Real-time Suggestions Research Articles

"Hot Seat" Simulation to Teach Conflict Management Skills to Residents.

Conflict management is an important leadership skill for residents to develop, yet it is a challenging skill to practice. We developed and evaluated a workshop that teaches conflict resolution skills to physical medicine and rehabilitation residents in a group setting with real-time faculty coaching and peer feedback. A 4-step model for handling work-related conflicts was taught, and then residents practiced their skills during a realistic simulated conflict with a trained actor. A faculty coach supported the participant, and peers gave feedback and suggestions in real time as the scripted conflict unfolded. Immediate post-session survey results were analyzed. Workshops were conducted in 2015, 2017, and 2019. A total of 36 residents participated and completed evaluations out of a possible 40 residents in the cohort (90% participation rate). Post-session surveys showed that 100% of participants agreed the session content was relevant to their training and they would use the skills in the future. Ninety-seven percent (35 of 36) felt prepared to manage conflict following the session. This experiential workshop helped cultivate an appreciation of the importance of conflict management skills in residents' professional development and confidence in their ability to apply a conflict management framework to real-world situations.

Improving Clinical Documentation in an Academic Setting: A Multidisciplinary Team Approach Focused on the Physician's Perspective.

This research article discusses the results of a pilot study at a large academic medical center to appropriately describe patient severity and the likelihood of mortality. In this study, we compare two projects, both of which use a clinical document specialist (CDS). The control case measures documentation quality using an attending physician-focused model. This model, supplemented by a CDS who requests additional documentation on a post hoc basis, is measured against an intervention where a CDS offers suggestions in real time during rounds with residents and attending physicians.Our findings indicate that documentation training with real-time feedback by a CDS results in higher levels of medical staff participation and a significant increase in submitted physician charges. Additionally, we note that documentation improvement projects do not eliminate coding problems; rather, they support a better alignment between patient state and documentation of that state. Although physicians are key players in the provision of care and the revenue cycle, the physician perspective is missing in the current discourse about documentation. Where quality, profitability, education, teamwork, and profiling drive documentation improvement, ensuring that we understand the problem from both ends is crucial to documentation improvement projects. Therefore, there is a need for more research on the impact of such programs beyond the facility.

Mobile Learning in a Large Blended Computer Science Classroom: System Function, Pedagogies, and Their Impact on Learning

The computer science classes in China's institutions of higher education often have large numbers of students. In addition, many institutions offer ldquoblendedrdquo classes that include both on-campus and online students. These large blended classrooms have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures to which distance students listen after downloading. This format only reinforces the negative effects of passive nonparticipatory learning. At a major university in Shanghai, researchers and developers actively seek technological interventions that can greatly increase interactivity in blended classes. They have developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to online students with mobile devices. Their system allows students to customize their means of content-reception, based on when and where the students are tuning into the broadcast. The system also supports short text-messaging and instant polls. Through these features, students can ask questions and make suggestions in real time, and the instructor can respond immediately. This paper describes this system in detail and also reports results from a formal implementation of the system with a blended classroom of 562 students (of whom 90% were online).

The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom

AbstractChinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting‐edge mobile learning system that can deliver live broadcasts of real‐time classroom teaching to students with mobile devices. Their system allows students to customise means of content‐reception based on when and where they tune into the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. This article describes this system in detail, and also reports results from a formal implementation of the system in a blended English classroom of 1000 students (with about 800 being online). As the data reveal, m‐learning activities can much better engage students in the learning process. Students in this class changed from passive learners to truly engaged learners who are behaviourally, intellectually and emotionally involved in their learning tasks.

Increasing interactivity in blended classrooms through a cutting‐edge mobile learning system

AbstractChinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded lectures to which students listen after downloading. This format only reinforces the negative effects of passive non‐participatory learning. At the e‐Learning Lab of Shanghai Jiaotong University researchers and developers actively seek technologic interventions that can greatly increase interactivity in blended classes. They developed a cutting‐edge mobile learning system that can deliver live broadcast of real‐time classroom teaching to online students with mobile devices. Their system allows students to customise means of content‐reception, based on when and where the students are tuning in to the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. Here we describe this system in detail, and also report results from a test implementation of the system with a blended classroom of 1000 students (250 campus and 750 online).

Knowledge-based systems for real-time process control: The MIP project

In this paper a detailed description of the MIP project is presented. MIP (Intelligent Process Monitoring) is a Real-Time Expert System that monitors, diagnoses, and generates suggestions in real time about optimization and stability concerning the operation of a petrochemical plant. MIP software architecture is based on the concept of Blackboard. The Blackboard is the central mechanism for information exchange between the modules of the system, being also the only centralized knowledge representation scheme within the system. MIP uses a hierarchical knowledge representation with four levels of abstraction, different knowledge sources being responsible of maintaining each of these levels. MIP is deployed and in current use since March 1991 in an acrylonitrile plant of REPSOL QUIMICA, S.A. at Tarragona (Spain), with a reported success both from the technical and the economical point of view.