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Evidence‐based management (EBM) is a useful framework to assist managers in making organizational decisions based on the best available evidence. EBM use is nevertheless marginal among managers, and little is known about the enablers that can facilitate and effectively increase its use. We use two experimental studies to examine the effect of cognitive reflection, learning goals, and social norms in predicting EBM usage. We also propose an objective assessment task to measure the collection and use of evidence in the context of EBM. Results from both studies provide support for the importance of cognitive reflection and social norms to enable EBM. Surprisingly, learning goals were not associated with EBM use. This research increases our understanding of EBM, provides indications of how to increase its usage, and presents a methodology to investigate evidence collection and use objectively. [ABSTRACT FROM AUTHOR]

Understanding how extroversion diversity influences group service innovation helps hospitality firms achieve service excellence. We developed a multilevel model of the link between extroversion diversity and group service innovation and the mediation and moderation mechanisms underlying the direct relationship. We collected data from China and Australia. We utilized multilevel structural equation modeling for model validation. Results from both samples demonstrated that extroversion diversity was positively related to group service innovation. Creative role identity was a mediator between extroversion diversity and group service innovation. Chinese result showed that adhocracy culture positively moderated the link between creative role identity and group service innovation. However, adhocracy culture was not a moderator on such a link among Australian employees. Therefore, we advanced the stream of diversity innovation in the hospitality discipline and offer managers suggestion to improve service innovation among work groups by building group diversity via recruitment and trainings. 了解外向型多样性如何影响集团服务创新, 有助于酒店公司实现卓越服务. 我们开发了外向多样性和群体服务创新之间联系的多层次模型, 以及直接关系背后的中介和调节机制. 我们收集了来自中国和澳大利亚的数据. 我们利用多级结构方程建模进行模型验证. 两个样本的结果都表明, 外向多样性与群体服务创新呈正相关. 创造性角色认同是外向多样性和群体服务创新之间的中介. 中国的研究结果表明, 专治文化对创造性角色认同和群体服务创新之间的联系起到了正向调节作用. 然而, 对于澳大利亚员工之间的这种联系, 专治文化并不是一个调节因素. 因此, 我们在酒店学科中提出了多元化创新流, 并为管理者提供建议, 通过招聘和培训建立团队多样性, 以提高工作团队之间的服务创新. [ABSTRACT FROM AUTHOR]

The collaborative research model is a powerful approach to answering surgical research questions that empowers and inspires medical students and trainees. The Opioid PrEscRiptions and usage After Surgery (OPERAS) study is a student- and trainee-led international multi-centre prospective cohort study developed in Australia and Aotearoa New Zealand. In this article, we will discuss (i) how the OPERAS study was conceptualized and structured; (ii) the channels through which information and education were communicated to collaborators; (iii) how data was stored in a secure and user-friendly fashion and (iv) the lessons learned and expected goals for the future. We aim to describe how collaborative research studies can be designed to support early career researchers to make valuable contributions to the literature. [ABSTRACT FROM AUTHOR]

This study examines initial teacher education (ITE) student's utilisation of intentional learning goals from critical reflection as they enter and participate in a work-integrated learning (WIL) placement at a regional Australian university. Fourteen ITE students were interviewed on two occasions during a three-week placement in a rural or remote area to elicit greater understanding of the use of critical reflection in practice. Thematic analysis of student responses led to findings on the usefulness of devising learning goals for practice and how the application of critical reflection can be encouraged. These findings emphasise how students grapple with connecting university assignments and activities as meaningful for practice. It also highlights the benefits to professional learning when learning goals are employed. The findings of this study suggest the need for a shared understanding of the importance of critical reflection by workplace educators, WIL supervisors and ITE students. [ABSTRACT FROM AUTHOR]

