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Critical incident technique

The Critical Incident Technique (CIT) is a qualitative research method consisting of a set of procedures for collecting direct observations of human behavior in situations of special significance, where the behavior has a clear positive or negative impact on the achievement of desired objectives, thereby facilitating practical problem-solving and the development of psychological principles. Developed by American psychologist John C. Flanagan, the technique emphasizes factual, detailed reports of specific incidents rather than general impressions or opinions to ensure reliability and applicability.^[1] The origins of CIT trace back to World War II, when Flanagan and colleagues at the U.S. Army Air Forces Aviation Psychology Program applied early versions of the method to investigate pilot training failures and combat leadership effectiveness between 1941 and 1946.^[1] Post-war, the technique was formalized and expanded through work at the American Institute for Research and the University of Pittsburgh, building on earlier influences like Sir Francis Galton's observational studies from the late 19th century.^[1] Flanagan's seminal 1954 publication in Psychological Bulletin outlined the method's structured approach, which has since evolved to incorporate retrospective self-reports alongside direct observations, enhancing its flexibility for exploring psychological states and experiences. At its core, CIT follows five systematic steps to ensure rigorous data handling: (1) determining the general aims of the study through a concise statement agreed upon by relevant experts; (2) developing detailed plans and specifications for what constitutes a critical incident, including criteria for relevance and observer qualifications; (3) collecting data via interviews, questionnaires, or records to capture recent, objective descriptions of incidents; (4) analyzing the data by inductively categorizing incidents to derive behavioral requirements or patterns; and (5) interpreting the results, addressing potential biases, and reporting actionable insights with clear limitations.^[1] This process allows for the identification of key behaviors, competencies, or system flaws that might otherwise remain obscured in broader surveys or anecdotal accounts. CIT has been extensively applied across diverse fields, demonstrating its versatility as a tool for performance analysis and improvement. In human resource management, it supports job analysis, performance appraisal, and training design by revealing effective and ineffective behaviors in workplace contexts.^[2] In user experience (UX) research, practitioners use it during interviews or diary studies to pinpoint usability issues and critical requirements for digital tools and interfaces.^[3] Other notable applications include healthcare for debriefing clinical events to enhance patient safety, education for evaluating teaching practices, and organizational development for fostering learning from real-world incidents.^[4] Despite its strengths in yielding rich, context-specific insights, the method requires careful validation to mitigate recall biases and ensure incident criticality.^[1]

Overview

Definition and Purpose

The Critical Incident Technique (CIT) is a qualitative research method consisting of a set of procedures designed to collect direct observations of human behavior in situations that have significant impact on outcomes, either contributing to success or failure.^[5] As originally formulated, it emphasizes gathering specific, observable incidents where behaviors are critically effective or ineffective, enabling the identification of factors that distinguish high from low performance.^[5] The primary purpose of CIT is to provide a structured approach for analyzing and improving human performance in practical settings, such as job roles, training programs, and system interactions, by focusing on concrete events rather than abstract or generalized behaviors.^[5] This method facilitates the derivation of actionable insights for problem-solving, including the development of training needs assessments, performance standards, and usability evaluations, while also contributing to broader psychological principles about behavior.^[5] By prioritizing incidents with clear consequences, CIT helps isolate key behavioral requirements without relying on self-reported opinions or hypothetical scenarios. Developed initially to address practical challenges in high-stakes environments like aviation training during World War II, CIT was applied to evaluate pilot behaviors in critical flight situations.^[5] For instance, in pilot training, it involved documenting incidents such as errors leading to near-crashes due to poor decision-making or successful evasions of threats through effective spatial orientation, thereby informing selection and instructional improvements.^[5]

