Teaching Conflict Management Skills to Medical Students: A Scoping Review.

Background: Conflict management skills include the ability of team members to actively use appropriate methods and strategies in different conflict situations. Considering the necessity of effective training in conflict management skills for medical students as a member of healthcare teams, this scoping review study aimed at reviewing the appropriate methods for teaching conflict management to medical students. Methods: In this scoping review, PubMed, Eric, ProQuest, Web of Science (WoS), and Scopus databases were systematically searched until May 21, 2023. Titles, abstracts, and full texts were screened separately by 2 researchers. The quality of the articles was assessed using the Best Evidence Medical Education (BEME) tool. Then, a descriptive synthesis was performed, and the results were reported. The Kirkpatrick model was used to evaluate the educational outcomes assessment. Results: Out of 2888 retrieved studies, 19 studies were included. Although active and interactive teaching methods such as roleplay, group discussion, and interactive workshops were the most frequently used methods, the results did not pronounce the superiority of one method over others. Conclusion: Based on the results of this scoping review, further research should evaluate the effectiveness of conflict management training methods by focusing on the randomized controlled trial design and using standard and valid tools to assess educational outcomes.

Handling conflict situations in psychosis inpatient care: Nursing staff experiences of the Interactive Approach model.

WHAT IS KNOWN ON THE SUBJECT?: In inpatient wards, there is a risk that conflicts occur when nursing staff interact with psychotic patients. The Interactive Approach (IA) model is an action-based model, used in psychiatric settings, to manage conflict situations. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: The IA model can be used to improve communication between nursing staff and patients in numerous critical situations. Using a structured risk scale to evaluate a conflict can be an effective way to guide action and sort out the different aspects of communication between nursing staff and psychotic patients. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The clarity of an action-based model will help sort out which interventions are most likely to succeed in each conflict situation. The IA model highlights the importance of understanding and strengthening the patient's perspective, being flexible for each individual patient, and providing the patient with clear information about the situation. ABSTRACT: Introduction The Interactive Approach (IA) model is a structured management tool used to improve communication between caregivers and patients in psychiatric care settings. Aim/Question To examine the nursing staff's experiences of the IA model. How do they use the interventions in conflict situations with psychotic patients? Method A sample of nursing staff (n = 11) was recruited from three psychosis inpatient care units. Semi-structured questions covered staff experiences of working with the problem-solving interventions in the IA model. Transcribed data were analysed by qualitative content analysis. Results Three categories were defined: (1) 'To apply a flexible approach' describes how staff tried to adapt to each patient and situation; (2) 'Try to understand the person's inner world' describes the importance of active listening and exploring the patient's concerns; and (3) 'To communicate clearly' relates to experiences of clear communication and the setting up of boundaries. Discussion The risk scale and training in communication skills helped the interaction between staff and patients in conflict situations. Different interventions were used with a focus on maintaining patient alliance. Implications for Practice The findings highlight the importance of educational efforts and practical training, to prevent violence and the use of coercive measures.

The dimensionality of the Conflict Resolution Styles Inventory across age and relationships.

Close interpersonal conflicts between parents and children, marital or romantic partners, and between friends are common, and adjustment in youth and adults depends on how these conflicts are managed. While conflict management is important for relationships and adjustment, the structure of conflict management in adults or in youths has rarely been examined. Knowing how conflict management is structured, and whether this structure changes with age and relationships, is important to understanding what factors influence the development of conflict management skills, and how to intervene. In the current study, we explored the unidimensional vs. multidimensional structure of conflict management in family relationships, friendships and romantic relationships across adolescence and adulthood. The sample consisted of 497 Dutch adolescents (57% boys, Mage = 13.03, SD = 0.46, 11-15 years old) who were followed over 11 years in 9 measurement waves, and their parents, siblings, best friends (six waves), and romantic partner (three waves). First-order factor analyses (CFA) showed that the structure of conflict management is similar for adolescents and adults, across relationships. The results of second-order models, including the theoretical higher dimensions positive/negative conflict management and engagement/disengagement, showed no support for these higher dimensions. The results of bifactor models showed differences between adults and youths: while positive problem solving was part of the general factor of conflict management in adults, it was not part of this general factor in adolescents. The general factor was linked to increases in internalizing and externalizing problems, and with decreases in prosocial behavior. Overall, the bifactor models increased the interpretability and validity of the conflict management measure.

