined the factors which motivate physicians and surgeons to engage in this activity.Aim: It was the aim of this study to examine the factors which motivate excellent surgical educators to teach.Methodology: Grounded theory methodology was used to analyze transcribed semi-structured interviews. The top 20 ranked surgical educators at the University of Alberta were invited to participate. In total, 15 surgeons of various specialties were interviewed.Results: There were five main factors which motivate surgeons to teach. These were: (1) a sense of responsibility to teach future physicians (2) an intrinsic enjoyment of teaching (3) the need to maintain and expand one’s own knowledge base (4) watching students develop into competent practicing physicians and playing a role in their success, and (5) fostering positive lifelong professional relationships with learners.Discussion: This is the first study in surgery to use an explorative qualitative methodology. This framework of motivating factors can be used to guide professional development activities. The framework represents motivating factors for those known to be effective teachers only. We plan to use this information to engage more surgeons in teaching by providing a basis for promoting education as part of a busy surgical practice.

Advancing social solidarity

The drive for positivity is one aspect of the professional ethos of speech-language pathology. Speech-language pathologists aim to promote positive professional relationships and clinical experiences to achieve goals. Positivity, that which is favorable, affirming or accepting, is projected through professional discourse. Acquisition of positive discourse strategies by students in training is often indirect and occurs implicitly as the student interacts with others. To investigate the management of positivity as it relates to clinical training, a qualitative investigation of discourse of speech-language pathology students and clinical supervisors was undertaken. A variety of discourse strategies designed to mitigate potential conflict or promote solidarity were identified in the text and talk between students and supervisors and in clinical sessions. These strategies, consistent with the literature on preference organization, contributed to positive relationships between students and supervisors and between clinicians and clients.

The relevance of professionals’ attachment style, expectations and job attitudes for therapeutic relationships with young people who experience psychosis

BackgroundTherapeutic relationships are a central component of community treatment for psychosis and thought to influence clinical and social outcomes, yet there is limited research regarding the potential influence of professional characteristics on positive therapeutic relationships in community care. It was hypothesised that professionals’ relating style and attitudes toward their work might be important, and thus this exploratory study modelled associations between these characteristics and therapeutic relationships developed in community psychosis treatment. MethodsDyads of professionals and young patients with psychosis rated their therapeutic relationships with each other. Professionals also completed measures of attachment style, therapeutic optimism, outcome expectancy, and job attitudes regarding working with psychosis. ResultsProfessionals’ anxious attachment predicted less positive professional therapeutic relationship ratings. In exploratory directed path analysis, data also supported indirect effects, whereby anxious professional attachment predicts less positive therapeutic relationships through reduced professional therapeutic optimism and less positive job attitudes. ConclusionsProfessional anxious attachment style is directly associated with the therapeutic relationship in psychosis, and indirectly associated through therapeutic optimism and job attitudes. Thus, intervening in professional characteristics could offer an opportunity to limit the impact of insecure attachment on therapeutic relationships in psychosis.

Summative Evaluation of Physician-Pharmacist Collaboration Management

Background: Studies have shown physician-pharmacist collaboration can improve outcomes and management of chronic disease states; however, there is limited knowledge of the barriers to implementing these models. Objective: To evaluate the perceived effectiveness of and barriers to physician-pharmacist collaborative management (PPCM) in diverse primary care medical offices. Methods: Prospective cluster-randomized mixed methods trial in 32 primary care offices. Each medical office was randomized to a 9 or 24 month hypertension intervention or a 9 month asthma intervention with usual care hypertension management. A post study summative evaluation of physician and pharmacists was conducted to identify obstacles and suggest facilitators for implementation of PPCM in primary care offices. Results: A total of 63 physicians and 26 pharmacists from 27 (84%) and 26 (81%) offices, respectively, completed the summative evaluation. Collaboration for the duration of the Collaboration Among Pharmacists and Physicians To Improve Outcomes Now (CAPTION) Trial resulted in expanded clinical pharmacy services for the management of chronic diseases. Both physicians and pharmacists participating in the study reported that physicians at their sites were generally receptive to pharmacist’s recommendations both prior to and following the study. Physicians appear to be confident in the expertise of pharmacists and their ability to manage chronic diseases. Over 98% of physicians reported accepting pharmacist recommendations. In addition, 100% of responding physicians and pharmacists believed the model implemented in the CAPTION Trial could be expanded to disease states beyond blood pressure (BP) and asthma. Collaboration reportedly increased as physician workload became heavier. A major reported barrier to collaboration was access to pharmacists including conflicts with other non-clinical responsibilities. Collaboration had a positive impact on patient-provider relationships and 100% of the surveyed physicians responded that they believe a pharmacist’s involvement in chronic disease management improved patient outcomes. When asked if pharmacists should be recognized as healthcare providers, 95% of physicians responded affirmatively. Conclusions: The results of this summative evaluation indicate both physicians and pharmacists perceived collaboration in primary care settings as a means to improve the quality of patient care and treatment outcomes. Physicians and pharmacists perceived collaborative care as well received by patients and that it strengthened patient-provider relationships. Physicians’ desire to collaborate with pharmacists to manage chronic diseases is promising but will require ongoing efforts to develop and maintain positive professional relationships as well as reimbursement strategies for clinical services provided by pharmacists.

