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Healthcare as Complex, Entropic and Ethical
Published in Lesley Kuhn, Kieran Le Plastrier, Managing Complexity in Healthcare, 2022
Lesley Kuhn, Kieran Le Plastrier
In popular culture, the emergency department (ED) has become a symbol of healthcare. It is for this reason that we chose to depict an ED as the opening vignette to this book. Based on a compilation of verbatim reflections of physicians, this vignette is intended to indicate something of the multitude of complex relationships that make the provision healthcare challenging.
Developing a Web-Enhanced Televised Distance Education Course: Practices, Problems, and Potential
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Christine O. Cheney, Michael M. Warner, Diann N. Laing
The questions about the vignettes revealed that approximately equal numbers of students responded to each of the four vignettes. One student chose to respond to all four vignettes and one student reported reading but not responding to any of the vignettes. The students also were asked to comment on the most interesting or effective aspects of the vignettes, the least interesting or effective aspects of the vignettes, and their suggestions for improvement of the vignette activities. Several positive and negative themes emerged from these questions.
Lesson Learned from the U.S. Concept
Published in Ira Nurmala, Yashwant V. Pathak, Advancing Professional Development through CPE in Public Health, 2019
Ira Nurmala, Yashwant V. Pathak
Each question consists of a vignette (case), lead-in (question) and options (answer choices). A vignette describes a situation that is presented in a focused, logical and systematic manner. One vignette can be used for a maximum of two questions. The questions are presented in the form of the “recall” and reasoning types of questions that are capable of measuring cognitive, psychomotor or affective skills.
Time Is Short, Social Relations Are Complex: Bioethics as Typology Industry
Published in The American Journal of Bioethics, 2022
Samantha W. Stein, Jason N. Batten, Bonnie O. Wong, Justin T. Clapp
In this vignette, the care team is faced with a complicated situation calling for a resolution. Of all the details of the situation, they home in on a particular quality of the father—his ethnicity—which is brought to the fore, erasing other details, such as his job insecurity. They conclude that the situation is a particular instance of a general regularity—the views of people of Mexican heritage toward biomedicine—erasing other broad trends that might be shaping the situation. The vignette is one illustration of how clinical personnel, as they try to navigate the complexity and uniqueness of clinical encounters, can make sweeping inferences about which dimensions of patients and their families are of import. As in the vignette, sometimes clinicians get this process of typification very wrong.
Task Enjoyment as an Individual Difference Construct
Published in Journal of Personality Assessment, 2021
Thomas Czikmantori, Marie Hennecke, Veronika Brandstätter
We again used multilevel modeling and predicted vignette task enjoyment (Level 1) via the grand-mean centered TTES score (Level 2) in a random-intercept random-slope model. As expected, the TTES positively predicted enjoyment of the thirty vignette tasks (intercept: B = 3.86, SE = 0.04, t(154) = 93.17, p < .001, 95% CI [3.78, 3.94]; TTES: B = 0.32, SE = 0.05, t(85) = 6.19, p < .001, 95% CI [0.21, 0.42]). Controlling for mood did not change the results significantly. These results indicate that the TTES has good content validity, because persons who rated their tendency to enjoy tasks as higher also rated their enjoyment of thirty diverse tasks to be higher. While an advantage of using vignettes is the ability to tap into the enjoyment of many diverse tasks in an economical way, a limitation is that there may be unknown differences between the participants’ experiences of a situation in real life versus making an assessment of those experiences in reaction to a vignette (Hughes & Huby, 2004). Therefore, and to rule out the possibility that our findings were merely due to common response tendencies in the deployed self-report measures, we aimed to replicate them using a behavioral outcome in Study 3.
AAC services in schools: a special educator’s perspective
Published in International Journal of Developmental Disabilities, 2019
Natalie R. Andzik, Yun-Ching Chung, Janis Doneski-Nicol, Colette T. Dollarhide
The final interview questions included three themes: preparation, assessment, and implementation of AAC. Specifically, the questions addressed (a) special educators’ experiences and/or perspectives on instructional materials for teaching communication and financial assistance for purchasing those materials; (b) the preparation time teachers spent at school, home, as well as any professional development they received; (c) initial and ongoing communication assessments conducted with their students; (d) the implementation process and factors involved when implementing communication supports; and (e) the availability of the communication systems to their students. In addition, a vignette was provided to help teachers recall a student they may have taught in the past. Researchers wanted to avoid close-ended questions and thus, presented this vignette to gain a better understanding how teachers might prioritize communication when presented with a challenging case. Finally, teachers were asked to provide background information, including their age, years of experience, type of classroom (e.g. resource, inclusion), numbers of students who used AAC, and types of AAC systems used.