Psychological and neural mechanisms of rotating leadership in teams: the impact of engagement and shared mental model

2017 ◽  
Author(s):  
Ruiqing Ni
Keyword(s):  
Mental Model ◽  
Neural Mechanisms ◽  
Shared Mental Model ◽  
The Impact

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.

Implementation and dissemination of a shared mental model of palliative oncology.

2019 ◽  
Vol 37 (31_suppl) ◽  
pp. 58-58
Author(s):  
Sarah F. D'Ambruoso ◽  
John A. Glaspy ◽  
Neil Wenger ◽  
Christopher Pietras ◽  
Kauser Ahmed ◽  
...  
Keyword(s):  
Advanced Cancer ◽  
Mental Model ◽  
Care Delivery ◽  
Communication Training ◽  
Audit And Feedback ◽  
Goals Of Care ◽  
Shared Mental Model ◽  
Early Integration ◽  
Referral Rates ◽  
The Impact

58 Background: American Society of Clinical Oncology guidelines support early integration of palliative care (PC) into standard oncology practice; however, little is known as to whether improved outcomes can be achieved by modifying health care delivery and training oncology providers. Methods: We report our five year experience of embedding a nurse practitioner (NP) in an oncology clinic (March 2014-March 2019) to develop a shared mental model (SMM) of early, concurrent advance care planning (ACP) and PC as well as the collaborative effort to further disseminate this SMM throughout the Division of Hematology-Oncology using communication training, quality measurement, audit and feedback, leadership support, and monthly collaborative meetings. We developed PC quality metrics (process measures and end of life utilization measures) using a validated advanced cancer denominator. We used these measures to evaluate the impact of the PC-NP program (2014-2019) and provide individualized metric packets to each oncologist in the context of an annual half-day interactive communication training sessions (1-hr didactic, 3-hr small group role-play) each spring and monthly implementation team meetings from 2017-2019. Results: Compared to patients with advanced cancer not seen by the PC-NP program, patients who are enrolled in the program have higher rates of goals of care note documentation (80% vs. 17%, p < 0.01), higher rates of Physician Orders for Life Sustaining Treatment (POLST) completion (19% vs. 5%, p < 0.01), higher referral rates to the psychosocial oncology program (51% vs. 25%, p < 0.01), and higher referral rates to hospice (60% vs. 33%, p < 0.01). Among decedents, there was less hospital use (12 vs. 18 days) and ICU use (1.5 vs. 2.6 days) in the last 6 months of life. Since spring 2017, 19/21 NP’s, 64/68 physicians, and 17/20 fellows have participated in communication training. Among all patients with advanced cancer, goals of care note documentation has improved from 3% in March 2014 to 21% in March 2019. Conclusions: Embedding a trained PC-NP in oncology clinics to deliver upstream PC to patients on active treatment can lead to opportunities for development and dissemination of a SMM that translates into better primary and specialist PC.

scholarly journals The Impact of Multimodal Communication on a Shared Mental Model, Trust, and Commitment in Human–Intelligent Virtual Agent Teams

2018 ◽  
Vol 2 (3) ◽  
pp. 48 ◽  
Author(s):  
Nader Hanna ◽  
Deborah Richards
Keyword(s):  
Mental Model ◽  
Significant Positive Correlation ◽  
Social Trust ◽  
Multimodal Communication ◽  
Social Aspect ◽  
Virtual Agents ◽  
Shared Mental Model ◽  
Positive Correlation ◽  
Human Agent ◽  
The Impact

There is an increasing interest in the use of intelligent virtual agents (IVAs) to work in teams with humans. To achieve successful outcomes for these heterogeneous teams, many of the aspects found in successful human teams will need to be supported. These aspects include behavioural (i.e., multimodal communication), cognitive (i.e., a shared mental model (SMM)), and social (trust and commitment). Novelly, this paper aims to investigate the impact of IVA’s multimodal communication on the development of a SMM between humans and IVAs. Moreover, this paper aims to explore the impact of the developed SMM on a human’s trust in an IVA’s decisions and a human’s commitment to honour his/her promises to an IVA. The results from two studies involving a collaborative activity showed a significant positive correlation between team multimodal communication (i.e., behavioural aspect) and a SMM between teammates (i.e., cognitive aspect). Moreover, the result showed that there is a significant positive correlation between the developed SMM and a human’s trust in the IVA’s decision and the human’s commitment to honour his/her promises (the establishment of the social aspect of teamwork). Additionally, the results showed a cumulative effect of all of these aspects on human–agent team performance. These results can guide the design of human–agent teamwork multimodal communication models.

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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