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Study 8: Military design thinking: Shaping a new training program for Dutch Civil-Military Cooperation officers
No full textTitle
Military design thinking: Shaping a new training program for Dutch Civil-Military Cooperation officers
Authors
Hornstra, S. P. A., Hoogenboezem, J. A., Durning, S. J., & Van Mook, W. N. K. A.
Summary
This study delves deeper into the application of the innovative military design thinking method within a military exercise context to shape a training program that prepares civil-military interaction officers of the Royal Netherlands Army, specializing in civil administration, for their current defensive duties.
In the search of more agile Command and Control methods to enable military units to generate, share and apply knowledge with the aim of better achieving their military objectives, we developed a military design thinking method to target organizational innovation in military contexts. In this study, we applied this military design thinking method within a military exercise context to shape an actual officer training program. The Dutch armed forces are chiefly trained and experienced in protecting and promoting the international rule of law and stability. However, facing the challenges of the current military and geopolitical status quo, the Dutch armed forces, including civil military interaction officers, require more focus on defending their own territory and that of their allies. Consequently, some training programs of these civil military interaction officers require a redesign. We described the execution of the successive phases of the military design thinking process - namely STARTEX, Reconnaissance, Development, Consolidation and Implementation - to shape a defensive training program for civil-military interaction officers of the Royal Netherlands Army who are specialized in civil administration. This performance of the military design thinking method resulted in the blueprint of such a training program, detailing the tasks to be performed and the knowledge, skills and attitudes to be trained, as well as the conditions of this officer training program. Furthermore, we formulated recommendations regarding the future usage of military design thinking fostering organizational innovation within the military setting, including their training programs. First, align the academic and military perspectives on military design thinking. Second, strive for an optimal balance between support of the stakeholders and feasibility of the training program. Third, encourage and enable subordinates to experiment and learn as a group. Fourth, prototype elements of the training program through a step-by-step process. Future research could focus on the transferability of the military design thinking method to other military settings. Additionally, applying and investigating military design thinking in shaping a NATO training program for multi-domain operations officers at an operational level would be a valuable contribution.
Software
MS Excel (v365-2024).
Methods
Military design thinking.
Data description
Demographic characteristics of participants.
Quantitative survey data.
Peer interview data - Perceived learning needs of participants.
Quantitative data Company generic and platoon specific tasks of civil-military interaction officers of the Politics company in a main task 1 scenario, including knowledge, skills and attitudes to be trained, and conditions of that training program.<BR
Ethical Agency in AI Ethics Guidelines (Atlas.ti File)
No full textAtlas.ti file of a linguistic transitivity analysis on 87 AI ethics guidelines. Guidelines were coded for modal auxiliary verbs, modality, and agency. A total of 6,935 statements are coded
Supplemental materials for "The Effect of Analytical Rigor on Accuracy of Intelligence Forecasts"
No full textSupplemental materials for a study examining the relationship between analytical rigor (product quality) and the accuracy of intelligence forecasts (predictive accuracy) in intelligence organizations. By investigating the dynamics of analytical processes and accuracy, this study aims to enhance our understanding of what drives effectiveness in intelligence organisations
Study 1: De officiersopleiding en het multi-interpretabel wereldbeeld: Stimulus-respons reacties, cognitieve processen en meerdere perspectieven (Officer education and the multi-interpretable worldview: Stimulus-response reactions, cognitive processes and multiple perspectives).
No full textTitle
De officiersopleiding en het multi-interpretabel wereldbeeld: Stimulus-respons reacties, cognitieve processen en meerdere perspectieven (Officer education and the multi-interpretable worldview: Stimulus-response reactions, cognitive processes and multiple perspectives).
Authors
Hornstra, S. P. A.
Summary
This study offers a comprehensive conceptual analysis of the three predominant educational perspectives - behaviorism, cognitivism and constructivism - within the context of military learning processes, advocating for the incorporation of a multi-interpretable worldview in academic education programs at military academies in general, emphasizing that these programs should be fundamentally grounded in the constructivist educational perspective.
