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Behavior Analysis Goes to Medical School: How Behavior Science Can Be Utilized in a Medical School Setting |
Monday, May 27, 2013 |
9:00 AM–10:20 AM |
101 E (Convention Center) |
Area: OBM/EDC; Domain: Applied Research |
Chair: Ramona Houmanfar (University of Nevada, Reno) |
Discussant: Lori H. Diener-Ludwig (Performance Blueprints, Inc.) |
Abstract: Through recent empirical work in verbal behavior and RFT, behavior analysis is increasingly placing itself in a position to theorize effectively and test empirically these educated guesses about the functioning of verbal behavior in organizations. The development and communication of verbal products, such as rules, instructions, leadership statements and strategic plans are major components of leadership activities in organizations. For instance, strategic planning and readiness are highly verbal activities because they rely on being prepared for a future that is not here yet; a future that is verbally constructed; and a future that will most probably be unlike what we have seen in the past. In addition, recognizing employees’ implicit responding and values can guide leadership in presenting formative and motivative augmentals that produce shared goals and hence improved cooperation within the organization. Moreover, the powerful effects of Behavioral Systems Analysis (BSA) and ACT related technologies such as value clarification, perspective taking, mindfulness, Implicit Relational Assessment Procedure (IRAP) have generalizable impact in terms individual’s psychological flexibility and effective cooperation in organizational settings. By drawing upon, BSA, RFT ACT, and other developed techniques in the analysis of verbal behavior, this symposium provides an overview of recent experimental and conceptual analyses in the areas of leadership decision making, problem solving, and cooperative behavior in a medical school setting in Nevada. |
Keyword(s): Behavioral Systems Analysis, Evaluation, Medical School, MT-IRAP |
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Using Behavioral Systems Analysis to Develop an Organizational Evaluation Methodology: A Comprehensive Assessment of Medical School Performance |
DANIEL REIMER (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Gwen Shonkwiler (University of Nevada School of Medicine), Nicole Jacobs (University of Nevada School of Medicine), Robbyn Tolles (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine) |
Abstract: Medical schools are, in part, centers of learning, but they are also complex organizations undergoing constant change. Faculty and students have multiple roles; as teachers or students, and as clinicians or researchers. These rolls create the need for multi-faceted evaluation. This presentation will outline the implementation of an evaluation system being conducted at a university school of medicine. In addition to a number of macro-system measures that highlight the role of the target medical school in a larger community setting, multiple dimensions of performance for both students and faculty have been measured in an effort to assess changes in the curriculum delivered by the medical school faculty. Moreover, the process mapping technology has guided the development and implementation of different stages of curriculum change. This presentation will provide an overview of the collected organizational measures and the associated decision making process for curriculum change in a medical school setting. |
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Utilizing Faculty Feedback to Inform Ongoing Organizational Change: An Analysis and Response to Faculty Concerns |
Daniel Reimer (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), AMBER MARIE CANDIDO (University of Nevada, Reno), Gwen Shonkwiler (University of Nevada School of Medicine), Nicole Jacobs (University of Nevada School of Medicine), Robbyn Tolles (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine) |
Abstract: In order to meet new standards for medical school curriculum suggested by the Liaison Committee for Medical Education (LCME), medical schools must undergo a substantial reorganization in a relatively short amount of time. The effects of revising medical school curriculum on faculties’ academic and professional advancement have only been sparsely documented. This study demonstrates a line of research that documents and measures the effect of the change on faculty involved in the restructuring process and the evolution of the curriculum over many years of planning. Semi-structured interviews at two strategic points in the academic year were conducted with emerging leaders among the faculty, the results of which demonstrate the process of change. The results from these interviews also informed current decision making, and provide guidance regarding curricular changes for medical schools in the future. |
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The Role of MT-IRAP as an Assessment Tool in the Design of Training Program in Medical School |
GREGORY SCOTT SMITH (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Gwen Shonkwiler (University of Nevada School of Medicine), Nicole Jacobs (University of Nevada School of Medicine), Robbyn Tolles (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine) |
Abstract: Prior research on cooperation in a business environment has primarily relied upon financial consequences to increase or decrease cooperative responding. Furthermore, there is room for a behavioral scientific account of factors such as cultural sensitivity and burnout in terms of organizational buy-in and effective training in organizational settings. The effects of exposure to curricular change and revised curriculum on medical students as well as faculties' academic and professional advancement have only been sparsely documented. This study demonstrates a line of research that has examined the effect of the informed decision making associated with curriculum design based on students' implicit perspectives in the areas of Cultural Sensitivity (CS), Burnout (BO) and Cooperation in a medical school setting. Mixed-Trial Implicit Relational Assessment Procedure (MT-IRAP) was used to collect individual and group measures for two groups of medical students. An overview of the procedure, assessment data, and the use of data as a tool for the systematic design of a curriculum in the target medical school setting will be provided. In addition, we will discuss the utility of MT-IRAP as a tool for leadership decision making, management, and training in organizations. |
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