Toward a Theory of Organizational DNA: Routines, Principles, and Beliefs (RPBs) for Successful and Sustainable Organizational Change.

Organizational change is a key mechanism to ensure the sustainability of healthcare systems. However, healthcare organizations are persistently difficult to change, and literature is riddled with examples of failed change endeavors. In this chapter, we attempt to unravel the underlying causes for failed organizational change.

Detecting feigned high impact experiences: A symptom over-report questionnaire outperforms the emotional Stroop task.

Background And Objectives: The Modified Stroop Task (MST) effect refers to a prolonged reaction time (RT) in color-naming words related to an individual's disorder. Some authors argue that its absence in people who claim symptoms might be an indication of feigning.

Method: We tested whether the MST effect is robust against feigning attempts and compared its absence as an index of feigning with over-reporting tendencies on a symptom questionnaire (i.

Assessing the "I" in group work assessment: State of the art and recommendations for practice.

Introduction: The use of group work assessment in medical education is becoming increasingly important to assess the competency of collaborator. However, debate continues on whether this does justice to individual development and assessment. This paper focuses on assessing the individual component within group work.

Twelve tips for medical curriculum design from a cognitive load theory perspective.

During their course, medical students have to become proficient in a variety of competencies. For each of these competencies, educational design can use cognitive load theory to consider three dimensions: task fidelity: from literature (lowest) through simulated patients (medium) to real patients (highest); task complexity: the number of information elements in a learning task; and instructional support: from worked examples (highest) through completion tasks (medium) to autonomous task performance (lowest). One should integrate any competency into a medical curriculum such that training in that competency facilitates the students' journey that starts from high instructional support on low-complexity low-fidelity learning tasks all the way to high-complexity tasks in high-fidelity environments carried out autonomously.

Narrative information obtained during student selection predicts problematic study behavior.

Introduction: Up to now, student selection for medical schools is merely used to decide which applicants will be admitted. We investigated whether narrative information obtained during multiple mini-interviews (MMIs) can also be used to predict problematic study behavior.

Methods: A retrospective exploratory study was performed on students who were selected into a four-year research master's program Physician-Clinical Investigator in 2007 and 2008 (n = 60).

Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

Background: The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment.

Methods: We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions.

Adaptive memory: identifying the proximate roots of the survival processing advantage.

The current study examined the role of item-specific, relational, and elaborative processing on adaptive memory. Younger and older adults received the standard survival processing, a survival-short, or a pleasantness processing instruction. The survival-short condition was specifically included to lead to fewer possibilities to engage in elaborative processing.

An exploration of crossborder medical curriculum partnerships: Balancing curriculum equivalence and local adaptation.

Context: Worldwide, medical schools have entered into crossborder curriculum partnerships (CCPs) to provide equivalent curricula and learning experiences to groups of geographically separated students. Paradoxically, this process also involves adaptation of curricula to suit local contexts. This study has focused on challenges faced by medical Crossborder curriculum programme directors and strategies they employed to overcome these.

Twelve Tips for programmatic assessment.

Programmatic assessment is an integral approach to the design of an assessment program with the intent to optimise its learning function, its decision-making function and its curriculum quality-assurance function. Individual methods of assessment, purposefully chosen for their alignment with the curriculum outcomes and their information value for the learner, the teacher and the organisation, are seen as individual data points. The information value of these individual data points is maximised by giving feedback to the learner.

A longitudinal study of semantic grouping strategy use in 6-11-year-old children: investigating developmental phases, the role of working memory, and strategy transfer.

This two-cohort longitudinal study on the development of the semantic grouping strategy had three goals. First, the authors examined if 6-7-year-olds are nonstrategic before becoming strategic after prompting at 8-9 years of age, and if 8-9-year-olds are prompted strategic before spontaneous strategy use at 10-11 years of age. Children 6-7 and 8-9 years old performed two sort-recall tasks (one without and one with a grouping prompt) at two time points separated 1.

ANCOVA Versus CHANGE From Baseline in Nonrandomized Studies: The Difference.

The pretest-posttest control group design can be analyzed with the posttest as dependent variable and the pretest as covariate (ANCOVA) or with the difference between posttest and pretest as dependent variable (CHANGE). These 2 methods can give contradictory results if groups differ at pretest, a phenomenon that is known as Lord's paradox. Literature claims that ANCOVA is preferable if treatment assignment is based on randomization or on the pretest and questionable for preexisting groups.

Dissociations between implicit and explicit attitudes toward phobic stimuli.

The present study explored the presence of complaint-specific implicit associations in the domain of spider fear. Participants' implicit negative associations with spider cues were measured in highly fearful (n = 18) and explicitly nonfearful individuals (n = 19). To increase the reliability of the present study, two indices of implicit associations were used: a modified implicit association test (IAT), and an affective Simon paradigm (ASP).