How appraisals of an in-group's collective history shape collective identity and action: Evidence in relation to African identity.

This research tested the impact of how group members appraise their collective history on in-group identification and group-based action in the African context. Across three experiments (Ns = 950; 270; and 259) with Nigerian participants, we tested whether the effect of historical representations-specifically the valence of the in-group's collective history-on in-group engagement, in turn, depends on whether that history is also appraised as subjectively important. In Study 1, findings from exploratory moderated-mediation analyses indicated that the appraised negative valence of African history was associated with an increase in identification and group-based action when African history was appraised as unimportant (history-as-contrast). Conversely, the appraised positive valence of African history was also associated with an increase in identification and group-based action when African history was also appraised as important (history-as-inspiration). Studies 2a and 2b then orthogonally manipulated the valence and subjective importance of African history. However, findings from Studies 2a and 2b did not replicate those of Study 1. Altogether, our findings suggest that the relationship between historical representations of groups and in-group identification and group-based action in the present is more complex than previously acknowledged.

Short-term cognitive learning outcomes in team-based learning: is the permanent team important?

Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by a randomized controlled trial with performance assessment as an outcome. In an online course for second term medical students, 50% of the students were reassigned to new teams for each of the 24 problems to be solved during four classes, thus precluding familiarity. The learning outcome was assessed shortly after the third of four classes by a domain knowledge test. Whether TBL teams were permanent or temporary did not affect the score of a domain knowledge test. As expected, participation in online TBL improved the domain knowledge test results. Overall, the permanent team seems to be less important for cognitive learning outcomes than previously assumed, but this may depend on the specific educational setting. However, team familiarity may still be important for team decision-making. As clinical reasoning in the medical workplace often involves collaborating in changing teams, future research on TBL should focus on how to utilize this format to prepare medical students for decision-making and optimal learning outcomes under these conditions.

Benefits and limitations of the transfer online of Irish College of General Practitioners continuing medical education small group learning during the COVID pandemic: a national Delphi study.

BACKGROUND: In Ireland and internationally, small-group learning (SGL) has been shown to be an effective way of delivering continuing medical education (CME) and changing clinical practice. RESEARCH QUESTION: This study sought to determine the benefits and limitations, as reported by Irish GPs, of the change of CME-SGL from face-to-face to online learning during COVID. METHODS: GPs were invited to participate via email through their respective CME tutors. The first of three rounds of a survey using the Delphi method gathered demographic information and asked GPs about the benefits and/or limitations of learning online in their established small groups. Subsequent rounds obtained a consensus opinion. RESULTS: Eighty-eight GPs across Ireland agreed to participate. Response rates varied from 62.5% to 72% in different rounds. These GPs reported that attending their established CME-SGL groups allowed them to discuss the practical implications of applying guidelines in COVID care into practice (92.7% consensus), reviewing new local services and comparing their practice with others (94% consensus); helping them feel less isolated (98% consensus). They reported that online meetings were less social (60% consensus), and informal learning that occurs before and after meetings did not take place (70% consensus). GPs would not like online learning to replace face-to face-CME-SGL after COVID (89% consensus). CONCLUSION: GPs in established CME-SGL groups benefited from online learning as they could discuss how to adapt to rapidly changing guidelines while feeling supported and less isolated. They report that face-to-face meetings offer more opportunities for informal learning.

Team diversity and team performance: Paths to synergetic and disruptive effects.

Team diversity holds promises and challenges for team performance. The promise of diversity lies in synergy generated from exchange and integration of diverse perspectives; the challenge lies in social categorization processes that give rise to biases favoring similar others over dissimilar others that disrupt team collaboration. I discuss theory capturing these paths to synergetic and disruptive effects and their contingencies as well as the evidence in research in team diversity and performance. I conclude that the evidence is consistent with the theory, but increasingly suffers from proliferation of moderators and mediators without integrative efforts to consolidate accumulating insights. I also identify theoretical parallels between the study of diversity and demographic dissimilarity as opportunity to develop integrative theory.

Effect of group antenatal care versus individualized antenatal care on birth preparedness and complication readiness: a cluster randomized controlled study among pregnant women in Eastern Region of Ghana.

