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Groupthink01:34

Groupthink

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When in group settings, we are often influenced by the thoughts, feelings, and behaviors around us. Groupthink is another phenomenon of conformity where modification of the opinions of members in a group aligns with what they believe is the group consensus (Janis, 1972). In such situations, the group often takes action that individuals would not perform outside the group setting because groups make more extreme decisions than individuals do. Moreover, groupthink can hinder opposing trains of...
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People all belong to a gender, race, age, and social economic group. These groups provide a powerful source of our identity and self-esteem (Tajfel & Turner, 1979) and serve as our in-groups. An in-group is a group that we identify with or see ourselves as belonging to.
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Group polarization is the strengthening of an original group attitude following the discussion of views within a group (Teger & Pruitt, 1967). That is, if a group initially favors a viewpoint, after discussion the group consensus is likely a stronger endorsement of the viewpoint. Conversely, if the group was initially opposed to a viewpoint, group discussion would likely lead to stronger opposition.
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Persuasion is the process of changing our attitude toward something based on some kind of communication. Much of the persuasion we experience comes from outside forces. How do people convince others to change their attitudes, beliefs, and behaviors? What communications do you receive that attempt to persuade you to change your attitudes, beliefs, and behaviors?
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Using Theory-Informed Group Processes to Make TIMELESS Promotion Decisions.

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    Theory-informed group decision-making enhances the defensibility of clinical competency committee (CCC) judgments in competency-based medical education (CBME). Applying social decision scheme, functional, and wisdom of crowds theories strengthens resident readiness assessments.

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    Area of Science:

    • Medical Education
    • Assessment and Evaluation
    • Psychology of Decision Making

    Background:

    • Competency-based medical education (CBME) requires robust assessment programs for successful training outcomes.
    • Clinical Competency Committees (CCCs) must provide defensible decisions on resident readiness for practice, including promotion and graduation.
    • Current CCC decision-making processes may lack theoretical underpinnings, potentially impacting the validity of their conclusions.

    Purpose of the Study:

    • To explore the theoretical foundations for Clinical Competency Committee (CCC) group decision-making processes.
    • To demonstrate how specific theories can enhance the defensibility of CCC decisions in graduate medical education.
    • To provide a practical example of theory application in a real-world CBME setting.

    Main Methods:

    • Review of three relevant theories: social decision scheme theory, functional theory, and wisdom of crowds.
    • Application of these theories to design and implement group decision-making processes within a pilot residency program.
    • Evaluation of the impact of theory-informed processes on the defensibility of CCC decisions.

    Main Results:

    • The application of social decision scheme theory, functional theory, and wisdom of crowds provided a structured framework for CCC deliberations.
    • This theoretical grounding increased the perceived and actual defensibility of group decisions regarding resident readiness.
    • The pilot study demonstrated a tangible link between theoretical application and improved validity arguments for CCC judgments.

    Conclusions:

    • Theoretical frameworks are essential for strengthening the validity and defensibility of Clinical Competency Committee (CCC) group decisions in competency-based medical education (CBME).
    • Integrating theories like social decision scheme, functional theory, and wisdom of crowds offers practical strategies for enhancing resident assessment.
    • This approach serves as a model for other residency programs seeking to bolster their assessment validity and defend learner progression decisions.