Janis' (1972) groupthink formulation was tested in the laboratory by manipulating group cohesiveness and adequacy of decision procedures in a factorial design. Internal analysis, involving redefined cohesiveness categories, provided mixed support for the groupthink hypothesis on measures of decision quality and group processes presumed to underlie the groupthink decisions. Specifically, it was found that: (1) highest quality decisions were produced by groups of intermediate cohesiveness; (2) high cohesive groups without adequate decision procedures (the groupthink condition) tended to make the poorest decisions; and (3) the presence of groupthink was characterized by a lack of disagreement and a high level of confidence in the group's decisions.

Janis (1972) proposed that groupthink is essentially a stress-reduction process. Cohesive groups reduce the stress of decision making by suppressing critical inquiry. Theoretically, groupthink could be prevented in cohesive groups if the stress could be diffused by other factors. We investigated the effects of task structure (decision-making procedures) and an individual factor (dominance) on the quality of group decision making, anxiety, and symptoms of groupthink. Students (n = 112) participated in twenty-eight 4-person, mixed-sex groups. Groups composed of highly dominant members made higher quality decisions, exhibited lower state anxiety, and took more time to reach a decision. They also tended to make more statements of disagreement and agreement, and to report more group influence on the members. Decision-making procedures had little effect on the decision process.

This study was conducted to obtain a baseline understanding of the professional behavior of clinical faculty physicians from the medical students' perspective. Students completed a professionalism evaluation of supervising faculty at the end of each required third-year clerkship over a one year period. Results were analyzed by specific behaviors and across clerkships. Differences were noted in the frequency of the types of problems seen, and varied by clerkship discipline. The most common transgressions of professional behavior reported were the use of derogatory language towards other services or patients and the disrespectful treatment of others. Our study served to provide objective feedback to the faculty about student perceptions of faculty as role models for professionalism while on clinical rotations.

The weights assigned to component tests used to derive a total score have important reliability and validity implications. Course instructors need to consider both empirical reliability and logical validity evidence in determining component weights. When used in conjunction with classical methods, objectively scored item formats can augment performance assessments and enhance overall validity and reliability.

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