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Self-Assessment and Learning Motivation in the Second Victim Phenomenon
Introduction: The experience of a second victim phenomenon after an event plays a significant role in health care providers’ well-being. Untreated; it may lead to severe harm to victims and their families; other patients; hospitals; and society due to impairment or even loss of highly specialised em...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9736892/ https://www.ncbi.nlm.nih.gov/pubmed/36498086 http://dx.doi.org/10.3390/ijerph192316016 |
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author | Bushuven, Stefan Trifunovic-Koenig, Milena Bentele, Michael Bentele, Stefanie Strametz, Reinhard Klemm, Victoria Raspe, Matthias |
author_facet | Bushuven, Stefan Trifunovic-Koenig, Milena Bentele, Michael Bentele, Stefanie Strametz, Reinhard Klemm, Victoria Raspe, Matthias |
author_sort | Bushuven, Stefan |
collection | PubMed |
description | Introduction: The experience of a second victim phenomenon after an event plays a significant role in health care providers’ well-being. Untreated; it may lead to severe harm to victims and their families; other patients; hospitals; and society due to impairment or even loss of highly specialised employees. In order to manage the phenomenon, lifelong learning is inevitable but depends on learning motivation to attend training. This motivation may be impaired by overconfidence effects (e.g., over-placement and overestimation) that may suggest no demand for education. The aim of this study was to examine the interdependency of learning motivation and overconfidence concerning second victim effects. Methods: We assessed 176 physicians about overconfidence and learning motivation combined with a knowledge test. The nationwide online study took place in early 2022 and addressed about 3000 German physicians of internal medicine. Statistics included analytical and qualitative methods. Results: Of 176 participants, 83 completed the assessment. Analysis showed the presence of two overconfidence effects and in-group biases (clinical tribalism). None of the effects correlated directly with learning motivation, but cluster analysis revealed three different learning types: highly motivated, competent, and confident “experts”, motivated and overconfident “recruitables”, and unmotivated and overconfident “unawares”. Qualitative analysis revealed four main themes: “environmental factors”, “emotionality”, “violence and death”, and “missing qualifications” contributing to the phenomenon. Discussion: We confirmed the presence of overconfidence in second victim management competencies in about 3% of all persons addressed. Further, we could detect the same three learning motivation patterns compared to preceding studies on learning motivation in other medical competencies like life support and infection control. These findings considering overconfidence effects may be helpful for safety managers, medical teachers, curriculum developers and supervisors to create preventive educational curricula on second victim recognition and management. |
format | Online Article Text |
id | pubmed-9736892 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-97368922022-12-11 Self-Assessment and Learning Motivation in the Second Victim Phenomenon Bushuven, Stefan Trifunovic-Koenig, Milena Bentele, Michael Bentele, Stefanie Strametz, Reinhard Klemm, Victoria Raspe, Matthias Int J Environ Res Public Health Article Introduction: The experience of a second victim phenomenon after an event plays a significant role in health care providers’ well-being. Untreated; it may lead to severe harm to victims and their families; other patients; hospitals; and society due to impairment or even loss of highly specialised employees. In order to manage the phenomenon, lifelong learning is inevitable but depends on learning motivation to attend training. This motivation may be impaired by overconfidence effects (e.g., over-placement and overestimation) that may suggest no demand for education. The aim of this study was to examine the interdependency of learning motivation and overconfidence concerning second victim effects. Methods: We assessed 176 physicians about overconfidence and learning motivation combined with a knowledge test. The nationwide online study took place in early 2022 and addressed about 3000 German physicians of internal medicine. Statistics included analytical and qualitative methods. Results: Of 176 participants, 83 completed the assessment. Analysis showed the presence of two overconfidence effects and in-group biases (clinical tribalism). None of the effects correlated directly with learning motivation, but cluster analysis revealed three different learning types: highly motivated, competent, and confident “experts”, motivated and overconfident “recruitables”, and unmotivated and overconfident “unawares”. Qualitative analysis revealed four main themes: “environmental factors”, “emotionality”, “violence and death”, and “missing qualifications” contributing to the phenomenon. Discussion: We confirmed the presence of overconfidence in second victim management competencies in about 3% of all persons addressed. Further, we could detect the same three learning motivation patterns compared to preceding studies on learning motivation in other medical competencies like life support and infection control. These findings considering overconfidence effects may be helpful for safety managers, medical teachers, curriculum developers and supervisors to create preventive educational curricula on second victim recognition and management. MDPI 2022-11-30 /pmc/articles/PMC9736892/ /pubmed/36498086 http://dx.doi.org/10.3390/ijerph192316016 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Bushuven, Stefan Trifunovic-Koenig, Milena Bentele, Michael Bentele, Stefanie Strametz, Reinhard Klemm, Victoria Raspe, Matthias Self-Assessment and Learning Motivation in the Second Victim Phenomenon |
title | Self-Assessment and Learning Motivation in the Second Victim Phenomenon |
title_full | Self-Assessment and Learning Motivation in the Second Victim Phenomenon |
title_fullStr | Self-Assessment and Learning Motivation in the Second Victim Phenomenon |
title_full_unstemmed | Self-Assessment and Learning Motivation in the Second Victim Phenomenon |
title_short | Self-Assessment and Learning Motivation in the Second Victim Phenomenon |
title_sort | self-assessment and learning motivation in the second victim phenomenon |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9736892/ https://www.ncbi.nlm.nih.gov/pubmed/36498086 http://dx.doi.org/10.3390/ijerph192316016 |
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