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

Abstract

Sugeet K Jagpal,1,* Abdullah Alismail,2,3,* Erica Lin,4 Lauren Blackwell,5 Nayla Ahmed,6 May M Lee,7 Jared Chiarchiaro8 1Division of Pulmonary, Critical Care and Sleep Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, USA; 2Department of Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University Health, Loma Linda, CA, USA; 3Department of Medicine, School of Medicine, Loma Linda University, Loma Linda, CA, USA; 4Division of Pulmonary, Critical Care and Sleep Medicine, University of California San Diego, La Jolla, CA, USA; 5Division of Pulmonary, Critical Care and Sleep Medicine, Mount Sinai Beth Israel Hospital, Icahn School of Medicine, New York, NY, USA; 6Division of Pulmonary and Critical Care Medicine, Mayo Clinic, Rochester, MN, USA; 7Division of Pulmonary, Critical Care and Sleep Medicine, University of South California, Los Angeles, CA, USA; 8Division of Allergy, and Critical Care Medicine, Oregon Health and Science University, Portland, OR, USA*These authors contributed equally to this workCorrespondence: Abdullah Alismail, Department of Cardiopulmonary Sciences, School of Allied Health Professions, Department of Medicine, School of Medicine, Loma Linda University, Loma Linda, CA, USA, Email [email protected]: 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.Keywords: medical education, cognition, shared mental models, clinician educators

Keywords

• medical education
• cognition
• shared mental models
• clinician educators