Browsing by Subject "success"

Now showing 1 - 3 of 3
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    Optimal Conflict in Team-Based Laboratory Culture
    (Liebert, 2021-03) Sen, Chandan K.; Surgery, School of Medicine
    One critical determinant of success that is not part of standardized scientific training programs is the development of the right mindset for competitive team science. Mindset has been categorized as fixed and growth. People with fixed mindset who believe that virtues such as goodness and intelligence are naturally endowed and thus fixed are reportedly less likely to succeed than people with growth mindset who believe that such abilities are malleable and scalable. People with growth mindset handle conflicts more effectively. As it stands in academic culture, mostly dominated by the education mission, conflict is a taboo. Administrators generally view conflict as something that must be avoided or resolved. Yet the American Psychological Association, among many others, recognize that good science requires good conflict. Team science efforts must recognize the perils of artificial harmony. Artificial harmony is a state wherein members of the team act as if they are getting along in a setting where serious issues remain unattended. Artificial harmony stifles open communication. Open communication within the team is essential to uphold rigor in science. The threat of conflict triggers the flight or fight response in us. Flight, motivated by conflict avoidance, favors artificial harmony. Fight, in its optimal form, empowers teammates to express their opinion leading to healthy disagreement and debate. Teams must find their own optimal conflict point. Mastering that art of identifying and achieving the optimal conflict point for any given team will return lucrative dividends in the form of competitive edge.
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    A Trauma Patient Advocate Is a Valuable Addition to the Multidisciplinary Trauma Team: A Process Improvement Project
    (Southeastern Surgical Congress, 2016-08) Hartwell, Jennifer; Albanese, Kelly; Retterer, Abby; Martin, Stacey; O'Mara, M. Shay; Surgery, School of Medicine
    Any member of the MDTT could request a consultation and assistance from the TPA on an individual basis after identifying specific patient needs on rounds and meeting the criteria of one or more of the following: patients with complex care issues such as poly trauma, having multiple consultants or service lines involved in the care of the patient, difficult family situations such as dealing with estranged family, difficult family communication due to work and travel schedules, need for assistance in decision-making for discharge planning such as choosing a skilled nursing facility, or need for improved communication and coordination of medical care such as coordinating schedules for combined service line cases. [...]we determined that the addition of the TPA to our busy, urban Level I trauma service was well received by the MDTT, subjectively improved team communication and efficiency, and was perceived to increase patient and family engagement and satisfaction with the trauma experience.
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    Using ePortfolios to Facilitate Transfer Student Success
    (ASEE, 2020-06) Cooney, Elaine M.; Freije, Elizabeth; Zhao, Mengyuan (Alice); Engineering Technology, School of Engineering and Technology
    Using ePortfolios to Facilitate Transfer Student Success Abstract This paper describes the use of an ePortolio to facilitate success as students transfer from a community college system to baccalaureate engineering technology programs as juniors. The ePortfolio is created as part of a transfer seminar course that meets just before and during their first semester at university. The course has three purposes: 1. Orient to the university 2. Synthesize learning from Associate of Science (AS) 3. Identify and complete any prerequisite knowledge for junior level courses. Some material may be included in the university freshman and sophomore course, but not included in associate of science courses at community college. The creation of an ePortfolio during the transfer seminar assists with the synthesis of previous learning and filling in any gaps in knowledge needed for rest of the BS plan of study. To guide the artifact selection for the ePortfolio, university faculty reviewed the state-wide core competencies and compared them to the pre-requisite knowledge required for junior level courses. The most important competencies were targeted for use in the ePortfolio. During the seminar class, students identify artifacts from their AS classes that demonstrate the competency, upload an electronic representation of the work, and write a reflection about how the artifact demonstrates their competence. The reflections are assessed by the faculty using rubrics published in the course management system. The ePortfolio tool is part of the CourseNetworking (CN) platform. CN has many advantages as an ePortfolio for this application, but the most important is that CN lets individual users own their ePortfolio for their lifetime; the site is not owned by the college or the university. Even after graduation or transferring to a new school, users may continue to access and maintain their CN ePortfolio, free of charge. This enables community college students to begin their artifact collection while taking their associate degree classes, and then complete their reflections after they transfer to the university. The use of ePortfolios and reflection on learning is an effective way to give students confidence as they begin a new program and to bridge any gaps in prerequisite knowledge.