scholarly journals 1293: CREATING A SHARED MENTAL MODEL: TEAM MEMBER PRESENCE AND REVIEW OF GOALS ON INTERDISCIPLINARY ROUNDS

2021 ◽  
Vol 50 (1) ◽  
pp. 647-647
Author(s):  
Elizabeth Kerris ◽  
Curtis Sudbury ◽  
Jessica Boegner ◽  
O’Neil Riley ◽  
Adrian Zurca
Keyword(s):  
Mental Model ◽  
Team Member ◽  
Shared Mental Model ◽  
Interdisciplinary Rounds

Shared Mental Model Development During Technology-Mediated Collaboration

2012 ◽  
pp. 125-142
Author(s):  
Hayward P. Andres
Keyword(s):  
Group Action ◽  
Mental Model ◽  
Social Impact ◽  
Team Member ◽  
Action Theory ◽  
Model Development ◽  
Shared Mental Model ◽  
Impact Theory ◽  
Task Requirements ◽  
Execution Strategy

This study examines how collaboration mode – face-to-face and videoconferencing technology-mediated virtual teams - shapes negotiated shared interpretation of ideas needed for shared mental model construction. Social impact theory and group action theory provide a framework for explaining how technology-mediated collaboration constrains or enhances team shared mental model development. Social impact theory suggests that team member behavior is affected by 1) influential members, 2) number of members, and 3) proximity. Group action theory proposes that team member behavior is guided by 1) assessment of task requirements, 2) adopted task strategy, and 3) evaluation of task solution. This study argues that technology-mediated collaboration will exhibit lower participation rates and intra-team communication deficiencies while developing a shared mental model of task requirements, strategy and status. Partial least squares analysis revealed that technology-mediated collaboration does impact shared mental model development. Observers noted that decision making effectiveness and timeliness regarding task execution strategy and solution content was facilitated by a shared understanding of the task context. The study also confirmed the utility of direct observation for studying communication behaviors and social interaction in the development of shared mental model and teamwork.

Shared Mental Model Development During Technology-Mediated Collaboration

2011 ◽  
Vol 7 (3) ◽  
pp. 14-30 ◽  
Author(s):  
Hayward P. Andres
Keyword(s):  
Virtual Teams ◽  
Group Action ◽  
Mental Model ◽  
Social Impact ◽  
Team Member ◽  
Action Theory ◽  
Model Development ◽  
Shared Mental Model ◽  
Impact Theory ◽  
Task Requirements

This study examines how collaboration mode – face-to-face and videoconferencing technology-mediated virtual teams - shapes negotiated shared interpretation of ideas needed for shared mental model construction. Social impact theory and group action theory provide a framework for explaining how technology-mediated collaboration constrains or enhances team shared mental model development. Social impact theory suggests that team member behavior is affected by 1) influential members, 2) number of members, and 3) proximity. Group action theory proposes that team member behavior is guided by 1) assessment of task requirements, 2) adopted task strategy, and 3) evaluation of task solution. This study argues that technology-mediated collaboration will exhibit lower participation rates and intra-team communication deficiencies while developing a shared mental model of task requirements, strategy and status. Partial least squares analysis revealed that technology-mediated collaboration does impact shared mental model development. Observers noted that decision making effectiveness and timeliness regarding task execution strategy and solution content was facilitated by a shared understanding of the task context. The study also confirmed the utility of direct observation for studying communication behaviors and social interaction in the development of shared mental model and teamwork.

scholarly journals 1129. Optimizing Feedback Strategies on the Infectious Diseases Inpatient Service

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S593-S594
Author(s):  
Eva Clark ◽  
Prathit Kulkarni ◽  
Mayar Al Mohajer ◽  
Stacey Rose ◽  
Jose Serpa ◽  
...  
Keyword(s):  
Medical Education ◽  
Infectious Diseases ◽  
Clinical Education ◽  
Mental Model ◽  
Inpatient Service ◽  
Shared Mental Model ◽  
Effective Feedback ◽  
Medical Trainees ◽  
Feedback Strategies ◽  
Giving Feedback