A latent class analysis of adolescent dating violence: Associations with daily conflict management.

BACKGROUND: Adolescent dating violence (ADV) is a major public health concern experienced by more than half of adolescents. Previous studies have found considerable diversity in patterns of ADV and suggest that its various forms often occur concurrently and reciprocally within adolescent dating relationships. While multiple robust distal correlates of ADV have already been established, research on situational factors, such as conflict-related variables, is still sparse. OBJECTIVE: This study aimed to identify patterns of ADV based on the co-occurrence of different types of ADV victimization and perpetration. Multiple correlates of these ADV patterns were examined, including daily conflict-related factors (e.g., occurrence, resolution). METHODS: A sample of 216 adolescents (M = 17.03 years; SD = 1.49) who were currently involved in a dating relationship completed a baseline assessment followed by 14 consecutive daily diaries. RESULTS: Latent class analysis revealed five classes, including Low violence (21.8 %), Emotional violence (50.9 %), Emotional and sexual violence (13 %), Psychological violence and control (7.9 %), and Multiple violence (6.5 %). Demographic, relationship, distal, and daily conflict-related indicators differentiated the classes. Findings indicated that youth in the Psychological violence and control and Multiple violence classes were involved in longer-lasting relationships and displayed higher externalized problems and emotion dysregulation, more frequent experiences of childhood traumas, and, notably, more difficulties in managing daily conflicts. CONCLUSION: Adolescence is a crucial time to reduce the onset, persistence, and adverse consequences of ADV. By identifying situational conflict-related factors associated with ADV victimization and perpetration, this study can inform important prevention efforts.

The influence of supportive work environment on work-related stress and conflict management style among emergency care nurses: A descriptive correlational study.

BACKGROUND: Stress and conflict in emergency departments are inevitable but can be managed. A supportive work environment is key to helping emergency care providers, especially nurses, constructively manage work-related stress and conflict. AIM: The aim of this study was to assess the influence of supportive work environments on work-related stress and conflict management style among emergency care nurses. METHODS: A descriptive correlational research design was utilized. Data were collected from 221 staff nurses recruited from two university hospital emergency departments in Alexandria, Egypt. Three instruments were used: (1) perceived organizational support scale, (2) nurses' occupational stressors scale, and (3) conflict management style inventory. RESULTS: There was a highly significant correlation between supportive work environments and work-related stress (p = .000) and a significant correlation between supportive work environments and conflict management style (p = .026). Supportive work environments had a significant inverse negative relationship with work-related stress experienced by nurses (p = .001) and accounted for 51% of variance in work-related stress. Meanwhile, supportive work environments had a significant positive relationship with conflict management styles of nurses (p = .026). Work-related stress had a significant relationship with nurses' conflict management style (p = .000) and accounted for 45% of the variance in conflict management style. LINKING EVIDENCE TO ACTION: The style of conflict management modeled by staff within emergency departments can positively or negatively influence the work environment and level of work-related stress. There is a necessity to cultivate a supportive culture for nurses in emergency departments to develop skills for constructive conflict management styles to reduce work-related stress.

Conflict occurrence and preferred management styles among ICU nurses during the first wave of COVID-19 pandemic: A cross-sectional study in Saudi Arabia.

