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Pre-screening workers to overcome bias amplification in online labour markets.

ABSTRACT: Groups have access to more diverse information and typically outperform individuals on problem solving tasks. Crowdsolving utilises this principle to generate novel and/or superior solutions to intellective tasks by pooling the inputs from a distributed online crowd. However, it is unclear whether this particular instance of "wisdom of the crowd" can overcome the influence of potent cognitive biases that habitually lead individuals to commit reasoning errors. We empirically test the prevalence of cognitive bias on a popular crowdsourcing platform, examining susceptibility to bias of online panels at the individual and aggregate levels. We then investigate the use of the Cognitive Reflection Test, notable for its predictive validity for both susceptibility to cognitive biases in test settings and real-life reasoning, as a screening tool to improve collective performance. We find that systematic biases in crowdsourced answers are not as prevalent as anticipated, but when they occur, biases are amplified with increasing group size, as predicted by the Condorcet Jury Theorem. The results further suggest that pre-screening individuals with the Cognitive Reflection Test can substantially enhance collective judgement and improve crowdsolving performance.

SUBMITTER: Vercammen A

PROVIDER: S-EPMC7987151 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BACKGROUND:Individuals who conduct disaster relief work overseas are exposed to a variety of traumatic events that can cause distress and trigger psychological illnesses. Identification of which disaster relief workers may be at risk of experiencing psychological distress or mental health disorders is frequently carried out through pre-employment or pre-deployment psychological screening. The primary objective of our review was to assess the evidence for pre-employment and pre-deployment psychological screening of relief workers who work in disaster situations. We aimed to identify specific pre-employment and pre-deployment characteristics that predict impaired wellbeing of an individual following engaging in disaster-related work. METHODS:A combined list of search terms was composed relating to disaster-related occupations, screening methods, psychological disorders, and study design. The databases used were PsycINFO, MEDLINE, EMBASE, and GlobalHealth. We included studies that used cross-sectional or longitudinal study designs; were published in the English language in peer-reviewed academic journals; reported on the association between pre-employment and pre-deployment features and post-deployment psychological disorders or distress; considered any occupational groups responding to a specified, discrete crisis; and used at least one validated measure of distress or disorder. We extracted data on the author; year of publication; disaster description; country of study; study design; population sample; disorder(s) outcome and the measures used; and results. RESULTS:Sixty-two, high-quality studies were included in the review. Forty-one potential predictors were identified. Of these, only volunteer status and previous history of mental illness and life stressors emerged as reliable predictors of distress or disorder. CONCLUSION:The results suggest that whilst it is attractive to screen for pre-employment and pre-deployment indicators of resilience, the evidence base for doing so is weak. At best, this sort of screening can only weakly suggest vulnerability and at worst may result in discrimination. Until better evidence about its usefulness becomes available, employers should exercise caution over its use.

Project description:Problem and purposeHealthcare provider implicit bias influences the learning environment and patient care. Bias awareness is one of the key elements to be included in implicit bias education. Research on education enhancing bias awareness is limited. Bias awareness can motivate behavior change. The objective was to evaluate whether exposure to a brief online course, Implicit Bias in the Clinical and Learning Environment, increased bias awareness.Materials and methodsThe course included the history of racism in medicine, social determinants of health, implicit bias in healthcare, and strategies to reduce the impact of implicit bias in clinical care and teaching. A sample of U.S. academic family, internal, and emergency medicine providers were recruited into the study from August to December 2019. Measures of provider implicit and explicit bias, personal and practice characteristics, and pre-post-bias awareness measures were collected.ResultsOf 111 participants, 78 (70%) were female, 81 (73%) were White, and 63 (57%) were MDs. Providers held moderate implicit pro-White bias on the Race IAT (Cohen's d = 0.68) and strong implicit stereotypes associating males rather than females with 'career' on the Gender-Career IAT (Cohen's d = 1.15). Overall, providers held no explicit race bias (Cohen's d = 0.05). Providers reported moderate explicit male-career (Cohen's d = 0.68) and strong female-family stereotype (Cohen's d = 0.83). A statistically significant increase in bias awareness was found after exposure to the course (p = 0.03). Provider implicit and explicit biases and personal and practice characteristics were not associated with an increase in bias awareness.ConclusionsImplicit bias education is effective to increase providers' bias awareness regardless of strength of their implicit and explicit biases and personal and practice characteristics. Increasing bias awareness is one step of many toward creating a positive learning environment and a system of more equitable healthcare.

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Pre-screening workers to overcome bias amplification in online labour markets.

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