Utilization of Team Process Framework to Improve Small-Group Learning in Medical Education

The setting for medical practitioners typically involves collaborative and interdisciplinary teams. Medical schools have embraced many teaching methods that use a group of learners to facilitate learning. However, the actual learning benefits of these methods require additional inquiry in the areas of team cognition and team processes. There is limited research that evaluates the value of the team process behaviors in medical education to improve collaborative learning outcomes. This conceptual article provides a framework for team learning processes based on the theoretical foundation of social learning and the development of group shared mental models during team interactions that impact a student’s performance.