BACKGROUND: Intensive care units (ICUs) have been overwhelmed by the increasing number of coronavirus disease 2019 (COVID-19) cases, causing psychological burdens, stress, and various types of conflict among nurses. AIM: To examine the occurrence, type, and intensity of conflict and preferred management styles among ICU nurses during the COVID-19 pandemic. STUDY DESIGN: This cross-sectional descriptive study was conducted in a government hospital in Saudi Arabia using a convenience sample of 95 nurses from three ICUs. Data were collected using an e-questionnaire comprising the Nursing Conflict Scale, Rahim Organizational Conflict Inventory-II, and sociodemographic variables. RESULTS: Most participants reported exposure to moderately (64.2%) or highly (34.79%) intense conflict during the pandemic. The competitive (2.23 ± .472) and intragroup (2.23 ± .385) types of conflict were the most frequently reported. The preferred conflict management style was collaborating (21.85 ± 5.49), followed by accommodating (18.39 ± 4.03). Pearson's correlation analysis showed that age, years of experience, and education were significantly associated with conflict type and management style. Preparedness to care for suspected or confirmed COVID-19 cases was associated with interpersonal conflict (r = .20, p = .04). CONCLUSIONS: The participants experienced moderate- to high-intensity conflict; however, they employed constructive rather than destructive management styles. RELEVANCE TO CLINICAL PRACTICE: Nurse leaders, policymakers, and educators must initiate transformational intervention programmes to enhance and sustain nurses' competencies in constructive conflict management strategies. Interpersonal communication and crisis management training programmes should be formulated to raise nurses' awareness and enhance their competencies vis-à-vis taking a positive approach to overcoming various conflict types and levels, particularly during crises.

Protective resources against stress among student nurses: Influences of self-efficacy, emotional intelligence and conflict management styles.

AIMS: This study aimed to investigate the levels of stress among French student nurses and the influence of different personal resources on their well-being and stress levels. BACKGROUND: Student nurses have to cope with strong emotional demands, leading them to experience academic stress. Recent studies have highlighted the influence of personal resources such as self-efficacy, conflict management styles and emotional intelligence on the ability to cope with stressful situations. However, the contributions of these different factors have so far been explored separately. DESIGN: A multicenter cross-sectional survey was performed from February to April 2022. The sample consisted of 1021 first-year student nurses from different nursing schools in France (including 890 women and 113 men), aged 18-55 years. METHODS: Students completed an online questionnaire containing measures of well-being, Perceived Stress Scale, Occupational Stress, Generalized Self-Efficacy Scale, Emotional Intelligence and Conflict Management Styles. RESULTS: Nearly half (40.4%) of participants reported experiencing symptoms of stress. However, they also reported a satisfactory well-being and high self-efficacy for coping with stressful situations. Multiple regression analyses revealed major contributions of self-efficacy to stress and well-being and additional mediation models showed that these contributions were partially mediated by awareness of one's own and others' emotions. CONCLUSIONS: These findings highlight the importance of continuing to work on the construction of appropriate educational activities that are consistent with the technical and, above all, nontechnical skills of student nurses.

Emotional intelligence as a predictor of conflict management styles among dental hygiene students.

INTRODUCTION: In dental hygiene education, a combination of ethics and professionalism, critical thinking, and problem-solving skills are utilized while managing conflict in academic settings, especially in academic clinical patient care settings. Limited evidence exists in determining whether emotional intelligence is related to conflict management styles (CMS). PURPOSE: The purpose of this study was to determine whether relationships exist between emotional intelligence and CMS among undergraduate dental hygiene students. METHODS: This quantitative cross-sectional survey research study involved a non-probabilistic sample of undergraduate dental hygiene students in the Western United States. The survey instrument consisted of three parts: 1. The Rahim Organizational Conflict Inventory-II (ROCI-II) included 28 questions measuring 5 CMS; 2. The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of emotional intelligence (EI); and 3. Demographic questions. The data were analysed using descriptive statistics, correlational statistics and multiple linear regression. RESULTS: The responses from 92 participants were analysed. Most dental hygiene participants had EI scores in the moderate range and mainly used the collaborative and compromising CMS. Total EI scores were significant predictors of collaborative, compromising, accommodating and competing CMS. CONCLUSION: Improving EI scores may contribute to the increased use of the collaborative and compromising CMS in dental hygiene education.

Emotional intelligence as a predictor of job satisfaction: the mediating role of conflict management in nurses.

