Standardized Work Rounds Enhance Teaming, Comprehensiveness, Shared Mental Model Development, and Achievement Rate of End-of-Shift Goals

2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Samantha Lucrezia ◽  
Julia Noether ◽  
Anthony A. Sochet
Keyword(s):  
Mental Model ◽  
Model Development ◽  
Shared Mental Model ◽  
Achievement Rate

Technology-Mediated Collaboration, Shared Mental Model and Task Performance

2012 ◽  
Vol 24 (1) ◽  
pp. 64-81 ◽  
Author(s):  
Hayward P. Andres
Keyword(s):  
Social Influence ◽  
Direct Observation ◽  
Mental Model ◽  
Social Impact ◽  
Model Development ◽  
Research Approach ◽  
Team Process ◽  
Shared Mental Model ◽  
Team Productivity ◽  
The Impact

This study takes a direct observation research approach to examine how the impact of collaboration mode on team productivity and process satisfaction is mediated by shared mental model. Team cognition and social impact theories are integrated to provide a framework for explaining how technology-mediated collaboration constrains or enhances team shared mental model development and its subsequent impact on task outcomes. Partial least squares analysis revealed that technology-mediated collaboration impacts shared mental model development. The results also demonstrate that timely and accurate development of shared mental model facilitates increases in both productivity and team process satisfaction. Direct observation of team process behaviors suggests that collaboration modes differ not only in their impact on communication facilitation but efficacy-based, motivational, and social influence factors (e.g., self-efficacy and team-efficacy, perceived salience and credibility of contributions, social influence on action, etc.) as well. Shared mental model development requires quality communication among team members that are motivated to participate by a positive team climate that promotes idea convergence.

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.

Antecedents of learners' mental model development

2008 ◽  
Author(s):  
Nicole Kohari ◽  
Robert Lord ◽  
Joelle Elicker ◽  
Steven Ash ◽  
Bryce Hruska
Keyword(s):  
Mental Model ◽  
Model Development

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

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