Behaviorism (learning viewed as the change in observable behavior caused by repeated associations between stimuli and responses, reinforced through rewards or punishments) and cognitivism (learning viewed as the active processing of information in the mind, where knowledge is organized, stored and retrieved) have traditionally been the dominant educational perspectives on military learning processes. The constructivist perspective (learning viewed as the active construction of understanding and knowledge through experience and reflection, while performing real-world tasks), however, generally remains underrepresented in the military context. Furthermore, the behaviorist and cognitivist educational perspectives are based on a worldview that is singularly interpretable. In contrast, constructivism is based on a worldview that is multi-interpretable. Consequently, learning processes in the military context are often based on a single viewpoint. The objective of the military training of skills is to teach the performance of a specific task in one particular way. Typically, there is minimal to no allowance for alternative interpretations of such task performances. Therefore, military training benefits from the educational perspectives of behaviorism and cognitivism with their one-dimension viewpoint. Nevertheless, a unitary outlook fails to encompass the multi-faceted nature of contemporary military operations. It is imperative to incorporate and synthesize diverse perspectives and interpretations to comprehensively grasp the operational realities of a mission. Academic education teaches officer cadets and officers to develop their own standpoint based on diverse perspectives and interpretations of a situation in a military operation, and to make decisions and take action based on this standpoint. Therefore, academic education benefits not from an educational perspective based on a singular worldview (i.e. behaviorism or cognitivism), but rather from one that accommodates multiple perspectives and interpretations, such as the constructivist educational perspective.
Methods
Conceptual analysis.<BR
Roman Hari - PhD project-data for study 3
No full textTitleComparing Practical Skills Teaching by Near-Peers and Faculty
Purpose
Near-peer teaching is a vital teaching resource in most medical schools, but we know little about the comparative benefits of near-peers and faculty teaching or the learning mechanisms that underlie them. This study explored near-peers’ and students’ perceptions of differences between the way near-peers and faculty teach practical skills.
Methods
Using qualitative methodology, the authors conducted 4 focus groups with near-peers (n=22) and 4 focus groups with students (n=26, years 3-6) at the University of Bern, Switzerland, between Sept-Dec 2022. All participants recently participated in near-peer skills training. Vignettes of typical teaching situations guided the focus group discussions. The reflexive thematic analysis was both inductive and deductive; Cognitive Apprenticeship teaching methods informed the deductive analysis.
Results
Near-peers were perceived to establish a safer learning climate than faculty, lowering the threshold to ask questions. Near-peer teaching was oriented toward the formal curriculum and students’ learning needs, resulting in more tailored explanations focused on exam-relevant content. Faculty oriented their teaching towards clinical practice, which helped students transition to clinical practice but could overwhelm novice students. Faculty better stimulated students to think critically about unanswered questions and how to fill their competence gaps.
Conclusions
Skills teaching by near-peers and faculty differed in teaching climate and orientation. Near-peers saw students as “learners,” focused on the learning climate and on students’ needs. Faculty saw students as “future physicians” and facilitated the transition from curricular learning to clinical practice. Curricular design should capitalize on the complementary benefits of near-peer and faculty skills instructors, and seek to get the best of both worlds.
Explanation of all the instruments used in the data collection (including phrasing of items in surveys)
Baseline Questionnaire for near-peers and students, focus group guide using vignettes
Explanation of the data files: what data is stored in what file?
The study contained 8 transcrips of focus groups and one questionnaire with variants for near-peers and students:
Folder name -.> Description
Baseline Questionnaire_Students -> Questions in Baseline questionnaire for students (in German)
Baseline Questionnaire_Peers -> Questions in Baseline questionnaire for Peers (in German)
Participant Information -> Contains results from Baseline questionnaire
Transcripts FG 1-8 -> Transcripts of the 8 focus groups
In case of qualitative data: description of the structure of the data files
The Transcript files contain the original focus group interview data in German. The Participant information sheet contain demographic data of the focus group participants<BR
Lama Sultan - PhD Project data for study 3
No full textTitle
Exploring Perceptions and Practices of Interprofessional Shared Decision-Making Education in Palliative Care Settings
Summary
Introduction Palliative care teams provide support to patients and their caregivers during terminal illness, which requires inter- professional collaboration. One of the foundational skills is to assist patients with decision-making. This can be facilitated through interprofessional shared decision-making (IP-SDM). So far, IP-SDM education frameworks have only been used to a limited extent in the area of palliative care.
