The Applicability of Collaborative Writing in the Post-Graduate Context

This paper examines the concept of critical incident analysis in respect of improving the pedagogical practices in teaching dyslexic undergraduate biosciences students. Critical incident analysis is a well established pedagogical theory (Tripp, 1993) that allows reflection of a seemingly typical incident; the ‘critical incident’, so that changes and improvements can be implemented in teaching practices. In particular, it offers the opportunity to reflect upon these incidents and adopt different strategies by using the paradigms as described by Tripp and colleagues and uses these to foster improvement in teaching practice. However, the implementation of paradigms adopted by critical incident analysis and its reflective description in analysing an incident is currently lacking in undergraduate Bioscience. In view of the importance of critical incident analysis, here I describe the content and reflective pedagogical approaches adopted by critical incident analysis and incorporate its key principles into improving the methods and perception of teaching a dyslexic undergraduate student.

<p style="text-align:justify">Investigating critical incidents is one way to assist prospective teachers in expressing any developmental stage when accomplishing the teaching practice program. It is a significant component of reflective teaching in an educational framework related to continuing professional development (CPD), particularly self-directed learning. This study aims at exploring EFL prospective teachers’ field experience in cultivating their teaching competence through a critical incident analysis. A qualitative approach was applied. Three participants with different levels of English proficiency took part in this study by sharing their experiences through participating in and answering an interview and an opinionnaire. To analyze the data from the instruments, this study used descriptive analysis and coding techniques respectively. Results indicate that both negative and positive critical incidents contribute to the participants’ teaching development. The incidents support the learning process towards becoming a teacher and assist shaping their awareness of teacher identity. Further, the result of this study reveals that English proficiency level seems to take part in the strategy used for identifying critical incidents. This study implies that critical incidents provide a chance for prospective teachers to be more reflective. Thus, teacher education program stakeholders need to support critical incident analysis by giving relevant assignments while they are doing teaching practice, which in turn builds professional development in the context of prospective teachers.</p>

Eleven anaesthetists completed a simulated anaesthetic which was deliberately complicated by a slow progressive bradycardia followed by an episode of severe bronchospasm. After the simulation, each anaesthetist was asked to complete an anaesthetic chart and a critical incident report. Considerable discrepancies were found between the anaesthetists' written accounts, a videotape of their performance and actual data from the simulator. During the simulations, all of the anaesthetists reacted appropriately and treated their patient successfully but their written accounts showed a tendency to record typical rather than actual events and to ignore events not consistent with their final diagnosis. Only four anaesthetists mentioned bradycardia in their written description and none accurately described the changes in arterial pressure during the episode of bronchospasm. The findings are in keeping with other studies which suggest that people record events as schemata rather than as collections of discrete facts. These results have significant implications for those involved in the teaching of anaesthesia and in the analysis of critical incidents.

Inaccurate reporting of simulated critical anaesthetic incidents

Overall aim: to propose organizational guidelines for the management actions associated with nursing care based on problem situations identified by nurses of the Nephrology and Renal Transplantation Center (CRNTR) via the analysis of critical incidents. Specific aims: To describe the management actions of care provision performed by nurses in the CRNTR; to characterize the problem situations faced by nurses performing care provision management actions in the CRNTR; to discuss problem situations, behaviors and consequences in the implementation of management actions of nursing care performed by nurses in the CRNTR. Method: a descriptive, qualitative-approach research, performed through the use of the Critical Incident Analysis (CIA) method. The data will be collected using semi-structured interviews with nurses of a university hospital CRNTR. For data analysis and organization, the Alceste 4.9 software will be used.

The ethical practice underpinning self-study research has been addressed extensively in the literature of self-study of teacher education practices. Less attention has been paid to how researchers deal with ethical tensions and dilemmas when they arise unexpectedly during self-study research. In this article, we examine how the extrapolation and examination of one critical incident in the process of conducting self-study research challenged our ethics as researchers and led us to new understanding and knowledge. Our focus is on the initial acknowledgment of what we considered to be an ethical dilemma as it had rattled our cage. We were uncomfortable, disturbed, and challenged. We analyzed the data using critical incident analysis and discussed the outcomes in relation to being ethically responsive as researchers. Our responsiveness has led us to ethical praxis, whereby we now routinely and intentionally incorporate ethical dilemma identification and data analysis into our research designs. This study also highlights that our responsibilities as researchers are both private and public. By distilling the essence of a single critical incident, we can contribute new knowledge to the conversation about ethical practice.

The rapid development of large language models like ChatGPT creates new possibilities for improving higher education. However, we still know little about how well it works for intercultural education. This study examines how generative AI, specifically ChatGPT, can be integrated into intercultural competence (IC) instruction through critical incident analysis. Conducted from March to June 2024 at a university in Shanghai, China, the intervention involved two groups of undergraduate English majors: a ChatGPT-assisted group (n = 25) and a non-ChatGPT group (n = 19). Both groups completed four textbook-based critical incident tasks during the semester, with ChatGPT support provided only to the ChatGPT-assisted group. Students’ written responses were qualitatively analyzed using open coding to identify patterns in terminology use, conflict identification, analytical depth, and problem-solving strategies. Findings indicate that the ChatGPT-assisted group demonstrated greater frequency and diversity of intercultural terminology and was more likely to propose preventive and long-term strategies. However, group differences in conflict identification and depth of analysis were limited, with greater variability observed in the ChatGPT group. The results suggest that ChatGPT can act as an effective cultural knowledge facilitator but may require complementary instructional design to foster deeper analytical skills and balanced IC development.