Key Components

The Critical Incident Technique (CIT) relies on several core elements to ensure its reliability and applicability in behavioral analysis. At its foundation is the definition of a critical incident as any observable human activity that is sufficiently complete in itself to permit inferences and predictions about the person performing the act, with clear outcomes that demonstrate its impact.^[1] Criticality is determined by criteria that identify events deviating from expected performance, either contributing significantly to success or failure, and involving a clear purpose with definite consequences for the individual or system involved.^[1] These elements emphasize behaviors that are concrete and consequential, allowing for targeted insights into performance dynamics. Central to CIT is the role of the observer or reporter, who provides first-hand accounts from participants, supervisors, or other competent witnesses directly involved or positioned to observe the incident.^[1] This ensures the data stems from reliable, proximate sources rather than distant or indirect reports. Incidents are categorized into two primary types: positive, which highlight effective behaviors leading to successful outcomes, and negative, encompassing failures, errors, or near-misses that result in suboptimal results.^[1] For example, in performance evaluation, a positive incident might involve a team member resolving a client issue efficiently, while a negative one could describe a communication breakdown causing delays. To maintain validity, incidents reported in CIT must meet specific prerequisites: they should be recent to preserve accurate recall, detailed and specific to avoid vagueness, and verifiable through corroboration where possible, thereby minimizing biases such as hindsight distortion or selective memory.^[1] The conceptual framework of CIT is grounded in direct behavioral observation, prioritizing factual descriptions of actions over self-reported attitudes, opinions, or general impressions, which are considered less reliable for drawing objective conclusions.^[1] This approach fosters a structured, evidence-based method for understanding human performance in real-world contexts.

Historical Development

Origins in World War II

The Critical Incident Technique (CIT) was developed by psychologist John C. Flanagan from 1941 to 1946 as part of the U.S. Army Air Forces Aviation Psychology Program, aimed at enhancing pilot selection and training during World War II. This program, directed by Flanagan, sought to address the high demands of wartime aviation by systematically analyzing human factors in flight operations to minimize errors and improve performance.^[1] Flanagan's approach emerged from the need to evaluate the effectiveness of psychological assessments for aircrew candidates amid rapid military expansion. The technique's initial application involved analyzing the elimination reasons from the flight training records of approximately 1,000 pilot candidates in 1941 to identify patterns in pilot errors and successes. Specifically, it targeted factors contributing to "washouts"—failures among pilot candidates—drawing on elimination board proceedings.^[1] Observers, including instructors and peers, reported detailed accounts of behaviors in high-stakes scenarios, such as takeoff and landing mishaps, allowing researchers to pinpoint behavioral and environmental contributors to these failures. This method emphasized direct observations of incidents that significantly affected outcomes, either positively or negatively, to reveal underlying causes.^[1] Key outcomes from these analyses led to revised training curricula that focused on critical behavioral patterns in high-risk situations, ultimately reducing attrition rates among pilot candidates. Flanagan's team collaborated closely with the Aero Medical Laboratory at Wright Field, integrating CIT findings into practical improvements like cockpit design modifications to mitigate human error.^[1] Early reports documenting these wartime applications were published in 1947 by the American Institute for Research, providing the foundational documentation for the technique's military origins.

Post-War Evolution

Following World War II, the Critical Incident Technique (CIT) transitioned from its military origins to broader civilian applications, particularly in job analysis and human factors research. John C. Flanagan, who had led its development during the war, formalized the method in a seminal 1954 paper, presenting it as a versatile set of procedures for collecting direct observations of human behavior to identify effective and ineffective actions in various work contexts. This publication marked CIT's establishment as a general research tool beyond aviation, enabling its adaptation for industrial and organizational settings through the American Institute for Research and the University of Pittsburgh.^[5]^[1] In the 1950s and 1960s, CIT gained prominence in industrial psychology, where it was widely adopted for personnel selection and performance appraisal by analyzing critical behaviors required for job success. Researchers leveraged the technique to develop behavioral standards and training programs, with Flanagan's framework cited extensively in studies on employee competencies. CIT expanded into professional fields like nursing in the 1950s—for example, to identify behavioral criteria for effectiveness^[6]—and education in subsequent decades, including analyses of teaching incidents and professional development needs; a 1981 study applied it to evaluate clinical practicum settings in nursing.^[7] Influential figures such as Norman R. F. Maier advanced CIT's integration into organizational development in 1958, incorporating critical incidents into appraisal interviews to foster constructive feedback and problem-solving in group settings.^[8] Maier's work emphasized using observed behaviors to improve interpersonal dynamics and performance discussions. Over this period, the technique's scope evolved from a primary focus on error reduction in high-stakes environments to a more comprehensive approach in behavioral analysis, explicitly including positive incidents to highlight best practices and psychological states influencing outcomes.^[6]