Abstract Background Timely, efficient, and effective feedback strategies are crucial for enhancing faculty-trainee communication and trainee education. Here we describe attitudes, practices, and perceived behaviors regarding giving feedback to medical trainees rotating on Infectious Diseases (ID) inpatient consult services. Methods An anonymous survey on feedback strategies was distributed to our adult ID Section in February 2020 as part of a facilitated discussion on optimizing trainee clinical education. Results Twenty-six ID Section members completed the survey (18 faculty, 8 trainees). Most trainees (62.5%) and faculty (66.7%) felt that trainees are “sometimes” comfortable voicing concerns to faculty; however, no trainees but 11.1% of faculty indicated that trainees are “always” comfortable voicing concerns to faculty. Most trainees (87.5%) felt that conversations about team expectations occur “sometimes” or “often.” In contrast, most faculty (72.2%) felt that these conversations “always” occur. Although most faculty felt that both informal (94.4%) and formal (83.3%) feedback should be given to trainees, 22.2% of faculty responded that they do not explicitly use the term “feedback” when discussing feedback with a trainee. No trainees and 22.2% of faculty indicated that they utilize a feedback tool. Regarding quantity of feedback trainees perceive they receive from faculty, 37.5% of trainees felt they needed more feedback while 50% felt they received adequate feedback. Most faculty (88.9%) responded that they encourage trainees to give feedback to faculty, although most trainees (62.5%) responded “sometimes” regarding how comfortable they feel doing so. Conclusion In summary, we found differences between faculty and trainees regarding two important aspects of medical education: setting expectations and providing feedback. While most faculty feel that conversations regarding these topics occur invariably, trainees do not always share this perception. Trainees felt less comfortable voicing concerns and giving feedback to faculty than faculty perceived them to be. Overall, the data suggest that there is room for improvement to ensure that trainees and faculty are operating from a shared mental model regarding setting team expectations and providing/receiving feedback. Disclosures All Authors: No reported disclosures

Research on the influence of relation embeddedness on innovation performance of manufacturing supply chain alliances using expert fuzzy rule –intermediary role of shared mental model

2021 ◽  
pp. 1-8
Author(s):  
Guo Lifang ◽  
Cui Yuwen ◽  
Wu Yamin ◽  
Ma Jiaqi
Keyword(s):  
Supply Chain ◽  
Mental Model ◽  
Fuzzy Rule ◽  
Innovation Performance ◽  
Market Demand ◽  
Shared Mental Model ◽  
Rule Based System ◽  
Manufacturing Supply Chain ◽  
Intermediary Role

The innovation and development of manufacturing supply chain alliance is an important way for enterprises to meet the increasing market demand and maintain the competitive advantage. From the perspective of embeddedness, the research model of relation embeddedness on innovation performance of manufacturing supply chain was constructed based on AMOS. Shared mental model was selected as intermediary variable to study the influence of relation embeddedness, shared mental model and innovation performance of manufacturing supply chain alliances. Expert fuzzy rule based system is utilized for measuring the performance of manufacturing supply chain alliances. The conclusion shows that relation embeddedness is significantly positive shared mental model and innovation performance. Shared mental model is positively affects alliance innovation performance and plays a part of intermediary role between relational embedding and alliance innovation performance. Practice implicates that enhance the level of relation embeddedness can promote the formation of shared mental model and improve the innovation performance of manufacturing supply chain alliance.

Watch For Failing Objects: What Inappropriate Compliance Reveals About Shared Mental Models In Autonomous Cars

2021 ◽  
Vol 65 (1) ◽  
pp. 643-647
Author(s):  
Yosef S. Razin ◽  
Jack Gale ◽  
Jiaojiao Fan ◽  
Jaznae’ Smith ◽  
Karen M. Feigh
Keyword(s):  
Mental Models ◽  
Mental Model ◽  
False Positive Rate ◽  
Ground Truth ◽  
True Positive Rate ◽  
Shared Mental Models ◽  
Shared Mental Model ◽  
Autonomous Cars ◽  
Positive Rate ◽  
Dispositional Factors

This paper evaluates Banks et al.’s Human-AI Shared Mental Model theory by examining how a self-driving vehicle’s hazard assessment facilitates shared mental models. Participants were asked to affirm the vehicle’s assessment of road objects as either hazards or mistakes in real-time as behavioral and subjective measures were collected. The baseline performance of the AI was purposefully low (<50%) to examine how the human’s shared mental model might lead to inappropriate compliance. Results indicated that while the participant true positive rate was high, overall performance was reduced by the large false positive rate, indicating that participants were indeed being influenced by the Al’s faulty assessments, despite full transparency as to the ground-truth. Both performance and compliance were directly affected by frustration, mental, and even physical demands. Dispositional factors such as faith in other people’s cooperativeness and in technology companies were also significant. Thus, our findings strongly supported the theory that shared mental models play a measurable role in performance and compliance, in a complex interplay with trust.

Sign in / Sign up

Export Citation Format

Share Document