Concept analysis of knowledge sharing in multidisciplinary surgical teams: Implications for interprofessional education and professional development

TL;DR

This study explores how knowledge is shared among surgical teams, offering insights to improve teamwork and education in healthcare.

Contribution

The paper provides a new definition of knowledge sharing in multidisciplinary surgical teams grounded in both theory and fieldwork.

Findings

Knowledge sharing involves diverse types of knowledge and occurs through multiple channels.

It is influenced by individual, team, and organizational factors.

The process leads to both individual and organizational consequences.

Abstract

Understanding and clarifying key concepts such as “knowledge sharing” is essential for advancing interprofessional collaboration and education in healthcare. This study aimed to analyze the concept of knowledge sharing in multidisciplinary surgical teams.

This is a qualitative study performed using Schwartz-Barcott and Kim's (2000) hybrid model of concept analysis, implemented in three stages: 1) theoretical, 2) fieldwork, and 3) final analysis. In the theoretical phase, a comprehensive literature review was analyzed through inductive content analysis. Along the fieldwork phase, semi-structured interviews were conducted with surgical team members and analyzed deductively following Elo and Kyngäs' approach. In the final phase, the findings from both stages were integrated to present a comprehensive definition of knowledge sharing.

The final analysis phase indicated five main categories of attributes: 1) diversity of shared knowledge, 2) interactive, voluntary and multi-directional exchange, 3) purposeful process, 4) varied sharing levels, and 5) diverse sharing methods.
Further, two main categories of antecedents were identified: 1) individual and knowledge factors, and 2) organizational factors. Ultimately, the analysis highlighted two main categories of consequences: 1) individual, team and therapeutic consequences, and 2) organizational consequences.

In the present study, knowledge sharing was defined as an interactive, purposeful, and voluntary process occurring at various interpersonal and organizational levels (vertical and horizontal) through professional behaviors. It involves reciprocal (occasionally unilateral) exchange of tacit/explicit knowledge via formal, informal, and web-based channels. Since the core characteristics of knowledge sharing have remained largely consistent between the theoretical and fieldwork phases, this definition can be applied to other clinical environments.

Figures