Affiliative and aggressive humour in leadership and their relationship to leader–member exchange

In this study, we investigate the relationship between affiliative and aggressive humour of the leader and the quality of relationship between leader and follower in terms of leader–member exchange (LMX), assuming identification with the leader to mediate this relationship. We conducted a 2‐wave survey study with a time lag of 6 weeks (N = 152). We found affiliative humour of the leader rated at Time 1 to be positively related to LMX at Time 2, even after controlling for LMX at Time 1, whereas aggressive humour was negatively related to LMX at Time 2. Identification with the leader mediated the relationship between affiliative humour of the leader and LMX but did not mediate the relationship between aggressive humour and LMX. Our results contribute to the understanding of leader behaviours that contribute to a positive professional relationship between leader and follower as well as to the understanding of the relational processes that may explain the effects of humour in leadership.Practitioner points Leader humour may help establish high‐quality relationships between leaders and followers. Leaders could use affiliative humour and should avoid aggressive humour to improve the quality of leader–follower relationships. Affiliative humour may be developed by an established humour training programme focusing on the so‐called humour habits. Aggressive humour could be prevented by establishing organizational non‐aggression norms. Formal humour training for leaders should be used with care to prevent potential downsides such as emotional exhaustion.

The secondary school football coach's relationship with the athletic trainer and perspectives on exertional heat stroke.

Prior researchers have examined the first-aid knowledge and decision making among high school coaches, but little is known about their perceived knowledge of exertional heat stroke (EHS) or their relationships with an athletic trainer (AT). To examine secondary school football coaches' perceived knowledge of EHS and their professional relationship with an AT. Qualitative study. Web-based management system. Thirty-eight secondary school head football coaches (37 men, 1 woman) participated in this study. Their average age was 47 ± 10 years old, and they had 12 ± 9 years' experience as a head football coach. Participants responded to a series of online questions that were focused on their perceived knowledge of EHS and professional relationships with ATs. Data credibility was established through multiple-analyst triangulation and peer review. We analyzed the data by borrowing from the principles of a general inductive approach. Two dominant themes emerged from the data: perceived self-confidence of the secondary school coach and the influence of the AT. The first theme highlighted the perceived confidence, due to basic emergency care training, of the coach regarding management of an emergency situation, despite a lack of knowledge. The second theme illustrated the secondary school coach's positive professional relationships with ATs regarding patient care and emergency procedures. Of the coaches who participated, 89% (34 out of 38) indicated positive interactions with their ATs. These secondary school coaches were unaware of the potential causes of EHS or the symptoms associated with EHS, and they had higher perceived levels of self-confidence in management abilities than indicated by their perceived knowledge level. The secondary school football coaches valued and understood the role of the AT regarding patient and emergency care.

A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project

This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective. By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and the workplace, the length of projects, timely and relevant feedback with a congruence of purpose and positive professional relationships.

‘Relationships for Me are the Key for Everything’: Early Childhood Teachers' Subjectivities as Relational Professionals

Relational professionalism in early childhood teaching has been described as reflecting professional ethic of care values, as well as historical maternalist views. In Aotearoa/New Zealand, early childhood teachers negotiate conflicting contexts of professionalisation and maternalism. A strategic plan for early childhood education has emphasised teaching qualifications, and professional standards regulate early childhood teacher education and teacher registration. This article discusses findings from two participants involved in a post-structural study of newly qualified early childhood teachers' negotiations of their subjectivities within three dominant discourses. The authority discourse positioned the participants as claimed by the authority of qualifications and accountability requirements, while also claiming authority as knowledgeable and qualified. The identity work discourse positioned participants as responsible for shaping their own professional identities. A dominant discourse of relational professionalism positioned participants as relational professionals who engaged in warm, trusting and positive professional relationships. Data from two participants shows how they engaged in discursive practices in individual and complex ways in order to actively negotiate their subjectivities within the relational professionalism discourse.