Risk, Individual Differences, and Environment: An Agent-Based Modeling Approach to Sexual Risk-Taking

Nagoski, Emily; Janssen, Erick; Lohrmann, David K.; Nichols, Eric

doi:10.1007/s10508-011-9867-5

Cited by 16 publications

(17 citation statements)

References 33 publications

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“…First, participants reported that learning and applying the CTFAR model for metacognition (thinking about one’s thinking) allowed them to gain insight, choice, and control over their training experience. These findings are consistent with available literature on burnout mitigation [ 32 , 33 ], and the positive impact of guided inquiry around perceptions, beliefs, and habits to help the coachee move towards individually defined goals [ 14 – 17 ]. Others have described pedagogic strategies including interactive fostering of self-reflection and emotional awareness as tools to support professional identity formation in medical education [ 13 ].…”

Section: Discussionsupporting

confidence: 88%

“We’re all going through it”: impact of an online group coaching program for medical trainees: a qualitative analysis

et al. 2022

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Background Trainees in graduate medical education are affected by burnout at disproportionate rates. Trainees experience tremendous growth in clinical skills and reasoning, however little time is dedicated to metacognition to process their experiences or deliberate identity formation to create individualized definitions of success and wellbeing. The purpose of this study was to understand the perspectives and experiences of trainees who participated in a 6-month, web-based, group coaching program for women residents in training. Methods Better Together Physician Coaching is a six-month, self-paced, online, asynchronous, coaching program with multiple components including live coaching calls, unlimited written coaching, and self-study modules. Semi-structured interviews of seventeen participants of Better Together from twelve GME programs within a single institution in Colorado were conducted from May to June of 2021. All identified as women and had participated in a 6-month coaching program. Both inductive and deductive methods were used in collecting and analyzing the data with an aim to understand learners’ perceptions of the coaching program, including “how and why” the coaching program affected training experiences and wellbeing. Results Three main themes emerged as benefits to the coaching program from the data: 1) practicing metacognition as a tool for healthy coping 2) building a sense of community, and 3) the value of a customizable experience. Conclusions Female trainees who participated in a group coaching program expressed that they found value in learning how to cope with stressors through metacognition-focused coaching. They also described that building a community and being able to customize the experience were positive aspects of the program. Trial registration ClinicalTrials.gov Identifier: NCT05280964. Date of registration: March 15th 2022. Retrospectively registered. URL of trial registry record.

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Section: Discussionsupporting

confidence: 88%

“We’re all going through it”: impact of an online group coaching program for medical trainees: a qualitative analysis

et al. 2022

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“…When the program is run, agents interact with one another and their environment often resulting in surprising insights about behavior of agents and the system. Much of the ABM and public health research has focused on infectious disease dynamics and epidemic containment [17–19], and increasingly public health scientists are using the method to examine social and behavioral health issues [20–25]. …”

Section: Introductionmentioning

confidence: 99%

Enhancing Dissemination and Implementation Research Using Systems Science Methods

et al. 2014

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PURPOSE Dissemination and implementation (D&I) research seeks to understand and overcome barriers to adoption of behavioral interventions that address complex problems; specifically interventions that arise from multiple interacting influences crossing socio-ecological levels. It is often difficult for research to accurately represent and address the complexities of the real world, and traditional methodological approaches are generally inadequate for this task. Systems science methods, expressly designed to study complex systems, can be effectively employed for an improved understanding about dissemination and implementation of evidence-based interventions. METHODS Case examples of three systems science methods – system dynamics modeling, agent-based modeling, and network analysis – are used to illustrate how each method can be used to address D&I challenges. RESULTS The case studies feature relevant behavioral topical areas: chronic disease prevention, community violence prevention, and educational intervention. To emphasize consistency with D&I priorities, the discussion of the value of each method is framed around the elements of the established Reach Effectiveness Adoption Implementation Maintenance (RE-AIM) framework. CONCLUSIONS Systems science methods can help researchers, public health decision makers and program implementers to understand the complex factors influencing successful D&I of programs in community settings, and to identify D&I challenges imposed by system complexity.

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“…Sexual excitation proneness also has been related to the rate of physiological sexual arousal in the laboratory (Janssen et al, 2002a) as well as self-reported sexual risk behaviors (Bancroft et al, 2003). One model suggests that sexual excitation proneness should play an important, if not primary, role in regulating sexual risk behaviors (Nagoski et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Late positive potential to explicit sexual images associated with the number of sexual intercourse partners

Prause

Steele

Staley

et al. 2014

Soc Cogn Affect Neurosci

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Risky sexual behaviors typically occur when a person is sexually motivated by potent, sexual reward cues. Yet, individual differences in sensitivity to sexual cues have not been examined with respect to sexual risk behaviors. A greater responsiveness to sexual cues might provide greater motivation for a person to act sexually; a lower responsiveness to sexual cues might lead a person to seek more intense, novel, possibly risky, sexual acts. In this study, event-related potentials were recorded in 64 men and women while they viewed a series of emotional, including explicit sexual, photographs. The motivational salience of the sexual cues was varied by including more and less explicit sexual images. Indeed, the more explicit sexual stimuli resulted in enhanced late positive potentials (LPP) relative to the less explicit sexual images. Participants with fewer sexual intercourse partners in the last year had reduced LPP amplitude to the less explicit sexual images than the more explicit sexual images, whereas participants with more partners responded similarly to the more and less explicit sexual images. This pattern of results is consistent with a greater responsivity model. Those who engage in more sexual behaviors consistent with risk are also more responsive to less explicit sexual cues.

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Risk, Individual Differences, and Environment: An Agent-Based Modeling Approach to Sexual Risk-Taking

Cited by 16 publications

References 33 publications

“We’re all going through it”: impact of an online group coaching program for medical trainees: a qualitative analysis

“We’re all going through it”: impact of an online group coaching program for medical trainees: a qualitative analysis

Enhancing Dissemination and Implementation Research Using Systems Science Methods

Late positive potential to explicit sexual images associated with the number of sexual intercourse partners

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