AimThis study aims to explore perceptions and practices of faculty members, health professionals, and students toward IP-SDM education in palliative care and to indicate associated factors to implement an IP-SDM in undergraduate health professions education in palliative care settings.
Methods We used a cross-sectional study design in which the data was obtained via an online self-administered questionnaire adapted from existing validated tools. The questionnaire was distributed to faculty members and health professionals (n = 125) and students (n = 334) at King Abdulaziz Medical City in Jeddah, Saudi Arabia. The sampling technique was a non-probability convenience sampling. Bivariate statistics, such as independent sample t-tests, one-way ANOVA, correlation coefficient, and linear multiple regression were conducted.
Results The response rate was 54% (85 faculty members and health professionals and 164 students). Perceptions on IP-SDM did not differ between participants. From those who had previous experience with IP-SDM, the mean practices score was slightly higher for faculty members and health professionals (M = 83.1, SD = 15.9) than for students (M = 74.1, SD = 11.5), which was significant (p
Conclusions The findings show high levels of perceptionss with low levels of practices of IP-SDM in palliative care. Other factors that could be associated with the topic should be addressed in further studies.<BR
Fostering university students’ autonomous motivation through a Societal Impact Project: A qualitative study of students’ and teachers’ perspectives
No full textSummary
This study examined how an extracurricular curriculum—the Societal Impact Project (SIP)—supported first-year students’ basic psychological needs and autonomous motivation. Grounded in Self-Determination Theory, SIP was designed around three educational principles: authentic learning, collaborative learning, and scaffolding. Through focus groups with participating students and teachers in Biomedical Sciences and Health Sciences programmes, the study explored how and why these features of SIP influenced students’ autonomous motivation. Thematic analysis revealed that students’ autonomy was supported when provided with appropriate guidance, small-group collaboration had mixed impacts depending on group dynamics, and societal relevant problems enhanced engagement—though its connection to students’ curricula was sometimes unclear. The findings suggest that to foster autonomous motivation, learning environments should thoughtfully balance freedom with support and ensure curricular relevance in real-world projects.
Dataset
The dataset includes anonymized transcripts of five focus groups with students and one focus group with teachers (referred to as ‘coaches’ in the manuscript), coded by the authors. These files can be opened with text applications such as ‘Notepad’. The special codes ([[uid…]]) in the beginning of each line is the identified automatically generated in the application iRock. These identifiers have no special meaning other than being used to separate texts. The dataset also includes the a code book with all extracted codes. Different color chunks of the codes represent different focus groups. A document explaining coding strategies is also included.<BR
Lama Sultan - PhD Project data for study 4
No full textTitle
Interprofessional Shared Decision-Making in Palliative Care for Undergraduate Students: Exploring Changes in Perceptions and Performance after Training.
Summary
Introduction
Interprofessional collaboration and shared decision making (SDM) are essential components of effective healthcare delivery, particularly in the context of palliative care. The ability of healthcare professionals to work together as a team and engage in SDM significantly impacts patient outcomes and quality of care. Therefore, it is crucial to explore educational interventions that enhance students' perception of their practices and improve their performance in interprofessional shared decision making (IP-SDM).
Methods
A pre-post study design was conducted among a cohort of twenty-eight undergraduate medical, nursing, and allied medical sciences students who participated in a three-day workshop at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Jeddah. At individual level, participants’ perceptions of their professional practices were evaluated using the Assessment of Interprofessional Team Collaboration Scale (AITCS) and post workshop evaluation. While at team level, team performance was assessed by evaluators through a Team Objective Structured Clinical Examination (TOSCE). Paired sample t-tests were used to compare pre-and post-workshop scores.
