As predicted by models derived from evolutionary psychology, men within the United States have been shown to exhibit greater psychological and physiological distress to sexual than to emotional infidelity of their partner, and women have been shown to exhibit more distress to emotional than to sexual infidelity Because cross-cultural tests are critical for evolutionary hypotheses, we examined these sex differences in three parallel studies conducted in the Netherlands (N = 207), Germany (N = 200), and the United States (N = 224) Two key findings emerged First, the sex differences in sexual jealousy are robust across these cultures, providing support for the evolutionary psychological model Second, the magnitude of the sex differences varies somewhat across cultures—large for the United States, medium for Germany and the Netherlands Discussion focuses on the evolutionary psychology of jealousy and on the sensitivity of sex differences in the sexual sphere to cultural input

The desires of one sex can lead to deceptive exploitation by the other sex. Strategic Interference Theory proposes that certain "negative" emotions evolved or have been co-opted by selection, in part, to defend against deception and reduce its negative consequences. In Study 1 (N = 217) Americans reported emotional distress in response to specific forms of deception. Study 2 (N = 200) replicated the results in a German sample. Study 3 (N = 479) assessed Americans' past experiences with deception and conducted additional hypothesis tests using a procedure to control for overall sex differences in upset. Each study supported the hypothesis that emotions track sex-linked forms of strategic interference. Three clusters of sex differences proved robust across studies-emotional upset about resource deception, commitment deception, and sexual deception. We discuss implications for theories of mating and emotion and directions for research based on models of antagonistic coevolution between the sexes.

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Background: Assessing competence of advanced undergraduate medical students based on performance in the clinical context is the ultimate, yet challenging goal for medical educators to provide constructive alignment between undergraduate medical training and professional work of physicians. Therefore, we designed and validated a performance-based 360-degree assessment for competences of advanced undergraduate medical students. Methods: This study was conducted in three steps: 1) Ten facets of competence considered to be most important for beginning residents were determined by a ranking study with 102 internists and 100 surgeons. 2) Based on these facets of competence we developed a 360-degree assessment simulating a first day of residency. Advanced undergraduate medical students (year 5 and 6) participated in the physician's role. Additionally knowledge was assessed by a multiple-choice test. The assessment was performed twice (t 1 and t 2 ) and included three phases: a consultation hour, a patient management phase, and a patient handover. Sixty-seven (t 1 ) and eighty-nine (t 2 ) undergraduate medical students participated. 3) The participants completed the Group Assessment of Performance (GAP)-test for flight school applicants to assess medical students' facets of competence in a non-medical context for validation purposes. We aimed to provide a validity argument for our newly designed assessment based on Messick's six aspects of validation: (1) content validity, (2) substantive/cognitive validity, (3) structural validity, (4) generalizability, (5) external validity, and (6) consequential validity. Results: Our assessment proved to be well operationalised to enable undergraduate medical students to show their competences in performance on the higher levels of Bloom's taxonomy. Its generalisability was underscored by its authenticity in respect of workplace reality and its underlying facets of competence relevant for beginning residents. The moderate concordance with facets of competence of the validated GAP-test provides arguments of convergent validity for our assessment. Since five aspects of Messick's validation approach could be defended, our competence-based 360-degree assessment format shows good arguments for its validity. Conclusion: According to these validation arguments, our assessment instrument seems to be a good option to assess competence in advanced undergraduate medical students in a summative or formative way. Developments towards assessment of postgraduate medical trainees should be explored.

Zusammenfassung: Bei der Auswahl von Studienanfängern erhalten deutsche Hochschulen zukünftig einen größeren Spielraum. Dies fördert Profilbildung zwischen Universitäten und den Wettbewerb um besonders qualifizierte Studierende. Allerdings sehen sich die Hochschulen mit der Aufgabe konfrontiert, ein hinreichend objektives, zuverlässiges, valides sowie faires und ökonomisches Bewerberauswahlverfahren zu entwickeln. Vor diesem Hintergrund werden verschiedene Vorhersagemaße und Kriterien des Studienerfolgs und Auswahlverfahren diskutiert. Als adäquate Lösung wird ein mehrstufiges flexibles Auswahlmodell (ATIM) unter Einbezug von Abiturdurchschnittsnoten, Fachnoten, Eignungstests und Aufnahmegesprächen vorgeschlagen, das fachspezifische Gewichtungen der einzelnen Prädiktoren ermöglicht.

Background The medical specialties are characterised by a great diversity in their daily work which requires different sets of competences. A requirement analysis would help to establish competence profiles of the different medical specialities. The aim of this pilot study was to define competence profiles for individual medical specialties. This could provide a framework as support for medical graduates who wish to choose a medical specialty for their postgraduate training. Methods In February 2020, physicians were invited via the State Chamber of Physicians’ monthly journal to electronically fill out the requirement tracking (R-Track) questionnaire. It contains 63 aspects assigned to six areas of competence: “Mental abilities”, “Sensory abilities”, “Psychomotor and multitasking abilities”, “Social interactive competences”, “Motivation”, and “Personality traits”. The expression of the different aspects was assessed on a 5-point Likert scale (1: “very low” to 5: “very high”). Sociodemographic data and information about the current workplace (hospital or practice) were also collected. Results In total, 195 practicing physicians from 19 different specialities followed the invitation by the State Chamber of Physicians to participate in this survey. For almost all medical specialties, the competence area “Motivation” reached rank 1. “Psychomotor and multitasking abilities” received high ranks among specialties performing surgical activities, while “Social interactive competences” and “Personality traits” were highly rated by specialties with an intense level of patient-physician-interaction. “Mental abilities” were only rated highly by radiologists (rank 2) and physiologists (rank 3) while “Sensory abilities” were generally rated very low with the expression (rank 4) for anaesthesiology and ENT. Conclusions In this pilot study, a first outline of competences profiles for 17 medical specialties were defined. The specific “Motivation” for a medical specialty seemed to play the greatest role for most specialties. This first specialty specific competence framework could provide a first insight into specific competences required by medical specialties and could serve medical graduate as a decision aid when looking for a medical specialty for their postgraduate training.

Sixteen years after the second Europe-wide astronaut selection campaign, the European Space Agency started the third campaign by putting out a call for new astronauts in 2008. Due to extreme environmental conditions, expensive scientific experiments, and high public interest, not only are the psychological requirements on a high level, but they are also wide in variety: Besides cognitive and psychomotor requirements, greater importance than in comparable campaigns was put on personality and behavioral aspects, especially regarding interpersonal aspects. The psychological selection was conducted in two steps: Phase 1 concentrated mainly on performance tests and Phase 2 focused on personality and interpersonal behavior. Out of the 902 tested candidates, 46 fulfilled the psychological requirements. Significant differences were found between the astronaut candidates and the general population as well as airline pilot candidates.

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