BackgroundMalawi faces a severe shortage of health workers, a factor that has contributed greatly to high maternal mortality in the country. Most clinical care is performed by mid-level providers (MLPs). While utilization of these cadres in providing health care is a solution to the current shortages, demotivating factors within the Malawian health system are pushing them into private, non-governmental, and other non-health related positions. This study aims to highlight these demotivating factors by exploring the critical aspects that influence MLPs’ intention to leave their jobs.MethodsThis descriptive qualitative study formed part of the larger Health Systems Strengthening for Equity (HSSE) study. Data presented in this paper were collected in Malawi using the Critical Incident Analysis tool. Participants were asked to narrate an incident that had happened during the past three months which had made them seriously consider leaving their job. Data were subjected to thematic analysis using NVivo 8 software.ResultsOf the 84 respondents who participated in a Critical Incident Analysis interview, 58 respondents (69%) indicated they had experienced a demotivating incident in the previous three months that had made them seriously consider leaving their job. The most commonly cited critical factors were being treated unfairly or with disrespect, lack of recognition of their efforts, delays and inconsistencies in salary payments, lack of transparent processes and criteria for upgrading or promotion, and death of patients.ConclusionStaff motivation and an enabling environment are crucial factors for retaining MLPs in the Malawian health system. This study revealed key ‘tipping points’ that drive staff to seriously consider leaving their jobs. Many of the factors underlying these critical incidents can be addressed by improved management practices and the introduction of fair and transparent policies. Managers need to be trained and equipped with effective managerial skills and staff should have access to equal opportunities for upgrading and promotion. There is need for continuous effort to mobilize the resources needed to fill gaps in basic equipment, supplies, and medicine, as these are critical in creating an enabling environment for MLPs.

This article reports on a study that aimed to explore adolescent learner perceptions of language assessment experiences and their beliefs about what makes a useful, valuable and highquality assessment. The data was collected by means of the critical incident technique (CIT) in which 25 lower secondary learners (aged 14–16) were asked to recall both positive and negative instances of assessment they had experienced in the course of their language education. The results reveal that the participants held generally positive views of language assessment and paid attention to such aspects of assessment as reliability, appreciation and authenticity. On the other hand, the importance of grades was prioritised over the learning value of assessment, which is characteristic of performance-oriented assessment environment

This study uses critical incident technique to identify and explore dimensions of service quality in food retail operations. Personal interviews generated 792 positive and negative incidents which were then categorized into six groups as follows: physical environment, mechandise-related, non-core services, interpersonal, process and price. The key findings confirm that recent emphasis by operators on improving customer service has been effective to a degree. This is apparent in the high level of positive incidents in the interpersonal group. However, the findings also indicate a relative neglect of the shopping process. This category generates by far the greatest number of negative incidents. Further managerial implications are identified, along with issues for further research.

All non-gynaecological cytology laboratories in England and Wales (n = 212) were surveyed by telephone. The aim was to investigate what concepts of quality applied in this context and to establish what tools and techniques of quality improvement were used. The overall response was 146 (69%). The respondents mainly comprised NHS Trusts and University Departments. The study showed that there was a diverse approach to quality. All types of quality assurance and customer focus procedure questioned were undertaken but to a varied extent; three laboratories (2%) used a complete range and three (2%) used no procedure at all. Accreditation was associated with staffing adequacy and use of surveys, but not quality assurance (QA) or user focus. Laboratories with a high priority for quality performed more QA and reported a higher staffing adequacy. Critical incident analysis was dependent on workload. Computerization did not affect quality procedures and involvement in the Breast Screening Programme did not result in different quality measures. The time since last update was independent of all factors and external quality assurance (EQA) was not widely available. The study suggested that an integrated approach to quality had not been adopted in English and Welsh cytology laboratories and that there may be a need for a more strategic approach with greater availability of EQA, guidelines on quality tools, closer linkage of accreditation and quality procedures and the production of minimum and ideal standards. The ideal standard could be the complete range of procedures, and the minimum standard could comprise those processes in most frequent use, i.e. critical incident analysis, correlation methods, action on information, analysis of what is done with diagnostic information, a complaints procedure and customer surveys.

Critical incident reporting systems

Effectiveness of Concussion Curriculum (CC) in Postgraduate Medical Education

Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports

El análisis de los incidentes críticos en la práctica preprofesional del profesorado en formación es esencial para fomentar la reflexión. Basándonos en esta noción, se aborda la imperiosa necesidad de una práctica reflexiva en la formación de docentes de ciencias. En este contexto, se instruye a los futuros educadores en la elaboración de informes que pongan de manifiesto los incidentes críticos experimentados en su labor pedagógica. Desde estos enfoques, la práctica reflexiva emerge como recurso fundamental para consolidar su identidad y dominio pedagógico, mediante la incorporación de vivencias con fines orientativos, enfatizando la trascendencia de la reflexión.