Background: Emotional Intelligence (EI) has emerged as a pivotal factor in work effectiveness and well-being within the healthcare domain. Specifically, its significance is heightened in the nursing sector, where emotional and social demands are high. Additionally, job satisfaction and conflict management are recognized as vital predictors of patient care service quality. However, there is a dearth of research addressing the mediating role of conflict management in the relationship between EI and job satisfaction within a nursing context. Objective: This study aims to assess the mediating role of conflict management in the relationship between emotional intelligence and job satisfaction among nurses. Methods: The STROBE checklist for cross-sectional studies was followed. A cross-sectional and explanatory design was employed. Data were collected using self-reported questionnaires to measure emotional intelligence, conflict management, and job satisfaction. Structural Equation Modeling (SEM) was conducted to test the proposed hypotheses. Results: A total of 208 nurses aged between 18 and 65 years participated (M = 41.18, SD = 8.942). The findings confirmed a positive relationship between emotional intelligence and conflict management (ß = 0.64, p < 0.001). Similarly, a positive relationship between conflict management and job satisfaction was observed (ß = 0.37, p < 0.001). Moreover, conflict management was validated as a mediator in the relationship between emotional intelligence and job satisfaction (ß = 0.77, p = 0.002). Conclusion: The study underscores the importance of emotional intelligence and conflict management as predictors of job satisfaction in nurses. The results suggest that interventions aimed at enhancing emotional intelligence might be an effective avenue for increasing job satisfaction, especially when conflict management strategies are integrated.

Managerial power bases and its relationship to influence tactics and conflict management styles: Bedside nurses' perspective.

BACKGROUND: Having robust power sources and employing effective influence tactics are essential leadership skills for nurse managers in managing human resources, providing quality care, and managing workplace conflict among nurses. AIMS: The present study aimed to investigate how bedside nurses perceived their nurse managers' power bases, influence tactics, and conflict management styles. Furthermore, the study investigated the relationship among power bases, influence tactics, and conflict management styles. METHODS: A descriptive correlational study was conducted at the inpatient care unit of a Saudi hospital. A convenient sample of n = 230 nurses completed the Power Base scale, Influence Behavior Questionnaire (IBQ-R), and Rahim Organizational Conflict Inventory-II (ROCI-II). RESULTS: Nurses believed their managers were most likely to use referent, legitimate, and expert sources to exercise their power; appreciation and consultation tactics to influence others; and an integrative style to manage conflict. Significant positive correlations were found between the perceived overall power bases and each of the influence behaviors and conflict management styles (r = .466, r = .383, p < .05, respectively). The values of the regression coefficient of power bases significantly contribute to the prediction of 67.8% and 42.2% of the explained variance of influence behaviors and conflict management styles, respectively. In addition, influence behaviors can play a mediating role in this prediction. LINKING EVIDENCE TO ACTION: Nurse managers should be able to demonstrate the benefit of controlling a wide range of power bases and know how to use influence behaviors and conflict management styles skillfully in each situation to achieve desired goals.

Using a Mediator's Toolbox: Reducing Clinical Conflict by Learning to Reconceive the "Difficult" Patient or Family.

Introduction: Given the prevalence of conflict between physicians and patients and families, it is crucial that trainees build the skills to manage clinical conflict. Mediators employ an approach that can be applied to clinical encounters to prevent conflicts from escalating. This workshop introduced trainees to techniques commonly used by mediators to manage disputes. Methods: Medical students in a virtual workshop (cohort A) and clinical fellows in an in-person workshop (cohort B) were presented with a mediator's approach to interpreting patient and family behavior viewed as challenging. Trainees were introduced to two specific techniques designed to facilitate the resolution of clinical conflict. After an interactive large-group discussion of each method, small groups practiced applying the technique to a sample clinical case. Finally, participants completed an assessment of their perception of the workshop's effectiveness. Results: In early 2022, 15 medical students (cohort A) participated in a virtual workshop and 10 clinical fellows (cohort B) participated in an in-person workshop on clinical conflict management. Eight medical students from cohort A completed the postworkshop assessment (response rate: 53%); six clinical fellows from cohort B completed the assessment (response rate: 60%). Cohort A gave the workshop an overall evaluation of 4.6 out of 5.0; cohort B gave the workshop an overall score of 4.7 out of 5.0. Discussion: In both the virtual platform and the traditional in-person format, this workshop introduces a set of tools for navigating bedside conflicts with patients and their families that participants believed would better prepare them for such challenging interactions.

