Systems and Complexity Thinking to Master Leadership Challenges in Interprofessional Health Professionals Education

Journal of Medical Education and Curricular Development (05/15/23) Pesut, Daniel J.; Headrick, Linda A.; Holmboe, Eric; et al.

Researchers propose a meta-model of systems and complexity thinking for enhancing the assessment and deployment of interprofessional education (IPE) in healthcare. The meta-model integrates multiple guiding frameworks for selecting and implementing Liberating Structures (LS). The LS consist of 33 mechanisms for enabling meetings and dialogues to analyze, assess and advance health professions education. They leverage principles such as the inclusion and liberation of all system participants; respect for people and local solutions; in-progress trust-building; in-group self-discovery; and creative destruction for cultivating innovation. The authors demonstrate through a case study that the development of IPE designed to provide learners the necessary skills for gainful interprofessional practice "requires creating desired futures rather than fixing the past." They cite research suggesting the understanding of distinctions, systems, relationships and perspectives is critical to systems thinking. "Complexity thinking requires a move away from linear cause and effect models of analysis and planning and embraces understanding of the difference between and among issues that are simple, complicated, complex, chaotic," the researchers explain. They highlight the Cynefin Framework as a tool for making sense of such situations. Other essential components include principles and practices of polarity management and panarchy to anticipate issues and challenges to IPE leadership. "Persistence, patience, flexibility and adaptability supports a leadership journey that has desired benchmarks, but not permanent ends," the authors conclude.

Read More