Methodology

Data Collection Process

The data collection process in the Critical Incident Technique (CIT) begins with defining the specific activity, job role, or behavior under study to ensure focus on relevant incidents that demonstrate success or failure in achieving desired outcomes.^[1] This step involves consulting subject-matter experts to establish clear aims, such as improving efficiency or service quality, and developing detailed plans that specify the types of situations, behaviors, and observable effects to target.^[1] Once defined, researchers proceed to gather incidents through structured methods that elicit factual recollections from participants. The core procedural steps include: first, selecting and training participants as observers or reporters; second, prompting them to recall and describe specific incidents using open-ended questions, such as "Describe a time when you encountered a situation that significantly affected the outcome of your task"; third, probing for comprehensive details including the context, actions taken, and results; and fourth, verifying that reported incidents meet the criticality criterion by assessing their verifiable impact on goals.^[1]^[9] These steps emphasize collecting observable behaviors rather than opinions to maintain objectivity.^[1] Common tools and formats for collection include structured or semi-structured interviews, where trained interviewers record responses verbatim or via notes; questionnaires distributed in print or online, often with prompts for written narratives; and diaries or log forms for ongoing self-reporting of incidents.^[1]^[10] Open-ended questions are prioritized to encourage detailed, unbiased accounts, while group interviews or focus groups may be used for efficiency in larger settings.^[9]^[10] Participant selection focuses on individuals with direct experience in the activity, such as supervisors, peers, or end-users, who are best positioned to observe and report authentic incidents.^[1] The number of participants is selected to yield a sufficient number of incidents for analysis, often ranging from dozens to hundreds depending on the context, with the focus on collecting at least 100 incidents to identify patterns. Training is provided to these participants on recognizing critical incidents and reporting facts accurately.^[1] To mitigate bias, interviewers receive training to use neutral, non-leading questions and avoid influencing recollections, while ensuring reports of recent incidents (e.g., within days or weeks) to enhance memory accuracy.^[1] Anonymity is maintained through sealed responses or non-identifying formats to encourage candidness, and facts are cross-verified where possible by consulting multiple sources or records.^[9]^[10] Counterbalancing the order of eliciting positive and negative incidents further reduces response order effects.^[10]

Analysis Techniques

The analysis of critical incidents begins with the categorization process, where collected incidents are systematically sorted and grouped to identify underlying patterns and themes. In the original formulation, incidents are initially sorted into provisional piles based on a predefined frame of reference, such as psychological traits or training objectives, followed by inductive development of categories through iterative refinement as more data is incorporated.^[5] This inductive coding approach allows categories to emerge directly from the data, often focusing on themes like skill gaps, environmental factors, or behavioral contributors to success or failure, with larger categories subdivided for greater specificity.^[5] Modern applications frequently employ content analysis or thematic coding to achieve this, ensuring that similar behaviors are clustered while definitions are tested against the full dataset for consistency.^[11] Quantitative aspects of the analysis involve calculating frequency counts of incidents within each category to quantify the prevalence of specific behaviors or factors, providing a measure of their relative importance.^[5] To assess the adequacy of the data, a running tally tracks the emergence of new critical behaviors per additional 100 incidents, with analysis deemed sufficient when only 2-3 novel behaviors appear, indicating saturation.^[5] Reliability is evaluated through inter-rater agreement checks, where multiple coders independently classify incidents; metrics such as Cohen's kappa are commonly used to quantify consistency, though values can vary from slight (κ ≈ 0.1) to moderate depending on the context and rater training.^[12] From these categorized and quantified patterns, outcomes are derived by synthesizing insights into practical recommendations, such as behavioral checklists that outline key requirements for effective performance or identified training needs based on recurrent themes.^[5] Validation occurs through expert review, where tentative categories and inferences are submitted to subject matter specialists for confirmation and adjustment, enhancing the robustness of the results.^[5] Hypotheses about causal factors are formulated by integrating incident patterns with established psychological principles, though their confidence depends on the depth of supporting evidence.^[5] While manual sorting remains a standard practice for its interpretive depth, modern tools like NVivo facilitate qualitative analysis by aiding in coding, theme visualization, and frequency tabulation, particularly in large datasets.

