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Management Course (management + course)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	42%

Selected Abstracts

Emergency Medicine Crisis Resource Management (EMCRM): Pilot Study of a Simulation-based Crisis Management Course for Emergency Medicine

ACADEMIC EMERGENCY MEDICINE, Issue 4 2003
Martin Reznek MD
Objectives: To determine participant perceptions of Emergency Medicine Crisis Resource Management (EMCRM), a simulation-based crisis management course for emergency medicine. Methods: EMCRM was created using Anesthesia Crisis Resource Management (ACRM) as a template. Thirteen residents participated in one of three pilot courses of EMCRM; following a didactic session on principles of human error and crisis management, the residents participated in simulated emergency department crisis scenarios and instructor-facilitated debriefing. The crisis simulations involved a computer-enhanced mannequin simulator and standardized patients. After finishing the course, study subjects completed a horizontal numerical scale survey (1 = worst rating to 5 = best rating) of their perceptions of EMCRM. Descriptive statistics were calculated to evaluate the data. Results: The study subjects found EMCRM to be enjoyable (4.9 ± 0.3) (mean ± SD) and reported that the knowledge gained from the course would be helpful in their practices (4.5 ± 0.6). The subjects believed that the simulation environment prompted realistic responses (4.6 ± 0.8) and that the scenarios were highly believable (4.8 ± 0.4). The participants reported that EMCRM was best suited for residents (4.9 ± 0.3) but could also benefit students and attending physicians. The subjects believed that the course should be repeated every 8.2 ± 3.3 months. Conclusions: The EMCRM participants rated the course very favorably and believed that the knowledge gained would be beneficial in their practices. The extremely positive response to EMCRM found in this pilot study suggests that this training modality may be valuable in training emergency medicine residents. [source]

Building a Simulation-based Crisis Resource Management Course for Emergency Medicine, Phase 1: Results from an Interdisciplinary Needs Assessment Survey

ACADEMIC EMERGENCY MEDICINE, Issue 11 2008
Christopher M. Hicks BSc
Abstract Introduction:, Emergency department (ED) resuscitation requires the coordinated efforts of an interdisciplinary team. Human errors are common and have a negative impact on patient safety. Although crisis resource management (CRM) skills are utilized in other clinical domains, most emergency medicine (EM) caregivers currently receive no formal CRM training. Objectives:, The objectives were to compile and compare attitudes toward CRM training among EM staff physicians, nurses, and residents at two Canadian academic teaching hospitals. Methods:, Emergency physicians (EPs), residents, and nurses were asked to complete a Web survey that included Likert scales and short answer questions. Focus groups and pilot testing were used to inform survey development. Thematic content analysis was performed on the qualitative data set and compared to quantitative results. Results:, The response rate was 75.7% (N = 84). There was strong consensus regarding the importance of core CRM principles (i.e., effective communication, team leadership, resource utilization, problem-solving, situational awareness) in ED resuscitation. Problems with coordinating team actions (58.8%), communication (69.6%), and establishing priorities (41.3%) were among factors implicated in adverse events. Interdisciplinary collaboration (95.1%), efficiency of patient care (83.9%), and decreased medical error (82.6%) were proposed benefits of CRM training. Communication between disciplines is a barrier to effective ED resuscitation for 94.4% of nurses and 59.7% of EPs (p = 0.008). Residents reported a lack of exposure to (64.3%), yet had interest in (96.4%) formal CRM education using human patient simulation. Conclusions:, Nurses rate communication as a barrier to teamwork more frequently than physicians. EM residents are keen to learn CRM skills. An opportunity exists to create a novel interdisciplinary CRM curriculum to improve EM team performance and mitigate human error. [source]

Capturing Flow in the Business Classroom

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008
Yi Maggie Guo
ABSTRACT This study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made. [source]

Applying the Collective Causal Mapping Methodology to Operations Management Curriculum Development,

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2007
Julie M. Hays
ABSTRACT Although the field of operations management has come a long way since its beginnings in scientific management, the field still appears somewhat amorphous and unstructured to many. Introductory operations management textbooks usually include a number of largely disjointed topics, which leave many students (and their instructors) without a coherent framework for understanding the field. As a result, the importance and sequencing of topics varies widely between courses and instructors, even within the same university. This article applies the newly developed Collective Causal Mapping Methodology to create a causal map for the entire field of operations management. The causal map is built on expert opinions collected from over 250 academics and practitioners representing many areas of expertise, schools, organizations, and countries. This collective causal map is then used to create a new framework for understanding and teaching operations management. This framework can aid instructors in determining which topics should be taught in an operations management course, how these topics might be grouped and sequenced, and the important interrelationships among the topics that should be stressed to students. [source]

Emergency Medicine Crisis Resource Management (EMCRM): Pilot Study of a Simulation-based Crisis Management Course for Emergency Medicine

Ford Motor Company and the Firestone tyre recall

JOURNAL OF PUBLIC AFFAIRS, Issue 3 2003
Robert Moll
Abstract This paper was prepared as the basis for a class discussion rather than to illustrate either effective or ineffective handling of an administrative situation. It may be appropriate for public affairs, business and public policy, and/or crisis management courses at the undergraduate or graduate level. In conjunction with this case, it may be useful to use the framework for crisis management developed by Dr Ian I. Mitroff, the Harold Quinton Distinguished Professor of Business Policy at the Marshall School of Business, University of Southern California. This best practice model is discussed in ,Managing Crises Before They Happen', which Mitroff published in 2001 with Gus Anagnos, Vice President of Comprehensive Crisis Management. This case leads the audience through the Ford,Firestone tyre crisis from 1997,when Ford began to learn of a problem with Firestone tyres on its popular Explorer sport-utility vehicle,up until the summer of 2001, just after Ford recalled 13 million Firestone tyres and the National Highway Transportation and Safety Administration cleared Ford of further investigation into potential defects in the Explorer. The case addresses potential causes of the tyre problem, how Ford handled the crisis from a corporate public affairs perspective and, tangentially, how Firestone handled the issue. Copyright © 2003 Henry Stewart Publications [source]

Negotiating for Money: Adding a Dose of Reality to Classroom Negotiations

NEGOTIATION JOURNAL, Issue 4 2007
Roger J. Volkema
Negotiation and conflict management courses have become increasingly common in business schools around the world. Frequently, these courses employ role plays and simulations to encourage students to try new strategies, tactics, techniques, and behaviors. While these simulations generally are designed to elicit realistic negotiation dynamics, they often lack the full emotional tension inherent in actual negotiations. One possible reason for this reduced tension is that no tangible resources, such as money, are at stake. This article describes an experiment in which MBA students paid a player's fee at the beginning of a negotiation course, and in which each negotiation exercise had an actual dollar value at risk. The article reports some results from this experiment and offers suggestions for instructors who might seek to add a player's fee to their own courses. In general, most students found the experience valuable, as it provided performance benchmarks while focusing their attention more sharply on risks and returns. [source]