Beyond the Individual: A Multidisciplinary Model for Critical Thinking in the Intensive Care Unit

被引：1

作者：

Jagpal, Sugeet K. ^{[1
]}

Alismail, Abdullah ^{[2
,3
,9
]}

Lin, Erica ^{[4
]}

Blackwell, Lauren ^{[5
]}

Ahmed, Nayla ^{[6
]}

Lee, May M. ^{[7
]}

Chiarchiaro, Jared ^{[8
]}

机构：

[1] Rutgers Robert Wood Johnson Med Sch, Div Pulm Crit Care & Sleep Med, New Brunswick, NJ USA

[2] Loma Linda Univ Hlth, Sch Allied Hlth Profess, Dept Cardiopulm Sci, Loma Linda, CA USA

[3] Loma Linda Univ, Sch Med, Dept Med, Loma Linda, CA USA

[4] Univ Calif San Diego, Div Pulm Crit Care & Sleep Med, La Jolla, CA USA

[5] Mt Sinai Beth Israel Hosp, Icahn Sch Med, Div Pulm Crit Care & Sleep Med, New York, NY USA

[6] Div Pulm & Crit Care Med, Mayo Clin, Rochester, MN USA

[7] Univ South Calif, Div Pulm Crit Care & Sleep Med, Los Angeles, CA USA

[8] Oregon Hlth & Sci Univ, Div Allergy & Crit Care Med, Portland, OR USA

[9] Loma Linda Univ, Sch Allied Hlth Profess, Sch Med, Dept Cardiopulm Sci,Dept Med, Loma Linda, CA 92354 USA

来源：

ADVANCES IN MEDICAL EDUCATION AND PRACTICE | 2024年 / 15卷

关键词：

medical education; cognition; shared mental models; clinician educators; MEDICAL-EDUCATION; DECISION-MAKING; MACROCOGNITION; FRAMEWORK;

D O I：

10.2147/AMEP.S429982

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Health profession educators readily identify with the goal of fostering healthcare providers who are critical thinkers focused on quality patient care. In the following paper, we aim to delve into critical thinking at the team level and help educators begin the process of creating a shared mental model focusing on cognition to identify gaps and opportunities for growth in their trainees. We will distinguish between microcognition (an individual's own critical thinking process in a controlled environment), macrocognition (critical thinking process in a real-world environment), and team cognition (the interaction and relationship among team members to augment macrocognition). A common case example will be used to guide the discussion as well as provide a model framework to be used for clinician educators in the future.

引用

页码：409 / 417

页数：9

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