BACKGROUND: As utilization of individual antenatal care (I-ANC) has increased throughout sub-Saharan Africa, questions have arisen about whether individual versus group-based care might yield better outcomes. We implemented a trial of group-based antenatal care (G-ANC) to determine its impact on birth preparedness and complication readiness (BPCR) among pregnant women in Ghana. METHODS: We conducted a cluster randomized controlled trial comparing G-ANC to routine antenatal care in 14 health facilities in the Eastern Region of Ghana. We recruited women in their first trimester to participate in eight two-hour interactive group sessions throughout their pregnancies. Meetings were facilitated by midwives trained in G-ANC methods, and clinical assessments were conducted in addition to group discussions and activities. Data were collected at five timepoints, and results are presented comparing baseline (T0) to 34 weeks' gestation to 3 weeks post-delivery (T1) for danger sign recognition, an 11-point additive scale of BPCR, as well as individual items comprising the scale. RESULTS: 1285 participants completed T0 and T1 assessments (N = 668 I-ANC, N = 617, G-ANC). At T1, G-ANC participants were able to identify significantly more pregnancy danger signs than I-ANC participants (mean increase from 1.8 to 3.4 in G-ANC vs. 1.7 to 2.2 in I-ANC, p < 0.0001). Overall BPCR scores were significantly greater in the G-ANC group than the I-ANC group. The elements of BPCR that showed the greatest increases included arranging for emergency transport (I-ANC increased from 1.5 to 11.5% vs. G-ANC increasing from 2 to 41% (p < 0.0001)) and saving money for transportation (19-32% in the I-ANC group vs. 19-73% in the G-ANC group (p < 0.0001)). Identifying someone to accompany the woman to the facility rose from 1 to 3% in the I-ANC group vs. 2-20% in the G-ANC group (p < 0.001). CONCLUSIONS: G-ANC significantly increased BPCR among women in rural Eastern Region of Ghana when compared to routine antenatal care. Given the success of this intervention, future efforts that prioritize the implementation of G-ANC are warranted. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT04033003 (25/07/2019). PROTOCOL AVAILABLE: Protocol Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9508671/ .

From individual to interprofessional: characteristics of assessment tasks to assess interprofessional collaboration in healthcare education.

To develop independent healthcare professionals able to collaborate in interprofessional teams, health professions education aims to support students in transitioning from an individual perspective to interprofessional collaboration. The five elements that yield the conditions for effective interprofessional collaboration are: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) interpersonal skills, and (5) reflection on team processes. The aim of the current study is to gain insights into how to design tasks to assess a student team as a whole on their interprofessional collaboration. This was a pilot study using a qualitative design to evaluate an interprofessional assessment task. Four interprofessional student teams, comprising physiotherapy, occupational therapy, arts therapy and nursing students (N = 13), completed this task and five assessors used a rubric to assess video recordings of the teams' task completion, and then participated in a group interview. The completed rubrics and the interview transcript were analyzed using content analysis. Findings showed that the combination of individual preparation, an interprofessional team meeting resulting in care agreements and team reflection was a strength of the assessment task, enabling the task to elicit sufficient promotive interaction between students. Areas for improvement of the assessment task were however, due to a lack of interdependence, the care agreements which now proved to be the sum of students' intraprofessional ideas rather than an interprofessional integration of agreements. Additionally, assessors suggested that a series of varying assessment tasks is required to draw conclusions about students' interprofessional competence.

High-performing teams: Is collective intelligence the answer?

BACKGROUND/OBJECTIVES: The concept of a general factor of collective intelligence, proposed by Woolley et al. in 2010, has spurred interest in understanding collective intelligence within small groups. This study aims to extend this investigation by examining the validity of a general collective intelligence factor, assessing its underlying factor structure, and evaluating its utility in predicting performance on future group problem-solving tasks and academic outcomes. METHODS: Employing a correlational study design, we engaged 85 university students in a series of complex cognitive tasks designed to measure collective intelligence through individual, group, and predictive phases. RESULTS: Contrary to the hypothesized single-factor model, our findings favor a two-factor model influenced by Cattell's theory of crystalized and fluid intelligence. These two factors accounted for substantial variance in group performance outcomes, challenging the prevailing single-factor model. Notably, the predictive validity of these factors on group assignments was statistically significant, with both individual and collective intelligence measures correlating moderately with group assignment scores (rs = .40 to .47, p < .05). CONCLUSIONS: Our research suggests that collective intelligence in small group settings may not be uniformly governed by a single factor but rather by multiple dimensions that reflect established theories of individual intelligence. This nuanced understanding of collective intelligence could have significant implications for enhancing group performance in both educational and organizational contexts. Future research should explore these dimensions and their independent contributions to group dynamics and outcomes.