Applications

In Organizational and Performance Analysis

The Critical Incident Technique (CIT) has been extensively applied in organizational settings to conduct job analysis, enabling the identification of critical behavioral requirements for establishing performance standards. By collecting and analyzing specific incidents of effective and ineffective job performance, CIT helps define observable behaviors essential for role success, such as in aviation psychology where it outlined 24 critical requirements for airline pilots based on 733 incidents. This approach ensures performance standards are grounded in real-world examples rather than abstract traits, facilitating more accurate job descriptions and selection criteria. In performance appraisal systems, CIT contributes to identifying key competencies by generating behavioral anchors that enhance rating accuracy and reduce subjectivity. A prominent outcome is the development of Behaviorally Anchored Rating Scales (BARS), which integrate CIT-collected incidents to scale performance levels along dimensions like initiative and communication; for instance, subject matter experts generate incidents, retranslate them into performance categories, and anchor scales with specific examples rated for effectiveness.^[13] This method, first formalized in the early 1960s, has been used to create tailored appraisal tools across sectors, improving rater reliability and providing actionable feedback for employee development.^[14] Additionally, CIT informs training program design by pinpointing skill gaps from incident analysis, allowing organizations to target interventions based on recurring behavioral needs, such as enhancing decision-making in high-stakes roles. Practical examples illustrate CIT's utility in human resources and management. In HR, it has been employed to analyze customer service incidents, revealing patterns in service failures like delayed responses or inadequate problem-solving, which inform targeted training to mitigate such issues and improve satisfaction; a study of 700 incidents across retail, airline, and hotel sectors identified employee responsiveness as a key recovery factor in unfavorable encounters. In management, CIT evaluates leadership behaviors during crises by documenting effective actions, such as decisive communication in combat scenarios, to derive competencies like adaptability under pressure, applicable to modern organizational crises like supply chain disruptions. Notable outcomes include the creation of BARS, which have become a standard in performance management for their behavioral specificity. In a post-World War II manufacturing study conducted in 1949, CIT application at facilities like Delco-Remy analyzed over 2,500 incidents from hourly employees to refine evaluation systems, contributing to operational improvements that reduced performance errors through better-trained supervisors and clearer standards. In recent trends, particularly in the 2020s, CIT has been integrated with 360-degree feedback mechanisms in corporate settings to enrich multi-source appraisals, combining incident-based behavioral data with peer and subordinate inputs for holistic competency assessment and development planning. This hybrid approach enhances organizational learning by linking critical behaviors to broader feedback loops, supporting agile performance management in dynamic work environments.

In User Experience and Design Research

In user experience (UX) and design research, the Critical Incident Technique (CIT) is employed to elicit detailed accounts of pivotal user interactions with digital products, revealing both successes and failures that influence overall satisfaction and task completion.^[3] Researchers often apply CIT through post-task interviews during usability testing, prompting participants to recount specific moments where the interface significantly aided or hindered their goals, such as navigating a complex workflow or resolving an unexpected error.^[15] This method excels at identifying pain points in applications and websites, including confusing layouts or unresponsive elements that disrupt user flow, by focusing on observable behaviors rather than abstract opinions.^[3] A practical example arises in e-commerce, where CIT helps analyze user interactions leading to targeted redesigns that improve satisfaction. Similarly, CIT has been utilized to examine mobile navigation incidents, such as users struggling with gesture-based menus during on-the-go tasks, highlighting the need for intuitive thumb-friendly controls.^[3] To enhance its effectiveness, CIT is frequently adapted by integrating it with think-aloud protocols, where participants verbalize thoughts in real-time during sessions before reflecting on critical moments afterward, providing a richer dataset.^[15] This combination is particularly valuable for surfacing rare events, such as accessibility barriers encountered by users with disabilities, like insufficient screen reader support in web forms, which might otherwise go unnoticed in standard testing.^[15] Since the 2010s, CIT has seen increased adoption in agile UX processes, supporting iterative sprints by quickly gathering user feedback to prioritize features and refine prototypes based on real-world incidents.^[16] Recent developments, including 2024 reports on AI interfaces, have extended CIT to investigate frustrations in chatbot interactions, such as misleading responses that erode trust, informing more reliable generative AI designs in consumer applications.^[17]

