Tim Mickleborough, Glendon R Tait, Maria Mylopoulos, Kulamakan Mahan Kulasegaram
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An abductive thematic analysis approach generated themes which were then mapped onto a mental model construct. This heuristic helped construct and visualize the inner workings of a SMM as a holistic decision-making process that operates on manipulating multiple data inputs (quantitative and qualitative) in order to generate robust outcomes.</p><p><strong>Results: </strong>SPC members shared similar expectations of the task at hand while having multiple and conflicting perspectives about inputs important for decision making. Members grappled with what they perceived as a subjective process but agreed that having principles specific to holistic decision making can generate robust outcomes. Diversity of group membership was essential for minimizing member bias and group conformity in decision making.</p><p><strong>Discussion: </strong>This new understanding of how CCs operate at the undergraduate level can inform the SPC and guide its members in their quality improvement efforts and inform broader program-wide improvement, locally; moreover, it may contribute to the ongoing improvement of CCs in other settings.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"493-503"},"PeriodicalIF":3.9000,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12352382/pdf/","citationCount":"0","resultStr":"{\"title\":\"Many Minds, One Model: Exploring Decision Making of an Undergraduate Medicine Competency Committee Using the Construct of a Shared Mental Model.\",\"authors\":\"Tim Mickleborough, Glendon R Tait, Maria Mylopoulos, Kulamakan Mahan Kulasegaram\",\"doi\":\"10.5334/pme.1949\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Competency committees (CCs) are considered mandatory in competency-based medical education. There remains insufficient research to guide programs in optimizing the work of CCs especially in the undergraduate context. In order to address this gap, the functioning of an undergraduate CC is examined using the construct of a shared mental model (SMM) to explore factors and context that inform a holistic review of performance.</p><p><strong>Methods: </strong>A qualitative exploratory study was conducted. Using purposive sampling, 10 members of a Student Progress Committee (SPC) participated in 60-minute, semi-structured interviews (April 2022 to June 2023). An abductive thematic analysis approach generated themes which were then mapped onto a mental model construct. This heuristic helped construct and visualize the inner workings of a SMM as a holistic decision-making process that operates on manipulating multiple data inputs (quantitative and qualitative) in order to generate robust outcomes.</p><p><strong>Results: </strong>SPC members shared similar expectations of the task at hand while having multiple and conflicting perspectives about inputs important for decision making. Members grappled with what they perceived as a subjective process but agreed that having principles specific to holistic decision making can generate robust outcomes. Diversity of group membership was essential for minimizing member bias and group conformity in decision making.</p><p><strong>Discussion: </strong>This new understanding of how CCs operate at the undergraduate level can inform the SPC and guide its members in their quality improvement efforts and inform broader program-wide improvement, locally; moreover, it may contribute to the ongoing improvement of CCs in other settings.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"493-503\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-08-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12352382/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1949\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1949","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Many Minds, One Model: Exploring Decision Making of an Undergraduate Medicine Competency Committee Using the Construct of a Shared Mental Model.
Introduction: Competency committees (CCs) are considered mandatory in competency-based medical education. There remains insufficient research to guide programs in optimizing the work of CCs especially in the undergraduate context. In order to address this gap, the functioning of an undergraduate CC is examined using the construct of a shared mental model (SMM) to explore factors and context that inform a holistic review of performance.
Methods: A qualitative exploratory study was conducted. Using purposive sampling, 10 members of a Student Progress Committee (SPC) participated in 60-minute, semi-structured interviews (April 2022 to June 2023). An abductive thematic analysis approach generated themes which were then mapped onto a mental model construct. This heuristic helped construct and visualize the inner workings of a SMM as a holistic decision-making process that operates on manipulating multiple data inputs (quantitative and qualitative) in order to generate robust outcomes.
Results: SPC members shared similar expectations of the task at hand while having multiple and conflicting perspectives about inputs important for decision making. Members grappled with what they perceived as a subjective process but agreed that having principles specific to holistic decision making can generate robust outcomes. Diversity of group membership was essential for minimizing member bias and group conformity in decision making.
Discussion: This new understanding of how CCs operate at the undergraduate level can inform the SPC and guide its members in their quality improvement efforts and inform broader program-wide improvement, locally; moreover, it may contribute to the ongoing improvement of CCs in other settings.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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