The influence of shared mental models on team process and performance.

Abstract

The influence of teammates' shared mental models on team processes and performance was tested using 56 undergraduate dyads who "flew" a series of missions on a personal-computer-based flight-combat simulation. The authors both conceptually and empirically distinguished between teammates' task- and team-based mental models and indexed their convergence or "sharedness" using individually completed paired-comparisons matrices analyzed using a network-based algorithm. The results illustrated that both shared-team- and task-based mental models related positively to subsequent team process and performance. Furthermore, team processes fully mediated the relationship between mental model convergence and team effectiveness. Results are discussed in terms of the role of shared cognitions in team effectiveness and the applicability of different interventions designed to achieve such convergence.

Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students

“…Proper instruction of raters in utilizing a common framework for assessment must involve Btraining, feedback and reflection^and Binteraction with others involved.^2 6 While this current study focused on the outcome, and we did not audio-record the evaluation sessions, Hauer et al did audio-record evaluation sessions, 3 , allowing the authors to conclude about the process (10) that Bserial evaluation sessions created an environment that allowed faculty to communicate honest opinions and concerns, anticipate developmental progress, and generate collaborated learning plans…^. 3 Her study corroborated findings from the teamwork literature that not only do highly functioning teams operate using a shared mental model, but they also communicate well [6][7][8][9][10] and evaluation sessions ensure that both occur.…”

“…In such circumstances, the need for a shared mental model is even greater. 10 The RIME framework is a well-established framework (model) 5,11 and it maps to both the Accreditation Council for Graduate Medical Education (ACGME) competency framework 12 and to entrustable professional activities (EPAs). 13 RIME is a synthetic framework; success at each level requires that a trainee demonstrate the integration of necessary knowledge, skills, and attitudes.…”

Mental practice: a simple tool to enhance team-based trauma resuscitation

“…18,19 During a stressful event, loss of situation awareness begins first with ignoring peripheral cues, then task-relevant cues, errors of fixation, and premature diagnostic closure. 18,19 Complex clinical events that require multitasking or contain multiple data sources are particularly vulnerable to cognitive tunneling (the exclusion of potentially relevant diagnostic information due to fixation on a particular feature of the clinical scenario). 18,19 Cognitive tunneling may be mitigated, in part, by a team-based approach, where any team member can prompt the team leader to redirect his or her attention to potentially relevant diagnostic cues.…”

“…18,19 Complex clinical events that require multitasking or contain multiple data sources are particularly vulnerable to cognitive tunneling (the exclusion of potentially relevant diagnostic information due to fixation on a particular feature of the clinical scenario). 18,19 Cognitive tunneling may be mitigated, in part, by a team-based approach, where any team member can prompt the team leader to redirect his or her attention to potentially relevant diagnostic cues. MP performed as a team may support developing effective shared mental models for team-based and task-based processes.…”

Nursing students’ experiences of multiprofessional simulation education

“…[19] Simulation pedagogy also aims at seeking a shared understanding of the challenges and solutions in various clinical situations. [7,20] Simulation-based courses can focus on a specific patient group, illness or care setting. [21] Simulated learning starts with a preparation phase, in which the content and learning objectives are set for a scenario and described to participants.…”