ABSTRACT
Background: While laboratory practices have traditionally been conducted in-person, online asynchronous laboratory learning has been growing in popularity due to increased enrollments and the recent pandemic, creating opportunities for accessibility. In remote asynchronous learning environments, students have more autonomy to choose how they participate with other students in their laboratory classes. Communities of practice and self-efficacy may provide insights into why students are making their participation choices and how they are interacting with peers in asynchronous physics laboratory courses. Results: In this mixed methods, explanatory sequential study, students in an introductory physics remote asynchronous laboratory (N = 272) were surveyed about their social learning perceptions and their physics laboratory self-efficacy. Three groups of students were identified based upon their self-reported participation level of communication with peers in asynchronous courses: (1) contributors, who communicated with peers via instant messaging software and posted comments; (2) lurkers, who read discussions on instant messaging software without posting comments; and (3) outsiders, who neither read nor posted comments to peer discussions. Analysis of variance with post hoc Tukey tests showed significant differences in social learning perceptions among contributors, lurkers, and outsiders, with a large effect size, and differences between contributing and lurking students' self-efficacy, with a small effect size. Qualitative findings from open-ended survey responses indicated contributors felt the structure of the learning environment, or their feeling of connectedness with other students, facilitated their desire to contribute. Many lurkers felt they could get what they needed through vicarious learning, and many expressed their lack of confidence to post relevant, accurate comments. Outsiders felt they did not have to, did not want to, or could not connect with other students. Conclusions: While the classroom laboratory traditionally requires all students to participate in the learning process through active socialization with other students, students in a remote asynchronous laboratory may still gain the benefits of participation through lurking. Instructors may consider lurking in an online or remote science laboratory as a legitimate form of participation and engagement.
ABSTRACT
PURPOSE: Healthcare providers need the information contained in patient records to provide high-quality services. To be effective, patient record assembly must be completed in a timely manner. This study aims to analyse the medical records assembly process for a hospital in Southeastern United States having difficulty meeting standard completion times established by the Joint Commission on the Accreditation of Healthcare Organization. DESIGN/METHODOLOGY/APPROACH: Several quality improvement tools were used to evaluate and improve the assembly process. FINDINGS: As a result of the study, a new procedure was implemented. Consequently, the hospital reduced the time required to assemble medical records, thereby improving efficiency and effectiveness. There are hopes to further improve the process. RESEARCH LIMITATIONS/IMPLICATIONS: The study provides guidance on how statistical process control techniques can be applied to improve hospital services. The techniques employed can be used to analyze and improve any process. However, results are limited to improving medical record assembly processes at one particular hospital. ORIGINALITY/VALUE: Past studies considered the application of various statistical process control techniques for improving healthcare quality. The study extends research by employing process improvement efforts to understand and develop medical record assembly in a regional hospital via process flow diagramming and control charts.