Team Factors in Ethical Decision Making: A Content Analysis of Interviews with Scientists and Engineers.

The ethical decision making of researchers has historically been studied from an individualistic perspective. However, researchers rarely work alone, and they typically experience ethical dilemmas in a team context. In this mixed-methods study, 67 scientists and engineers working at a public R1 (very high research activity) university in the United States responded to a survey that asked whether they had experienced or observed an ethical dilemma while working in a research team. Among these, 30 respondents agreed to be interviewed about their experiences using a think-aloud protocol. A total of 40 unique ethical incidents were collected across these interviews. Qualitative data from interview transcripts were then systematically content-analyzed by multiple independent judges to quantify the overall ethicality of team decisions as well as several team characteristics, decision processes, and situational factors. The results demonstrated that team formalistic orientation, ethical championing, and the use of ethical decision strategies were all positively related to the overall ethicality of team decisions. Additionally, the relationship between ethical championing and overall team decision ethicality was moderated by psychological safety and moral intensity. Implications for future research and practice are discussed.

Facilitating co-research: lessons learned from reflection forms within three participatory action research projects.

BACKGROUND: Mutual learning and shared decision-making are key elements of Participatory Action Research (PAR), highlighting the important role of the facilitator to support this. This study aims to illustrate how a facilitator can contribute to successful PAR sessions based on the reflection of three PAR projects. METHODS: Participatory sessions took place with adolescents for 3-4 school years. After each session (n = 252 sessions across three projects), facilitators filled in a reflection form that assessed the group process and their facilitating role. Facilitators independently coded a selection of 135 reflection forms partly deductive and partly inductive based on core PAR principles derived from a pragmatic literature search. RESULTS: A well-prepared session - for example, including active and creative participatory methods and a clearly stated goal - contributed to efficiency and the necessary flexibility. Making agreements, making sure everyone is heard and taking 'fun-time' appeared important for creating and maintaining a safe, functional and positive atmosphere. Finally, facilitators needed to encourage co-researchers to take the lead and adapt to the group dynamics, to ensure ownership and shared decision-making. CONCLUSION: In-depth qualitative analyses of a standardized reflection form used in three different PAR projects resulted in various lessons to support facilitators in collaborating with co-researchers in PAR projects.

Team-based learning (TBL) curriculum combined with video vignettes improves performance of undergraduate medical students on OSCE compared with TBL alone.

BACKGROUND: Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis. METHODOLOGY: Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students. RESULTS: The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002). CONCLUSIONS: The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions.

Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning.

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

The temporal dynamics of group interactions in higher-order social networks.

Representing social systems as networks, starting from the interactions between individuals, sheds light on the mechanisms governing their dynamics. However, networks encode only pairwise interactions, while most social interactions occur among groups of individuals, requiring higher-order network representations. Despite the recent interest in higher-order networks, little is known about the mechanisms that govern the formation and evolution of groups, and how people move between groups. Here, we leverage empirical data on social interactions among children and university students to study their temporal dynamics at both individual and group levels, characterising how individuals navigate groups and how groups form and disaggregate. We find robust patterns across contexts and propose a dynamical model that closely reproduces empirical observations. These results represent a further step in understanding social systems, and open up research directions to study the impact of group dynamics on dynamical processes that evolve on top of them.

Social norm dynamics and cooperation in changing groups.

Social norms promote cooperation in human groups. How are these norms and cooperation affected when groups change due to new members arriving and old members leaving? In this review we highlight the scant literature that researches the effects of group changes on social norms and cooperation. Thus far evidence suggests that newcomers cooperate less than incumbents but adjust their cooperation levels over time. However, this adjustment is not necessarily accompanied by adjustments in terms of group identification and norms. We also point to the data limitations that ensue when researching phenomena at the group level and outline future research directions.

Leadership Meeting Redesign: Optimizing Information and Collaboration.

Efficient and effective meetings are critical for busy health care leaders who are often juggling multiple demands on their time. Creating a shared sense of purpose post COVID and having engagement with all leaders are critical to a department's success. This improvement project offers leaders direction on thinking through meeting redesign.

Interaction structure constrains the emergence of conventions in group communication.

