我们在同一页上吗？共享心理模型以支持卫生专业学习者的临床团队合作：范围综述。
Are We on the Same Page? Shared Mental Models to Support Clinical Teamwork Among Health Professions Learners: A Scoping Review.
机构信息
L.C. Floren is associate professor, Department of Bioengineering and Therapeutic Sciences, School of Pharmacy, University of California, San Francisco, and advanced fellow in health professions education evaluation and research, Department of Veterans Affairs, San Francisco, California. D. Donesky is codirector, Palliative Care Educational Program, School of Nursing, University of California, San Francisco, San Francisco, California. E. Whitaker is research librarian, Medical Library, University of California, San Francisco, San Francisco, California. D.M. Irby is professor, Department of Medicine, School of Medicine, and research faculty member, Center for Faculty Educators, University of California, San Francisco, San Francisco, California. O. ten Cate is professor, School of Medicine, Utrecht University, Utrecht, The Netherlands, and adjunct professor, Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California. B.C. O'Brien is associate professor, Department of Medicine, and research faculty member, Center for Faculty Educators, School of Medicine, University of California, San Francisco, San Francisco, California.
出版信息
Acad Med. 2018 Mar;93(3):498-509. doi: 10.1097/ACM.0000000000002019.
PURPOSE
To conduct a scoping review to explore the construct of shared mental models (SMMs) in the context of clinical teamwork among health professions learners.
METHOD
The authors searched the PubMed, ERIC, CINAHL, Scopus, Web of Science, PsychINFO, and EMBASE databases for English-language articles published between 2000 and 2016. Eligible articles mentioned SMMs in relation to clinical teamwork and included health professions learners. Two reviewers screened studies for eligibility and extracted data to determine the depth and breadth of the literature on SMMs. The authors examined definitions of the SMM construct in the context of clinical teams, educational interventions using SMMs, and the measurement of SMMs.
RESULTS
Of the 1,273 articles retrieved, 23 met the inclusion criteria. SMMs were defined in less than two-fifths of the articles (9/23). All articles applied the construct to improvements in hospital-based patient safety, often in high-intensity settings (14/23). Most articles included graduate-level physicians (21/23) within clinical teams (18/23). Interventions designed to foster SMMs (6/23) included teamwork curricula/training and teamwork supportive tools. Measurements of SMMs (7/23) included a qualitative task analysis, quantitative analyses of speech, a concept mapping, and Likert-type surveys.
CONCLUSIONS
In health professions education, the SMM construct lacks clear definition. Few studies described educational interventions aimed at SMM development, and few attempted to measure the construct. The authors propose an operational definition of SMMs in health care and illustrate how interventions intended to foster SMMs, such as team trainings or planning exercises and communication tools, could be developed, implemented, and assessed.
目的
在健康专业学习者的临床团队背景下进行范围综述，以探索共享心理模型（SMM）的构建。
方法
作者在 PubMed、ERIC、CINAHL、Scopus、Web of Science、PsychINFO 和 EMBASE 数据库中搜索了 2000 年至 2016 年间发表的英语文章。符合条件的文章在提到临床团队中的 SMM 时，包括健康专业学习者。两位审查员筛选了符合条件的研究，并提取了数据，以确定 SMM 文献的深度和广度。作者检查了 SMM 构建在临床团队中的定义，使用 SMM 的教育干预措施以及 SMM 的测量。
结果
从检索到的 1273 篇文章中，有 23 篇符合纳入标准。不到五分之二的文章（9/23）定义了 SMM。所有文章都将该构建应用于改善基于医院的患者安全性，通常在高强度环境中（14/23）。大多数文章包括临床团队中的研究生级医生（21/23）（18/23）。旨在培养 SMM 的干预措施（6/23）包括团队合作课程/培训和团队合作支持工具。SMM 的测量（7/23）包括定性任务分析、语音的定量分析、概念映射和李克特型调查。
结论
在健康专业教育中，SMM 构建缺乏明确的定义。很少有研究描述旨在培养 SMM 的教育干预措施，也很少有研究尝试测量该构建。作者提出了医疗保健中 SMM 的操作性定义，并说明了如何开发、实施和评估旨在培养 SMM 的干预措施，例如团队培训或计划练习以及沟通工具。
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