超越个体:在重症监护病房的批判性思维的多学科模型
Sugeet K Jagpal1, Abdullah Alismail2,3, Erica Lin4
1Division of Pulmonary, Critical Care and Sleep Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, USA.
Advances in medical education and practice
|May 20, 2024
概括
本研究探讨了医疗保健教育中的团队认知,将个人批判性思维 (微观认知) 与现实应用 (宏观认知) 和团队动态区分开来. 它为教育工作者提供了一个框架,以提高学员的批判性思维技能.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
- 医疗保健的质量 医疗保健的质量
背景情况:
- 在医疗保健专业人员中培养批判性思维对于高质量的患者护理至关重要.
- 当前的教育方法往往侧重于个人批判性思维,不太重视团队动态.
研究的目的:
- 在医疗保健教育中探索团队层面的批判性思维.
- 帮助教育工作者开发以认知为重点的共享心理模型.
- 识别学员批判性思维中的差距和成长机会.
主要方法:
- 区分微观认知,宏观认知和团队认知.
- 使用一个常见的案例示例来说明概念.
- 为临床医师教育者提出一个模型框架.
主要成果:
- 定义了微观认知 (个人,受控),宏观认知 (个人,现实世界) 和团队认知 (组互动).
- 提供了应用这些概念的实用案例.
- 概述了教育工作者评估和发展团队认知的框架.
结论:
- 了解团队认知对于提高医疗保健提供者的批判性思维至关重要.
- 拟议的框架可以指导教育工作者在复杂的医疗保健环境中发展学员的认知能力.
- 这项工作支持开发更有效,以团队为导向的医疗保健专业人员.
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