Real-world communication frequently requires language producers to address more than one comprehender at once, yet most psycholinguistic research focuses on one-on-one communication. As the audience size grows, interlocutors face new challenges that do not arise in dyads. They must consider multiple perspectives and weigh multiple sources of feedback to build shared understanding. Here, we ask which properties of the group's interaction structure facilitate successful communication. We used a repeated reference game paradigm in which directors instructed between one and five matchers to choose specific targets out of a set of abstract figures. Across 313 games (N = 1,319 participants), we manipulated several key constraints on the group's interaction, including the amount of feedback that matchers could give to directors and the availability of peer interaction between matchers. Across groups of different sizes and interaction constraints, describers produced increasingly efficient utterances and matchers made increasingly accurate selections. Critically, however, we found that smaller groups and groups with less-constrained interaction structures ("thick channels") showed stronger convergence to group-specific conventions than large groups with constrained interaction structures ("thin channels"), which struggled with convention formation. Overall, these results shed light on the core structural factors that enable communication to thrive in larger groups.

An outside individual option increases optimism and facilitates collaboration when groups form flexibly.

Voluntary participation is a central yet understudied aspect of collaboration. Here, we model collaboration as people's voluntary choices between joining an uncertain public goods provisioning in groups and pursuing a less profitable but certain individual option. First, we find that voluntariness in collaboration increases the likelihood of group success via two pathways, both contributing to form more optimistic groups: pessimistic defectors are filtered out from groups, and some individuals update their beliefs to become cooperative. Second, we reconcile these findings with existing literature that highlights the detrimental effects of an individual option. We argue that the impact of an outside individual option on collaboration depends on the "externality" of loners - the influence that those leaving the group still exert on group endeavors. Theoretically and experimentally, we show that if collaboration allows for flexible group formation, the negative externality of loners remains limited, and the presence of an individual option robustly aids collaborative success.

Learning in the district health system: How can meetings become spaces of reflection?

To fulfil its role, the District Health System (DHS) must enable and lead learning in the South African (SA) health system. Meetings are a core routine that can be leveraged to encourage learning in the DHS. In this article, we draw from existing experiences in SA to present practical steps that can be implemented to transform meetings into spaces of learning.

Using artificial agents to nudge outgroup altruism and reduce ingroup favoritism in human-agent interaction.

Ingroup favoritism and intergroup discrimination can be mutually reinforcing during social interaction, threatening intergroup cooperation and the sustainability of societies. In two studies (N = 880), we investigated whether promoting prosocial outgroup altruism would weaken the ingroup favoritism cycle of influence. Using novel methods of human-agent interaction via a computer-mediated experimental platform, we introduced outgroup altruism by (i) nonadaptive artificial agents with preprogrammed outgroup altruistic behavior (Study 1; N = 400) and (ii) adaptive artificial agents whose altruistic behavior was informed by the prediction of a machine learning algorithm (Study 2; N = 480). A rating task ensured that the observed behavior did not result from the participant's awareness of the artificial agents. In Study 1, nonadaptive agents prompted ingroup members to withhold cooperation from ingroup agents and reinforced ingroup favoritism among humans. In Study 2, adaptive agents were able to weaken ingroup favoritism over time by maintaining a good reputation with both the ingroup and outgroup members, who perceived agents as being fairer than humans and rated agents as more human than humans. We conclude that a good reputation of the individual exhibiting outgroup altruism is necessary to weaken ingroup favoritism and improve intergroup cooperation. Thus, reputation is important for designing nudge agents.

Brainstorming: Interbrain coupling in groups forms the basis of group creativity.

Although the impact of group dynamics on creativity is widely recognized, prior research has primarily concentrated on individuals in isolation from social context. To address this lacuna, we focus on groups as the fundamental unit of analysis. We used functional near-infrared spectroscopy (fNIRS) to examine brain activity in groups of four during brainstorming discussions. We assessed interbrain coupling in the dorsolateral prefrontal cortex (DLPFC), a brain region linked to flexibility, and in the inferior frontal gyrus (IFG), a region associated with imitation. Our findings demonstrate that creativity-focused discussions induced interbrain coupling both in regions related to flexibility and herding. Notably, interbrain coupling in the IFG was associated with more imitation of responses. Critically, while interbrain coupling in the DLPFC positively predicted group creativity, in the IFG it negatively predicted creativity. These findings suggest that increase in group mindsets of flexibility relative to herding is important for enhancing group creativity.