Patel V L, Cytryn K N, Shortliffe E H, Safran C
Cognitive Studies in Medicine, Centre for Medical Education, Faculty of Medicine, McGill University, 1110 Pine Avenue West, Montreal, Quebec, Canada H3A 1A3.
Teach Learn Med. 2000 Summer;12(3):117-32. doi: 10.1207/S15328015TLM1203_2.
Increasing costs of health care and rapid knowledge growth have led to collaboration among health care professionals to share knowledge and skills.
To characterize the qualitative nature of team interaction and its relation to training health professionals, drawing on theoretical and analytical frameworks from the sociocognitive sciences.
Activities in a primary care unit were monitored using observational field notes, hospital documents, and audio recordings of interviews and clinical interactions.
The demarcation of responsibilities and roles of personnel within the team became fuzzy in practice. Continuous care was provided by primary care providers and specialized care by intermittent consultants. The nature of individual expertise required was a function of the patient problem and the interaction goal. These team characteristics contributed to the reduction of unnecessary and redundant interactions.
Distributed responsibilities allow the team to process massive amounts of patient information, reducing the cognitive load on individuals. The uniqueness of individual professional expertise as it contributes to the accomplishment of team goals is highlighted, suggesting emphasis on conceptual competence in the development of individual professional education programs.
医疗保健成本的不断增加和知识的快速增长促使医疗保健专业人员之间开展合作，以共享知识和技能。
借鉴社会认知科学的理论和分析框架，描述团队互动的质性特征及其与卫生专业人员培训的关系。
通过观察性实地记录、医院文件以及访谈和临床互动的录音，对基层医疗单位的活动进行监测。
团队中人员职责和角色的划分在实践中变得模糊。基层医疗服务提供者提供持续护理，间歇性会诊医生提供专科护理。所需个人专业知识的性质取决于患者问题和互动目标。这些团队特征有助于减少不必要和冗余的互动。
责任分担使团队能够处理大量患者信息，减轻个人的认知负担。强调了个人专业知识在实现团队目标中的独特性，这表明在个人专业教育计划的制定中应注重概念能力培养。
