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Background: Little research to date has examined the quality of data obtained from resident performance evaluations. This study sought to address this need and compared inter-rater reliability obtained from norm-referenced and criterion-referenced evaluation scaling approaches for faculty completing resident performance evaluations.Methods: Resident performance evaluation data were examined from 2 institutions (3 programs, 2 internal medicine and 1 surgery; 426 residents in total), with 4 evaluation forms: 2 criterion-referenced (1 with an additional norm-referenced item) and 2 norm-referenced. Faculty inter-rater reliability was calculated with intraclass correlation coefficients (ICCs) (1,10) for each competency area within the form. ICCs were transformed to z-scores, and 95% CIs were computed. Reliabilities for each evaluation form and competency, averages within competency, and averages within scaling type were examined.Results: Inter-rater reliability averages were higher for all competencies that used criterion-referenced scaling relative to those that used norm-referenced scaling. Aggregate scores of all independent categories (competencies and the items assessing overall competence) for criterion-referenced scaling demonstrated higher reliability (z=1.37, CI 1.26-1.48) than norm-referenced scaling (z=0.88, CI 0.77-0.99). Moreover, examination of the distributions of composite scores (average of all competencies and raters for each individual being rated) suggested that the criterion-referenced evaluations better represented the performance continuum.Conclusion: Criterion-referenced evaluation approaches appear to provide superior inter-rater reliability relative to norm-referenced evaluation scaling approaches. Although more research is needed to identify resident evaluation best practices, using criterion-referenced scaling may provide more valid data than norm-referenced scaling.

Interprofessional healthcare team function is critical to the effective delivery of patient care. Team members must possess teamwork competencies, as team function impacts patient, staff, team, and healthcare organizational outcomes. There is evidence that team training is beneficial; however, consensus on the optimal training content, methods, and evaluation is lacking. This manuscript will focus on training content. Team science and training research indicates that an effective team training program must be founded upon teamwork competencies. The Team FIRST framework asserts there are 10 teamwork competencies essential for healthcare providers: recognizing criticality of teamwork, creating a psychologically safe environment, structured communication, closed-loop communication, asking clarifying questions, sharing unique information, optimizing team mental models, mutual trust, mutual performance monitoring, and reflection/debriefing. The Team FIRST framework was conceptualized to instill these evidence-based teamwork competencies in healthcare professionals to improve interprofessional collaboration. This framework is founded in validated team science research and serves future efforts to develop and pilot educational strategies that educate healthcare workers on these competencies.

Background: Despite focus on increasing the quality of ambulatory education training, few studies have examined residents' perceptions of learning during case discussions with their preceptors (i.e., \"check-out\"). The objective of this study was to assess the difference between residents' and preceptors' perceptions of behaviors that should occur during check-out discussions. Methods: We conducted a cross-sectional survey of categorical internal medicine and family medicine residents and preceptors. The survey was distributed electronically and assessed 20 components of the check-out discussion. Results: Of 38 preceptors, 22 (61%) completed the survey. Of 172 residents, 82 (48%) completed the survey. For residents, we identified discrepancies in desired and perceived check-out behaviors. Specifically, utilizing a dependent sample t-test, residents felt that all 20 areas needed additional teaching during check-out (P < 0.05). Preceptors believed that demonstrating physical examination skills in the patient room during check-out was significantly more important than did residents (P = 0.01). Increasing years of preceptor experience did not statistically relate to their valuation of components important to residents. Discussion: Our research highlighted a major deficiency in training in the check-out process, with residents desiring more patient management education in all components. Moreover, faculty and residents do not necessarily agree with what is an important focus in the \"teachable moment.\" Our results serve as a training needs assessment for future faculty development seminars and highlight the need to consider resident learning needs in general.

Although many academic organizations offer formal mentoring programs, little is known about how individual characteristics of peer mentors and their protégés interact to reduce new-student stress. First-year college students participated in a peer-mentoring program designed to reduce stress. The results of this study demonstrated that protégés who received greater psychosocial and career support showed greater stress reduction. Additionally, protégés with a higher avoid performance goal orientation showed lesser stress reduction. Mentor avoid performance goal orientation was positively associated with stress reduction for protégés high on avoid performance goal orientation, but negatively associated for those low on avoid performance goal orientation.

The construct of core self-evaluations has been recognized as one of the most significant dispositional predictors of job satisfaction. The current study meta-analyzed the relationship between core self-evaluations and job satisfaction and found a moderate, positive relationship. Characteristics of the samples (such as gender, race, age, and organizational tenure), and characteristics of the research design (such as type of core self-evaluation measurement used and author type) were examined as potential moderators of the relationship between core self-evaluations and job satisfaction in this study. The findings along with practical implications are discussed and outlined. [PUBLICATION ABSTRACT]

The current study attempted to broaden our understanding of communication processes that occur in academic mentoring relationships. Using the Linguistic Inquiry Word Count (LIWC) program, it was found that mentors and protégés would mirror one another's communications. Moreover, mentors and protégés reacted differently in regards to their perceptions of what occurred during the course of the relationship relative to the different communication indicators. For example, mentor and protégé emotion-related communications were important for protégés, whereas cognitive-related communications were important for mentors. Assent communications were positively perceived by protégés, whereas they were negatively perceived by mentors. [PUBLICATION ABSTRACT]

Mentoring relationships are frequently used as tools to increase employee productivity. However, little is understood in how to best pair mentors and protégés in formal mentoring programs. This study examined the extent to which individual demographic and dispositional variables interact with various mentor characteristics to predict ratings of the profiles of those mentors. The results of this study are consistent with the notion that gender, race, and similarity of mentors and protégés may be an important consideration when the protégé believes that psychosocial support functions are valuable. This article aims to provide some guidance in regards to overseeing mentoring relationships. [PUBLICATION ABSTRACT]

The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that (a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, (b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, (c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally (d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).

Although many academic organizations offer formal mentoring programs, little is known about how individual characteristics of peer mentors and their protégés interact to reduce new-student stress. First-year college students participated in a peer-mentoring program designed to reduce stress. The results of this study demonstrated that protégés who received greater psychosocial and career support showed greater stress reduction. Additionally, protégés with a higher avoid performance goal orientation showed lesser stress reduction. Mentor avoid performance goal orientation was positively associated with stress reduction for protégés high on avoid performance goal orientation, but negatively associated for those low on avoid performance goal orientation.

Given the choice, users produce passwords reflecting common strategies and patterns that ease recall but offer uncertain and often weak security. System-assigned passwords provide measurable security but suffer from poor memorability. To address this usability-security tension, we argue that systems should assign random passwords but also help with memorization and recall. We investigate the feasibility of this approach with CuedR, a novel cued-recognition authentication scheme that provides users with multiple cues (visual, verbal, and spatial) and lets them choose the cues that best fit their learning process for later recognition of system-assigned keywords. In our lab study, all 37 of our participants could log in within three attempts one week after registration (mean login time: 38.0 seconds). A pilot study on using multiple CuedR passwords also showed 100% recall within three attempts. Based on our results, we suggest appropriate applications for CuedR, such as financial and e-commerce accounts.