Just Sit Back and Watch: Large Disparities between Video and Face-to-face Interview Observers in Applicant Ratings

Baker, Denise A.; Burns, Devin Michael; Kueny, Clair Reynolds

doi:10.1080/10447318.2020.1805874

Cited by 11 publications

(6 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This uncertainty may affect their reactions and performance and the impression that VI does not respect their privacy (Balcerak and Woźniak, 2021). Gender differences did not significantly impact the applicants' perceptions, as was also the case in Baker et al (2020) and Seifi et al (2020). But Shreffler et al (2021) found that male and female applicants differed regarding their responses to some survey statements.…”

Section: Discussionmentioning

confidence: 79%

Psychological Benefits and Challenges of Ph.D. Entrance Exam Virtual Interviews During COVID-19 Pandemic: Does Gender Play a Role?

Ebadi

Bashiri

2021

Front. Psychol.

View full text Add to dashboard Cite

This study aimed to investigate the reflections of Iranian students on Ph.D. entrance exam interviews held virtually nationwide during the Pandemic. Two hundred thirty-one Ph.D. applicants were invited to fill out an anonymous online survey designed in Google Forms, 36 out of whom volunteered to participate in follow-up semi-structured interviews. Two ANOVA measures were used to investigate the possible influences of gender and prior virtual interview experience on the applicants’ perceptions. Thematic analysis was also adopted to explore the participants’ attitudes and perceptions toward virtual interviews (VI). Quantitative findings showed that Iranian Ph.D. applicants perceived VI as a flexible and helpful procedure that provided them with satisfactory interpersonal treatment. Still, they did not favor the procedure’s perceived behavioral control and ability to communicate information to perform procedural justice. Moreover, neither their gender nor their prior experience of the virtual interview was a predictor of their perspectives’ discrepancies. The thematic analysis of the qualitative data revealed that despite having some cognitive, personal, and financial benefits, VI posed some technical, communicative, and personal challenges. This study provides implications for universities and applicants who will use VI for different purposes in higher education.

show abstract

Section: Discussionmentioning

confidence: 79%

Psychological Benefits and Challenges of Ph.D. Entrance Exam Virtual Interviews During COVID-19 Pandemic: Does Gender Play a Role?

Ebadi

Bashiri

2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…However, a recent study found significant differences in assessments of passive assessors, i.e. those not actively participating in the conversation, but watching it, indicating that there are varying impacts on assessors depending on their roles in interviewing [ 45 ].…”

Section: Discussionmentioning

confidence: 99%

Different approaches to selection of surgical trainees in the European Union

et al. 2021

View full text Add to dashboard Cite

Background There is an increasing global interest in selection processes for candidates to surgical training. The aim of the present study is to compare selection processes to specialist surgeon training in the European Union (EU). A secondary goal is to provide guidance for evidence-based methods by a proposed minimum standard that would align countries within the EU. Methods Publications and grey literature describing selection strategies were sought. Correspondence with Union Européenne des Médecins Specialists (UEMS) Section of Surgery delegates was undertaken to solicit current information on national selection processes. Content analysis of 13 semi-structured interviews with experienced Swedish surgeons on the selection process. Two field trips to Ireland, a country with a centralized selection process were conducted. Based on collated information typical cases of selection in a centralized and decentralized setting, Ireland and Sweden, are described and compared. Results A multitude of methods for selection to surgical training programs were documented in the 27 investigated countries, ranging from locally run processes with unstructured interviews to national systems for selection of trainees with elaborate structured interviews, and non-technical and technical skills assessments. Associated with the difference between centralized and decentralized selection systems is whether surgical training is primarily governed by an employment or educational logic. Ireland had the most centralized and elaborate system, conducting a double selection process using evidence-based methods along an educational logic. On the opposite end of the scale Sweden has a decentralized, local selection process with a paucity of evidence-based methods, no national guidelines and operates along an employment logic, and Spain that rely solely on examination tests to rank candidates. Conclusion The studied European countries all have different processes for selection of surgical trainees and the use of evidence-based methods for selection is variable despite similar educational systems. Selection in decentralized systems is currently often conducted non-transparent and subjectively. A suggested improvement towards an evidence-based framework for selection applicable in centralized and decentralized systems as well as educational and employer logics is suggested.

show abstract

“…First, we have often been unable to visit a potential worksite in person, limiting our ability to meet face-toface with potential colleagues and supervisors or evaluate the area where we might live. This has been concerning for those of us who had no prior in-person connections at a site, as research suggests that job applicants are viewed more favorably if they are seen in-person (Baker et al, 2020). Further, scheduling interviews across time zones has been difficult, at times requiring us to interview outside of the typical 9-to-5 workday.…”

Section: Future Positionsmentioning

confidence: 99%

Experiences of student and trainee autism researchers during the COVID‐19 pandemic

et al. 2021

View full text Add to dashboard Cite

Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences have varied both in terms of the ease (or lack thereof) with which we adapted and the degree to which we were supported in the transition to online research and clinical practice. We faced and continue to adjust to uncertainties about future training and academic positions, for which opportunities have been in decline and have subsequently negatively impacted our mental health. Students and trainees' prospects have been particularly impacted compared to more established researchers and faculty. In addition to the challenges we have faced, however, there have also been unexpected benefits in our training during the pandemic, which we describe here. We have learned new coping strategies which, we believe, have served us well. The overarching goal of this commentary is to describe these experiences and strategies in the hope that they will benefit the autism research community moving forward. Here, we provide a set of recommendations for faculty, especially mentors, to support students and trainees as well as strategies for students and trainees to bolster their selfadvocacy, both of which we see as crucial for our future careers.Lay Summary: The COVID-19 pandemic has affected students and trainees, including those in autism research, in different ways. Here, we describe our personal experiences. These experiences include challenges. For example, it has been difficult to move from in-person to online work. It has also been difficult to keep up with work and training goals. Moreover, working from home has made it hard to connect with our supervisors and mentors. As a result, many of us have felt unsure about how to make the best career choices. Working in clinical services and getting to know and support our patients online has also been challenging. Overall, the pandemic has made us feel more isolated and some of us have struggled to cope with that. On the other hand, our experiences have also included benefits. For example, by working online, we have been able to join meetings all over the world. Also, the pandemic has pushed us to learn new skills. Those include

show abstract

Just Sit Back and Watch: Large Disparities between Video and Face-to-face Interview Observers in Applicant Ratings

Cited by 11 publications

References 35 publications

Psychological Benefits and Challenges of Ph.D. Entrance Exam Virtual Interviews During COVID-19 Pandemic: Does Gender Play a Role?

Psychological Benefits and Challenges of Ph.D. Entrance Exam Virtual Interviews During COVID-19 Pandemic: Does Gender Play a Role?

Different approaches to selection of surgical trainees in the European Union

Experiences of student and trainee autism researchers during the COVID‐19 pandemic

Contact Info

Product

Resources

About