MPLA case: I didn't realize those were the expectations!

This work of fiction is part of a case study series developed by the Medical Physics Leadership Academy (MPLA). It is intended to facilitate the discussion of how students and advisors can better communicate expectations and navigate difficult conversations. In this case, a fourth-year Ph.D. student Emma learns that her advisor Dr. So is leaving the institution and has not arranged to bring any students with him. As Emma and Dr. So meet to discuss Emma's next steps, the conversation reveals misunderstandings and miscommunications of expectations, including a specific publication requirement for graduation from Dr. So. Having just learned of Dr. So's publication requirement, Emma realizes that graduating before the lab shuts down is not feasible. The intended use of this case, through group discussion or self-study, is to encourage readers to discuss the situation at hand and inspire professionalism and leadership thinking. This case study falls under the scope of and is supported by the MPLA, a committee in the American Association of Physicists in Medicine (AAPM).

Using an Educational Intervention to Map our Surgical Teams' Function, Emotional Intelligence, Communication and Conflict Styles.

OBJECTIVE: The leadership team invited surgical team members to participate in educational sessions that created self and other awareness as well as gathered baseline information about these topics: communication, conflict management, emotional intelligence, and teamwork. DESIGN: Each educational session included an inventory that was completed to help participants understand their own characteristics and the characteristics of their team members. The results from these inventories were aggregated, relationships were identified, and the intervention was evaluated. SETTING: A level 1 trauma center, Baylor Scott and White Health, in central Texas; a 636-bed tertiary care main hospital and an affiliated children's hospital. PARTICIPANTS: An open invitation for all surgical team members yielded 551 interprofessional OR team members including anesthesia, attending physicians, nursing, physician assistants, residents, and administration. RESULTS: Surgeons' communication styles were individual focused, while other team members were group focused. The most common conflict management mode for surgical team members on average was avoiding, and the least common was collaborating. Surgeons primarily used competing mode for conflict management, with avoiding coming in a close second. Finally, the 5 dysfunctions of a team inventory revealed low accountability scores, meaning the participants struggled with holding team members accountable. CONCLUSIONS: Helping team members understand their own and others' strengths and blind spots will help create opportunity for more purposeful and clear communication. Additionally, this knowledge should improve efficiency and safety in the high-stakes environment of the operating room.

Managing Intractable Natural Resource Conflicts: Exploring Possibilities and Conditions for Reframing in a Mine Establishment Conflict in Northern Sweden.

Natural resource management (NRM) increasingly relies on communicative measures to enable reframing in intractable conflicts. Reframing occurs when disputants change their perceptions of a conflict situation, and/or their preferences for dealing with it. However, the types of reframing possible, and the conditions under which they can occur, remain unclear. Through an inductive and longitudinal analysis of a mine establishment conflict in northern Sweden this paper explores to what extent, how, and under what conditions reframing can occur in intractable NRM conflicts. The findings reveal the difficulty in achieving consensus-oriented reframing. Despite multiple dispute resolution efforts, the disputants' perceptions and preferences became increasingly polarized. Nonetheless, the results suggest that it is possible to enable reframing to the extent that all disputants can understand and accept each other's different perceptions and positions, i.e., meta-consensus. Meta-consensus hinges on neutral, inclusive, equal, and deliberative intergroup communication. However, the results show that intergroup communication and reframing are significantly informed by institutional and other contextual factors. For example, when implemented within the formal governance system in the investigated case, intergroup communication lagged in quality and did not contribute to meta-consensus. Moreover, the results show that reframing is strongly influenced by the nature of the disputed issues, actors' group commitments, and the governance system's distribution of power to the actors. Based on these findings, it is argued that more efforts should focus on how governance systems can be configurated so that high-quality intergroup communication and meta-consensus can be enabled and inform decision making in intractable NRM conflicts.

Factors affecting captive female giraffe stress response: Male presence, small enclosure, and low temperature.