In Healthcare and Education

In healthcare, the Critical Incident Technique (CIT) supports reflective practice in nursing by enabling practitioners to analyze real-world clinical events that highlight skill development. Patricia Benner's seminal 1984 model, From Novice to Expert: Excellence and Power in Clinical Nursing Practice, utilized CIT to collect and interpret critical incidents from nurses' experiences, identifying five progressive stages of clinical competence—from novice reliance on rules to expert intuitive decision-making—which has informed nursing education and professional transitions ever since.^[18] Additionally, CIT forms the basis for incident reporting systems aimed at enhancing patient safety, such as Critical Incident Reporting Systems (CIRS), where healthcare professionals document adverse events or near misses to identify systemic risks and implement preventive measures, thereby reducing harm in clinical settings.^[19] In education, CIT facilitates teacher training through the examination of classroom management incidents, allowing educators to dissect pivotal moments that affect student engagement and instructional efficacy. Research applying CIT in preservice teacher programs has revealed how reflections on such incidents build pedagogical competencies, such as adaptive response to disruptions, contributing to more effective professional development.^[20] Similarly, CIT informs curriculum development by capturing student feedback on critical learning incidents, enabling educators to pinpoint gaps in instructional design and refine course content for better alignment with learner needs.^[21] Notable applications in healthcare include studies of surgical errors dating back to the 1970s, where multidisciplinary analyses of critical incidents have uncovered contributory factors like communication breakdowns, leading to revised protocols that minimize operative risks and improve outcomes.^[22] In the 2020s, CIT has been adapted for online learning environments in education, with analyses of virtual classroom incidents—such as technical failures or disengagement triggers—guiding enhancements in digital pedagogy and platform usability.^[23] These implementations yield tangible outcomes, including bolstered simulation training in both fields; for example, healthcare simulations recreate aggregated critical incidents to rehearse responses in controlled settings, while educational simulations use incident-derived scenarios to prepare teachers for diverse classroom dynamics.^[24] Moreover, policy recommendations emerge from synthesizing CIT data across incidents, such as standardized reporting guidelines in healthcare that promote a culture of safety and iterative curriculum reforms in education that address equity in learning experiences.^[25]

Evaluation

Strengths

The Critical Incident Technique (CIT) excels in capturing rich, contextual data on rare events that quantitative methods often overlook, providing detailed narratives that reveal underlying causes, patterns, and behavioral nuances in human performance. By focusing on specific, memorable incidents—either positive or negative—CIT uncovers insights into complex phenomena such as motivation, decision-making, and error-prone situations that might otherwise remain hidden in aggregated data. For instance, in aviation research, analysis of thousands of critical incidents from pilots identified key behavioral requirements for effective flight operations, enabling the development of targeted selection criteria.^[1] This depth of qualitative information from real-world observations enhances understanding of rare but impactful events, such as leadership failures in high-stakes environments.^[26] CIT demonstrates notable flexibility and efficiency, making it applicable across diverse settings including organizational development, healthcare, and education, with relatively low costs compared to prolonged observational studies like ethnography. Its structured yet adaptable procedures allow for quick data collection through interviews or reports, often requiring fewer resources while yielding in-depth results; for example, it has been employed in over nine distinct application areas, from job analysis to equipment design, without necessitating extensive infrastructure.^[1] This efficiency stems from targeting behavioral extremes, which participants can recall and describe more accurately and rapidly than routine activities, facilitating broader use in resource-limited contexts.^[9] The technique produces highly actionable results that directly inform interventions in training, design, and policy, bolstered by its high face validity derived from concrete, real-world examples that resonate with stakeholders. Derived incidents serve as behavioral anchors for performance standards, such as in psychotherapy where 243 critical incidents from therapists informed objective measures of treatment efficacy, leading to refined training protocols.^[1] In organizational settings, CIT-derived insights have supported policy adjustments, like error-reduction strategies in medication dispensing, by highlighting specific causes of incidents and enabling targeted improvements. Empirical studies underscore CIT's effectiveness, with applications showing tangible improvements in outcomes; for example, in pilot selection programs based on 733 critical incidents, the technique contributed to more precise testing that reduced selection errors and enhanced operational safety.^[1] Similarly, in healthcare, CIT analyses of adverse sedation events in pediatrics identified preventable factors, informing guidelines that decreased recurrence rates through system-level interventions. These examples illustrate CIT's role in driving improvements in error rates in training-derived programs, as seen in targeted behavioral interventions across industries.^[27]

Limitations

The Critical Incident Technique (CIT) relies heavily on participants' retrospective recall of events, which introduces subjectivity and potential biases such as the recency effect, where more recent incidents are more likely to be reported while older ones fade from memory.^[28] This dependence on memory can lead to omissions or distortions, as individuals may not accurately remember precise details or may reinterpret events in light of subsequent experiences, compromising the reliability of the data collected.^[29] Furthermore, reports are filtered through personal perceptions, honesty, and inherent biases, potentially overlooking taken-for-granted assumptions that underpin routine behaviors.^[9] A key scope limitation of CIT is its emphasis on extreme or significant incidents, which may neglect insights into average or routine performance levels essential for a holistic understanding of behaviors or processes.^[9] This focus can result in an incomplete picture, as qualitative analysis of critical events alone may fail to capture underlying aptitudes or typical patterns.^[9] Additionally, the method's data collection and analysis processes are often time-intensive, particularly when handling large datasets, making it labor-intensive for investigators.^[9] Moreover, CIT has been noted for underrepresenting systemic factors, such as organizational structures or broader environmental influences, as the method prioritizes individual event narratives over interconnected contextual elements.^[30]

