AI Article Synopsis
- Researchers tested an integrative model of group learning in 40 healthcare groups with 434 respondents, finding that age diversity lowers face-to-face communication and educational diversity reduces virtual communication.
- Increased frequency of communication, whether face-to-face or virtual, fosters trust and psychological safety, which are crucial for promoting learning behaviors in these groups.
- Additionally, higher average educational achievement in groups enhances communication frequency, while a greater average age negatively affects the use of virtual communication.
Article Abstract
An integrative model of group learning was tested in a sample of 40 healthcare groups (434 respondents), and the results show that age diversity reduces the frequency of face-to-face communication whereas educational diversity reduces the frequency of virtual communication in healthcare groups. Frequency of communication (both face-to-face and virtual), in turn, positively impacts on the emergence of trust and psychological safety, which are essential drivers of learning behaviours in healthcare groups. Additional results show that average educational achievement within groups is conducive for communication frequency (both face-to-face and virtual), whereas mean age within groups has a negative association with the use of virtual communication in healthcare groups.
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| http://dx.doi.org/10.1002/hpm.2130 | DOI Listing |
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