ResultsThe findings revealed a significant increase in total mean score at individual level of students’ perception about their practice at the post-workshop assessment (p=0.001). The workshop rating was almost ‘excellent’ according to the participants’ evaluation. In regard to team performance, the post TOSCE total mean score was also significantly higher than the pre-TOSCE score (p=0.008). These results demonstrate positive changes in students’ perceptions about their practice and their performance shortly after training in IP-SDM in a palliative care setting. Further studies are needed to assess long-term retention of the students’ perceptions and skills acquired related to SDM in the context of interprofessional collaboration in palliative care.<BR
Study 2: Endovascular treatment and neurosurgical clipping in subarachnoid hemorrhage: systematic review of economic evaluations
No full textSummary
Introduction To evaluate available evidence on the cost-effectiveness of endovascular treatment and neurosurgical clipping for aneurysmal subarachnoid hemorrhage. Results of economic evaluations are needed to gain insight on the relationship between clinical effectiveness and costs of aneurysmal subarachnoid hemorrhage treatment modalities, in order to inform both clinical decision-making processes and policymakers in facilitating Value-Based Healthcare.
Evidence acquisitionDatabases (PubMed, Embase, Cochrane Library, the Centre for Reviews and Dissemination, EBSCO, and Web of Science) were searched for papers published until October 2020 performing economic evaluations in aneurysmal subarachnoid hemorrhage patients comparing endovascular treatment with neurosurgical clipping. The quality of reporting and methodology of the economic evaluations were assessed using instruments (i.e. CHEERS statement and CHEC-list, respectively).
Evidence synthesis A total of 6 studies met inclusion criteria. All studies reported on both effects and costs; however, five articles did not relate costs to effects. Only one paper related effects directly to costs, thus conducted a full economic evaluation of which the reporting quality scored 81% and the methodological quality 30%.
Conclusions The quality of published cost-effectiveness studies on the treatment of aneurysmal subarachnoid hemorrhage is poor. Six studies reported both outcomes and costs, however only one study performed a full economic evaluation comparing endovascular treatment to neurosurgical clipping with sufficient reporting quality, yet with insufficient methodological quality. Research that relates health-related quality of life measures to costs of endovascular treatment and neurosurgical clipping is advised, potentially with different subgroup analyses and modeling, and focusing on both reporting and methodological quality.
Relevant documents
The records identified through the database searches can be viewed in ‘Database search results’. <BR
Study 5: Unravelling Low-Value Care Decision-Making: Residents’ Perspectives on the Influence of Contextual Factors
No full textSummary
Background
Several initiatives have been developed to target low-value care (ie, waste) in decision-making with varying success. As such, decision-making is a complex process and context’s influence on decisions concerning low-value care is limitedly explored. Hence, a more detailed understanding of residents’ decision-making is needed to reduce future low-value care. This study explores which contextual factors residents experience to influence their decision-making concerning low-value care.
Methods
We employed nominal group technique (NGT) to select four low-value care vignettes. Prompted by these vignettes, we conducted individual interviews with residents. We analyzed the qualitative data thematically using an inductive-deductive approach, guided by Bronfenbrenner’s social-ecological framework. This framework provided guidance to “context” in terms of sociopolitical, environmental, organizational, interpersonal, and individual levels.
Results
In 2022, we interviewed 19 residents from a Dutch university medical center. We identified 33 contextual factors influencing residents’ decision-making, either encouraging or discouraging low-value care. The contextual factors resided in the following levels with corresponding categories: (1) environmental and sociopolitical: society, professional medical association, and governance; (2) organizational: facility characteristics, social infrastructure, and work infrastructure; (3) interpersonal: resident-patient, resident-supervising physician, and resident-others; and (4) individual: personal attributes and work structure.
Conclusion
This paper describes 33 contextual factors influencing residents’ decision-making concerning low-value care. Residents are particularly influenced by factors related to interactions with patients and supervisors. Furthermore, organizational factors and the broader environment set margins within which residents make decisions. While acknowledging that a multi(faceted)-intervention approach targeting all contextual factors to discourage low-value care delivery may be warranted, improving communication skills in the resident-patient dynamics to recognize and explain low-value care seems a particular point of interest over which residents can exercise an influence themselves.
Relevant documents
The interview transcripts can be viewed in ‘InterviewsContextualFactors’. <BR