References

[1]
[PDF] The Critical Incident Technique - American Psychological Association
This study, reported by Miller and Flanagan. (46), was the first application of these techniques in an industrial situation. Foremen who were members of a ...
[2]
JVER v25n1 - The Critical Incident Technique in Job Behavior ...
The CIT is a tool used in qualitative research that can capture the complexity of job behavior in terms of the job's social context.
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The Critical Incident Technique in UX - NN/G
Jan 26, 2020 · The Critical Incident Technique (CIT) is a research method where participants recall significant events that impacted a specified outcome, used ...Missing: history origins
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[PDF] The Critical Incident Technique - Asian Development Bank
John Flanagan then framed systems for individualized study plans. The Critical Incident technique has since then been used in management—more specifically human ...Missing: origins | Show results with:origins
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The critical incident technique. - APA PsycNet
Through the use of the critical incident technique one may collect specific and significant behavioral facts, providing "… a sound basis for making ...
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This article reviews the origin and evolution of the CIT during the past 50 years, discusses CIT's place within the qualitative research tradition, examines ...
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The critical incident technique applied to the evaluation of the clinical practicum setting. J Nurs Educ. 1981 Oct;20(8):15-31. doi: ...Missing: et al
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1 These days critical incidents can be harvested to provide a rich, personal perspective of life that facilitates understanding of the issues and obstacles ...Missing: paper | Show results with:paper
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Below are some key steps for asking participants to organise their reflections and to write or talk through the incidents. 1. Instruct the participants to ...
[10]
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Aug 6, 2025 · We conducted our data collection using Flanagan's critical incident technique ... The sample size was evaluated for adequacy using the ...
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[12]
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[13]
[PDF] Development of the Behaviorally Anchored Rating Scales for ... - ERIC
The process begins with the application of the critical incident technique (Flanagan, 1954), in which subject matter experts (SMEs; knowledgeable job incumbents) ...
[14]
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The critical incident technique (CIT) is used to look for the cause of human-system (or product) problems to minimize loss to person, property, money or data.
[15]
None
### Summary of Use of Critical Incident Technique (CIT) in E-commerce, Especially Checkout or Failures
[16]
Utilizing Critical Incident Technique for Qualitative Research in UX ...
Sep 18, 2025 · This method helps designers identify and address critical issues, and create more intuitive, effective, and satisfying digital products.
[17]
Determining the causes of user frustration in the case of ...
Artificial intelligence (AI) is expected to transform many facets of our ... critical incident technique (CIT) survey. Results are analysed using ...
[18]
Nursing Student Novice to Expert-Benner's Research Applied to ...
Apr 1, 1989 · Benner's (1984) research utilized critical incidents (CI) that are situation-based descriptions of patient care episodes. Critical Incidents ...
[19]
Addressing Patient Safety Hazards Using Critical Incident Reporting ...
Aug 20, 2022 · Critical incident reporting systems (CIRS) aim to improve patient care by detecting and analyzing adverse events, and taking corrective actions ...
[20]
How to promote preservice teachers' reflections through critical ...
Jul 26, 2023 · This study with a pre-post design reports the results of training developed from the framework of reflective practice and the critical incident technique (CIT) ...
[21]
(PDF) Using critical incident technique (CIT) to capture the voice of ...
The aim of this paper is to compare the use of critical incident technique (CIT) for gathering student feedback in higher education (HE)
[22]
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The most common factors identified as contributing to reported surgical incidents were cognitive limitations (30.09%), communication failures (16.11%) and a ...Missing: Critical studies
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May 2, 2022 · Eliciting student feedback for course development: The application of a qualitative course evaluation tool among business research students.
[24]
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Jul 17, 2024 · In this article, we describe a novel five-step approach to planning simulation-based interventions after any events that might prompt simulation-based learning ...
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Feb 26, 2024 · We identified 221 CIs impacting on patient safety, placed into 24 subcategories within four overarching categories: individual skills; ...
[26]
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[PDF] Error Reduction in Medicine - Nuffield Trust
helping users develop error reduction strategies. It is assumed that ... J.C. Flanagan, The Critical Incident Technique, Psychological Bulletin, 51 (1984),.
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