Pesut Daniel J, Headrick Linda A, Holmboe Eric, Moore Shirley M
University of Minnesota School of Nursing, Minneapolis, MN, USA.
University of Missouri School of Medicine, One Hospital Drive, Columbia, MO, USA.
J Med Educ Curric Dev. 2023 May 15;10:23821205231175205. doi: 10.1177/23821205231175205. eCollection 2023 Jan-Dec.
The purpose of this article is to propose that knowledge, understanding, and application of systems and complexity thinking can improve assessment, implementation, and evaluation of interprofessional education (IPE). Using a case story, the authors describe and explain a meta-model of systems and complexity thinking to support leaders in implementing and evaluating IPE initiatives. The meta-model incorporates the use of several important, interrelated frameworks that tackle issues of sense making, systems, and complexity thinking as well as polarity management at different levels of scale in an organization. Combined, these theories and frameworks support recognition and management of cross-scale interactions and help leaders make sense of distinctions among simple, complicated, complex, and chaotic situations among IPE issues associated with healthcare disciplines within institutions. The application and use of Liberating Structures and polarity management practices enable leaders to engage people and gain insight into the complexities involved in successful implementation of IPE programs.
本文的目的是提出，系统思维和复杂性思维的知识、理解与应用能够改善跨专业教育（IPE）的评估、实施和评价。作者通过一个案例故事，描述并解释了一个系统思维和复杂性思维的元模型，以支持领导者实施和评估IPE举措。该元模型整合了几个重要的、相互关联的框架，这些框架在组织的不同规模层面处理意义建构、系统和复杂性思维以及极性管理等问题。这些理论和框架相结合，有助于识别和管理跨尺度相互作用，并帮助领导者理解机构内与医疗保健学科相关的IPE问题中简单、复杂、非常复杂和混乱情况之间的区别。解放结构和极性管理实践的应用使领导者能够让人们参与进来，并深入了解成功实施IPE项目所涉及的复杂性。
