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Counterfactual Thinking01:19

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Counterfactual thinking is a cognitive process wherein individuals mentally reconstruct alternative versions of past events, often beginning with “what if” or “if only.” This reflective mechanism plays a significant role in shaping emotional experiences and guiding future behavior. Though typically triggered by unfavorable or unexpected outcomes, counterfactual thinking can also emerge in mundane, everyday decisions and experiences, revealing its deep entrenchment in...
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The various IMFs between identical molecules of a substance are examples of cohesive forces. The molecules within a liquid are surrounded by other molecules and are attracted equally in all directions by the cohesive forces within the liquid. However, the molecules on the surface of a liquid are attracted only by about one-half as many molecules. Because of the unbalanced molecular attractions on the surface molecules, liquids contract to form a shape that minimizes the number...
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Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
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Managing tensions in assessment: moving beyond either-or thinking.

Marjan J B Govaerts1, Cees P M van der Vleuten1, Eric S Holmboe2

  • 1Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.

Medical Education
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Assessment systems face inherent tensions between competing demands. Traditional problem-solving fails; embracing a

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Area of Science:

  • Health Professions Education
  • Organizational Science
  • Healthcare Management

Background:

  • Assessment systems in health professions education must balance formative and summative purposes, efficiency, effectiveness, and stakeholder needs.
  • Traditional 'either-or' approaches to assessment tensions are inadequate for complex educational and healthcare environments.
  • Understanding and managing recurring tensions is crucial for effective assessment practices and reform.

Purpose of the Study:

  • To propose the Polarity Thinking™ model as a strategy for managing assessment tensions in health professions education.
  • To demonstrate how a 'both-and' approach can leverage assessment tensions for improvement.
  • To provide a stepwise application of the Polarity Thinking™ model for assessment design.

Main Methods:

  • Drawing from organizational science and healthcare research.
  • Reviewing assessment literature to identify specific assessment polarities and tensions.
  • Applying the Polarity Thinking™ model concepts to common assessment design dilemmas.

Main Results:

  • The Polarity Thinking™ model offers a systematic way to view assessment tensions as opportunities rather than problems.
  • The 'both-and' approach facilitates engagement with multiple, recurring tensions in assessment programs.
  • A stepwise application of the model can guide the management of key assessment polarities.

Conclusions:

  • The Polarity Thinking™ model provides a valuable framework for addressing complex assessment challenges in evolving educational and healthcare settings.
  • Adopting a polarity framework can enhance strategies for managing assessment dilemmas.
  • This approach can help transform assessment systems to meet 21st-century needs in education and healthcare.