The survey effect: Does administering surveys affect trainees' behavior?

Sitzmann, Traci; Wang, Mo

doi:10.1016/j.lindif.2014.11.003

Cited by 14 publications

(12 citation statements)

References 70 publications

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“…Meichenbaum, 1985), which may lead to positive effects on the management of energy resources. Hence, the present control group could be viewed as a self-monitoring intervention (see Sitzmann & Wang, 2015).…”

Section: Limitationsmentioning

confidence: 99%

Energizing respites from work: a randomized controlled study on respite interventions

Steidle

González-Morales

Hoppe

et al. 2017

European Journal of Work and Organizational Psychology

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Increasing and new work demands drain employees' energy resources at work. This four-week longitudinal field experiment investigated the energizing potential of a respite intervention conducted at the workplace (either a simulated savoring nature intervention or a progressive muscle relaxation intervention). First, growth modeling analyses confirmed a linear trend for the growth of vigor and decline in fatigue across the days of the intervention group, indicating a typical upward resource trajectory. No changes appeared in the control group. Mediation analyses indicated that repeatedly engaging in a daily respite intervention influenced more stable energy levels after the intervention period indirectly through the immediate changes in daily energy levels during the intervention period. Findings suggest that, in some cases, respite interventions may present a useful tool to replenish and build energy resources at work. Implications for using respite intervention in organizational research and practice are discussed.

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Section: Limitationsmentioning

confidence: 99%

Energizing respites from work: a randomized controlled study on respite interventions

Steidle

González-Morales

Hoppe

et al. 2017

European Journal of Work and Organizational Psychology

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“…Evaluations intentionally contained self-regulating questions, encouraging trainees to reflect on the learning process and its translation to clinical care. This was done to harness the survey effect, which posits that these types of questions can prime subjects to modify their attitudes and priorities, which in turn can enhance training effectiveness and improve learning [34–36].…”

Section: Methodsmentioning

confidence: 99%

Transition to active learning in rural Nepal: an adaptable and scalable curriculum development model

et al. 2019

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Background Traditional medical education in much of the world has historically relied on passive learning. Although active learning has been in the medical education literature for decades, its incorporation into practice has been inconsistent. We describe and analyze the implementation of a multidisciplinary continuing medical education curriculum in a rural Nepali district hospital, for which a core objective was an organizational shift towards active learning. Methods The intervention occurred in a district hospital in remote Nepal, staffed primarily by mid-level providers. Before the intervention, education sessions included traditional didactics. We conducted a mixed-methods needs assessment to determine the content and educational strategies for a revised curriculum. Our goal was to develop an effective, relevant, and acceptable curriculum, which could facilitate active learning. As part of the intervention, physicians acted as both learners and teachers by creating and delivering lectures. Presenters used lecture templates to prioritize clarity, relevance, and audience engagement, including discussion questions and clinical cases. Two 6-month curricular cycles were completed during the study period. Daily lecture evaluations assessed ease of understanding, relevance, clinical practice change, and participation. Periodic lecture audits recorded learner talk-time, the proportion of lecture time during which learners were talking, as a surrogate for active learning. Feedback from evaluation and audit results was provided to presenters, and pre- and post-curriculum knowledge assessment exams were conducted. Results Lecture audits showed a significant increase in learner talk-time, from 14% at baseline to 30% between months 3–6, maintained at 31% through months 6–12. Lecture evaluations demonstrated satisfaction with the curriculum. Pre- and post-curriculum knowledge assessment scores improved from 50 to 64% (difference 13.3% ± 4.5%, p = 0.006). As an outcome for the measure of organizational change, the curriculum was replicated at an additional clinical site. Conclusion We demonstrate that active learning can be facilitated by implementing a new educational strategy. Lecture audits proved useful for internal program improvement. The components of the intervention which are transferable to other rural settings include the use of learners as teachers, lecture templates, and provision of immediate feedback. This curricular model could be adapted to similar settings in Nepal, and globally. Electronic supplementary material The online version of this article (10.1186/s12909-019-1492-3) contains supplementary material, which is available to authorized users.

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“…Further, regarding performance, all groups should be treated equally and expect to do as well as the others, as outcome expectancy has been found to influence trial outcomes (Boot et al, ). In the case of non‐active control groups, it could be that any differences are a result of doing something rather than doing nothing (Sitzmann & Wang, ); thus one cannot really infer causation to treatment based on this study design. For this reason, we provided alternative designs, including active control groups, and comparison with “treatment as normal” interventions.…”

Section: Utilising Rct: Some Considerationsmentioning

confidence: 99%

“…Issues of research design can prompt psychological processes such as increased self‐awareness, reflection, and expectation that may influence the outcome, and without awareness, such effects can confound the results (Boot, Simons, Stothart, & Stutts, ; Sitzmann & Wang, ). There has been general criticism of the WOHP field for a lack of evaluation research and strong research designs (Brough & O'Driscoll, ; Kompier, Cooper, & Geurts, ), while also acknowledging the difficulties of adopting true experimental designs with random allocation of subjects to treatment or control groups (Cox, Karanika, Griffiths, & Houdmont, ; Grant & Wall, ; Kompier et al, ).…”

Section: Introductionmentioning

confidence: 99%

Randomised Controlled Trials in WOHP Interventions: A Review and Guidelines for Use

2015

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The survey effect: Does administering surveys affect trainees' behavior?

Cited by 14 publications

References 70 publications

Energizing respites from work: a randomized controlled study on respite interventions

Energizing respites from work: a randomized controlled study on respite interventions

Transition to active learning in rural Nepal: an adaptable and scalable curriculum development model

Randomised Controlled Trials in WOHP Interventions: A Review and Guidelines for Use

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