To improve animal welfare based on suitable social housing conditions, it is important to understand the factors that trigger high-stress responses. Wild giraffes live in a fission-fusion society and males and females are rarely in the same herd for a long period. The captive condition of belonging to a herd with the same individuals for months or years is uncommon in nature. To understand the effect of male presence on female stress levels, fecal glucocorticoid metabolite (fGCM) levels and social interactions in two captive female giraffes were investigated. Additionally, the effect of enclosure size and temperature on fGCM level and social interactions were examined. The results showed no significant difference in the fGCM levels of females based on male presence. The frequency of agonistic behavior by the dominant female toward the subordinate female was significantly increased when a male was present. The subordinate female was significantly less likely to approach the dominant female and showed decreased affiliative and agonistic interactions toward the dominant female when a male was present. The frequencies of agonistic interactions between females were higher in the small enclosure regardless of male presence. Low temperature triggered higher fGCM levels and increased agonistic interaction in an aged female. The findings of this study suggest that these multiple factors should be considered individually to promote the welfare of captive giraffes.

The Relationship Between Emotional Intelligence and Conflict Management Strategies From the Nurse Managers' Perspective.

Everyday nursing work inevitably involves conflict. Healthcare workers may experience this as a result of diverse human beliefs, knowledge, values, or emotions. In order to effectively manage and lead the nursing staff in hospitals, a multitasking leader with a wide range of abilities is needed. Multiple elements, such as the leader's personality and overall workplace conditions, might influence effective managerial leadership. Effective management leadership is affected by multiple factors, such as the personality of the leader, the general conditions in the workplace, and the quality characteristics of employees. This study aimed to investigate the relationship between emotional intelligence and conflict management strategies from the head nurses' perspective. Methods The study utilized a quantitative, cross-sectional correlation design. Twenty-one hospitals in the Aseer region that are affiliated with the Saudi Ministry of Health were included in this study. A non-probability sample consisted of 210 head nurses who have at least one year of experience working as head nurses or with managerial experience. An online questionnaire involving three sections - socio-demographic, trait emotional intelligence, and conflict management - were used. Results The study revealed that the level of emotional intelligence was average and that the level of conflict management strategies was high. Approximately three-quarters of the sample studied were female (78.1%), and for an educational level, the majority of participants had a bachelor's degree (62.4%). Regarding the working departments, 34.3% were in general wards, while 23.3% worked in critical care. Approximately two-thirds (62%) of the sample were married; 63.8% of the participants were Saudi, and 49% had fewer than three children. Also, gender identity and emotional intelligence were significantly correlated statistically. Likewise, the level of monthly income, marital status, and nationality are significantly correlated with conflict management strategies. Conclusions In the current study, emotional intelligence has no statistical correlation with strategies for resolving conflicts. While the relationship between subdomains of both main variables was negative, that ruled out an important positive relationship between cooperation and well-being. Teaching nurse managers about emotional intelligence might help them more effectively handle conflicts at work. Likewise, employing emotional intelligence practices requires nurse managers to lead by example, teaching their teams how to regulate their emotions and resolve frequent workplace conflicts.

Web-Based, Interactive, Interest-Based Negotiation Training for Managing Conflict in Isolated Environments: Opportunistic Study With an e-Survey.