Contribution: This paper demonstrated on a large scale that explicit articulation of creativity-related learning goals on engineering syllabi is quite limited, and primarily limited to the first year of study. Engineering educators may need to do more to ensure creativity is explicitly addressed as an expected learning outcome within engineering syllabi. Background: Prior studies have shown inclusion of creativity within engineering syllabi and course activities are generally limited. Students may perceive educators do not value creativity, and their studies have limited influence on their creative skills. Studies conflict on whether creativity skills increase over completing an engineering degree. Creativity has been demonstrated to be an important skill for engineering professionals, but one not necessarily appropriately addressed in engineering programs. Few studies have attempted to quantify coverage of creativity material on a nation-wide scale, as opposed to in a single or select few institutions. Research Questions: 1) To what extent do engineering educators explicitly articulate creativity and innovation-related learning goals and material on their course syllabi? and 2) To what extent do engineering educators explicitly articulate exposure to, or instruction in the use of, creativity heuristics within their course syllabi? Methodology: The online publicly accessible course outlines of 1109 compulsory courses from 42 degree programs accredited by two national engineering accreditation bodies were qualitatively analyzed in a two-stage approach using document analysis. Findings: Approximately 2% of compulsory electrical engineering course outlines explicitly articulate creativity-related material; only one course articulated engaging students in using creativity heuristics. [ABSTRACT FROM AUTHOR]

Background: As well as generating patient-specific questions, patient consultations are a rich source of questions relating to clinicians' need to acquire or maintain wider clinical knowledge. This is especially so for GP trainees.Objectives: To establish the prevalence and associations of GP trainees' generation of 'learning goals' (LGs: questions generated during clinical consultations for intended post-consultation answering). Also, to characterize the type of learning goals generated.Methods: A cross-sectional analysis (2010-15) of an ongoing cohort study of Australian GP trainees' consultations. Once each 6-month training term, trainees record detailed data of 60 consecutive consultations. The primary outcome was generation of an LG. Analysis was at the level of individual problem/diagnosis managed. The secondary outcome was the problems/diagnoses to which the LGs related.Results: One thousand one hundred and twenty-four trainees contributed data for 154746 consultations including 222307 problems/diagnoses. LGs were generated for 16.6% [95% confidence intervals (CI) = 16.4-16.7] of problems/diagnoses, in 22.1% (95% CI = 21.9-22.3%) of consultations. Associations of LGs included patient factors: younger age and having seen the trainee previously; trainee factors: earlier training stage, being overseas-trained and the trainee's training organization; consultation factors: longer duration, addressing a chronic disease, referring the patient, organizing follow-up, organizing investigations and accessing in-consultation information. LGs were commonly generated for skin (12.9% of all learning goals), musculoskeletal (12.7%) and respiratory (8.7%) problems. LGs were generated for 31.8% of male genital, 27.0% of neurological and 23.3% of eye problems.Conclusion: Australian GP trainees frequently generate questions in-consultation to be pursued post-consultation. Prevalence, 'complexity' and familiarity of clinical topic area influenced LG generation. [ABSTRACT FROM AUTHOR]

The article discusses the conceptual lenses through which educators see their work with students. The authors note that educational planning documents routinely refer to preparing students for the future, but they believe actual conceptualizing about students' futures that could inform educational practice is rare. They describe research undertaken at an Australian primary school where teachers were engaged in discussing the future in relation to their work. They conclude that encouraging such discourse and the "futures consciousness" it engenders is one way to help educators overcome the narrow economic focus of neo-liberal, market-driven approaches to education.

Objective: There is limited information as to whether graduates from postgraduate specialist medical training programmes in Australia and New Zealand feel prepared for practice, and none regarding the Royal Australian and New Zealand College of Psychiatrists' (RANZCP) training programme. The aims of this study were: to assess the effectiveness of the RANZCP training programme in producing psychiatrists who feel prepared for their roles; and to obtain Fellowship applicants' perceptions of the training programme., Methods: Applicants for Fellowship (i.e. trainees who had successfully completed RANZCP training) were invited to complete an anonymous online survey that assessed their preparedness for practice and their impressions of the training programme, supervision, training specialties and course content., Results: The response rate was 66% from 101 applicants. Fellowship applicants largely felt prepared for practice and had positive perceptions of the training programme. The majority stated that most of their learning goals were met, but continued training and ongoing learning was required. Areas for improvement included assessments, administration, the balance between service delivery and training, and ongoing training., Conclusions: Fellowship applicants largely felt confident in their ability to deliver psychiatric services and that the training programme was meeting their needs.