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Development and Evaluation of the NOTSS Behaviour Rating System for Intraoperative Surgery (2003–2008)
Published in Rhona Flin, Lucy Mitchell, Safer Surgery, 2009
Steven Yule, Rhona Flin, Nikki Maran, David Rowley, George Youngson, John Duncan, Simon Paterson-Brown
The critical incident technique (CIT) is a type of cognitive interview (Crandall et al. 2006, Flanagan 1954, Hoffmann et al. 1998) used to identify tacit knowledge about the way an expert manages a stressful or non-routine situation at work. CITs were conducted with 27 consultant surgeons in order to identify non-technical skills used by surgeons in the intra-operative environment. By focusing on a specific memorable incident, the interviews provided insight into the surgeon’s use of information, strategies, meta-cognition, resources and interpersonal skills during an operative case (Yule et al. 2006b; see also Fletcher et al. (2004) who used this technique with anaesthetists). To summarize the method, surgeons were asked to recall events in theatre during a challenging, non-routine case and were probed about the course of events a further two times. After the surgeon described the case, the interviewer recounted the sequence of events back to the surgeon and asked for clarification and more explanation of the course of events. This second sweep of the case allowed for more detail to be gleaned. The case was then discussed for a third time with the addition of cognitive cues which recreate aspects of the case to elicit deeper-held tacit knowledge about the nontechnical skills that were or were not being used. Examples of the cognitive cues used include: ‘what cues were you using to help understand the situation’ and ‘how did you re-establish goals?’ The interview questions were developed by a multidisciplinary group, based on work in other domains including anaesthesia and piloted with three consultant surgeons. The sample of surgeons interviewed were consultant surgeons (n=27) from 11 hospitals in Scotland in general surgery (n=13), orthopaedic surgery (n=10) and cardiac surgery (n=4). One of the participants was female. A variety of cases were discussed in the interviews which lasted around one hour each, including emergencies with duodenal ulcers, difficulties in hip and knee replacements, problems in transplant operations and difficulties with cardiac bypass. The interview transcripts were analysed using the line-by-line coding technique from grounded theory (Glaser and Strauss 1967) in order to explore the data and aid system development. Coders were asked to identify when non-technical skills were discussed in the interview and to interpret those specific skills. Three pairs of psychologists who were experienced at coding interview transcripts each coded six transcripts independently to an acceptable level of inter-rater reliability before the remaining transcripts were then coded. This process produced a list of 150 unsorted non-technical skills such as ‘coordinates the team’, and ‘confirms understanding with assistant’ as raw input data for system development in phase 2.
Knowledge modelling for contract disputes and change control
Published in Production Planning & Control, 2019
Chen Wang, Jeffrey Boon Hui Yap, Lincoln C. Wood, Hamzah Abdul-Rahman
The second phase, following administration of a questionnaire survey, involves an inductive development in the setting of a two-day workshop to facilitate the framework development. Convenience and theoretical sampling approaches are adopted to identify the 15 construction professionals and researchers as depicted in Table 2. They are involved in construction projects within the Klang Valley region. To ensure comparability and to improve the validity of results, the selected workshop participants all had at least 5 years of working experience in construction businesses and are knowledgeable with appropriate background. Prior to the interview session, each participant was briefed about the research project. During the semi-structured interviews, the participants were asked to recall their contract change management dilemmas and experiences. Critical incident technique (CIT) is particularly useful for gathering the participant's experiences (Flanagan 1954). Probing questions were also used to seek more feedback from the participants (Yap, Abdul-Rahman, and Wang 2018). Each interview session lasted on average 1.5 h. In addition, secondary information was also collected in the form of company reports and project documentation which supplemented the researchers with background information about the approaches used to administer contract changes as well as supports data triangulation. The data collected were later analyzed using NVivo software following a structured process to provide analytic support.
An understanding of water governance systems in responding to extreme droughts in the Vietnamese Mekong Delta
Published in International Journal of Water Resources Development, 2021
Minh N. Nguyen, Phuong T. B. Nguyen, Tri P. D. Van, Vu H. Phan, Binh T. Nguyen, Vu T. Pham, Trung H. Nguyen
The critical incident technique (CIT) is a useful approach for exploring human behaviour in extreme events (Flanagan, 1954; Hughes, 2007). Developed in the 1950s, this technique has become a versatile qualitative method of exploratory research (Butterfield et al., 2005; Weatherbee, 2010). The technique consists of asking eyewitness observers for factual accounts of their own and others’ behaviours to better understand what happened and which aspects significantly affected the outcomes of a critical incident (Woolsey, 1986). This technique was applied in the case studies to better understand the behaviours of relevant agencies in the governance system, including what worked, or did not work, in managing the saline intrusion and its impacts before, during and after the event.
Capturing and reusing knowledge: analysing the what, how and why for construction planning and control
Published in Production Planning & Control, 2021
Jeffrey Boon Hui Yap, Kamran Shavarebi, Martin Skitmore
Interviewing is a suitable data collection method in the exploratory stage of this study, where the participants answer questions about what they think, do or feel (Creswell and Poth 2018), and recall regarding critical incidents (Flanagan 1954) in order to obtain in-depth insights from their rich experiences. The critical incident technique (CIT) is a well-established technique in interpretive and exploratory research that emphasises the subjectivity of experience to facilitate theory building (Bott and Tourish 2016). In this respect, critical incidents encompass the respondent’s experiences that are most salient, memorable, and most likely to be retold to others (Tuuli and Rowlinson 2010). The practicality and appropriateness of the CIT in organisational learning research has been demonstrated in several studies (Cope and Watts 2000; Kaulio 2008). Here, the interviews aimed to explore the use of CLS and RPK by experienced practitioners using standardised open-ended questions. The interview participants were asked to answer the questions: In your opinion, what are the situations that will stimulate learning from past experiences? Why are these important? and What are the reusable project experiences (or knowledge) that are important to be captured for future use? How are these useful? To allow probing, phrases such as ‘please tell me more’ and ‘can you explain with some examples’ are included to elicit detailed answers from the participants. Pre-testing involved five experts, consisting of two academics with doctoral qualifications and three construction practitioners with more than 20 years of working experience each. They were requested to provide feedback to ensure the questions work as intended.