BACKGROUND: Effective negotiation in relationships is critical for successful long-duration space missions; inadequate conflict resolution has shown serious consequences. Less desirable forms of negotiation, including positional bargaining (eg, negotiating prices), can exacerbate conflicts. Traditional positional bargaining may work for simple, low-stakes transactions but does not prioritize ongoing relationships. High-stakes situations warrant interest-based negotiation, where parties with competing interests or goals collaborate in a mutually beneficial agreement. This is learnable but must be practiced. Refresher training during conflicts is important to prevent out-of-practice crew members from using less effective negotiation techniques. Training should be self-directed and not involve others because, on a space mission, the only other people available may be part of the conflict. OBJECTIVE: We aimed to develop and test an interactive module teaching principles and skills of interest-based negotiation in a way that users find acceptable, valuable for learning, and enjoyable. METHODS: Using a web-based, interactive-media approach, we scripted, filmed, and programmed an interest-based negotiation interactive training module. In the module, the program mentor introduces users to "The Circle of Value" approach to negotiation and highlights its key concepts through interactive scenarios requiring users to make selections at specific decision points. Each selection prompts feedback designed to reinforce a teaching point or highlight a particular negotiation technique. To evaluate the module, we sought populations experiencing isolation and confinement (an opportunistic design). This included 9 participants in isolated, confined environments in the Australian Antarctic Program and the Hawai'i Space Exploration Analog and Simulation Mars simulation, as well as a subset of people who self-identified as being isolated and confined during the COVID-19 pandemic. Feedback was collected from participants (n=54) through free-response answers and questionnaires with numerical scaling (0=strongly disagree to 4=strongly agree) at the end of the module. RESULTS: In total, 51 of 54 (94%) participants found the activity valuable for learning about conflict management (identified by those who selected either "somewhat agree" or "strongly agree"), including 100% of participants in the isolated and confined environment subset (mode=3). In total, 79% (128/162) of participant responses indicated that the module was realistic (mode=3), including 85% (23/27) of responses from participants in isolated and confined environments (mode=3). Most participants felt that this would be particularly valuable for new team members in an isolated, confined environment (46/54, 85% of all participants, mode 4; 7/9, 78% of the isolated and confined environment subset, mode 3) as well as veterans. CONCLUSIONS: This module offers a self-directed, consistent approach to interest-based negotiation training, which is well received by users. Although the data are limited due to the opportunistic study design, the module could be useful for individuals in isolated and confined environments and for anyone involved in high-stakes negotiations where sustaining relationships is essential.

Teaching conflict management: An approach to increasing students' value, confidence, and ability.

INTRODUCTION: The primary aim was to explore how to effectively teach conflict management. We focused on three aspects of conflict management: (1) the value students place on conflict management, (2) their confidence in their ability to manage conflict, and (3) their skill in navigating conflict scenarios. METHODS: This approach to teaching conflict management included a consistent educational approach applied by three different instructors at two universities. The class session, provided to second-year student pharmacists, was designed to address ACPE Standards focused on students' conflict management skills. A Likert-style survey, administered pre- and post-classroom intervention, assessed three aspects of conflict management: value, confidence, and ability. The survey also included open-ended questions to explore students' perceptions of conflict management. RESULTS: Analysis of pre- and post-intervention surveys found that 76 out of 83 students completed both surveys (91.5% response rate). Cronbach's alphas of the value, confidence, and ability scales were 0.82, 0.86, and 0.78, respectively, at pretest and 0.93, 0.86, and 0.90, respectively, at posttest. CONCLUSIONS: Changes in student beliefs regarding the value of conflict management, as well as their confidence in and ability to engage in a crucial conversation, were statistically significant after one classroom session.

Personal Growth and Emotional Intelligence: Foundational Skills for the Leader.

Emotional intelligence (EI) has gained popularity and is being seen as a necessity, spreading beyond the business world, and becoming universal. In that shift, medicine and medical education have started to see the importance. This is evident in mandatory curriculum and accreditation requirements. EI includes 4 primary domains with several subcompetencies under each domain. This article outlines several of the subcompetencies necessary for success as a physician, competencies that can be honed with targeted professional growth. Empathy, communication, conflict management, burnout, and leadership are discussed in an application way to help identify importance of and how to improve each.

[An Alternative Interpretation of Conflict Management: Interpersonal Conflicts and Doctor (Nurse)/Patient Communications].

In this paper, interpersonal conflict is redefined to highlight the conflict dimension, which is ignored in traditional definitions of this term. In this new definition, the "no conflict" situation refers to unnoticed differences, disagreements, or dissatisfaction that are accommodated or negotiated prior to being noticed. An essential element of conflict management is identifying the ideal time to express and respond to questions/complaints/disagreement. Communicative efforts for conflict management include increasing (affective) motives related to expressing and responding to disagreement; increasing (cognitively) confidence and competencies in managing interactive flows, and (behaviorally) engaging in communicative actions.