Effective Collaboration Through Activity Theory and Knotworking in Clinical Settings
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Healthcare professionals must be able to work in multidisciplinary teams (MDTs). The purpose of this editorial is to explain how healthcare professionals (can) contribute to the effectiveness of MDT, through the use of activity theory (collective work activity shared by others who are motivated by a purpose mediated by tools in order to achieve a specific goal) and the associated idea of knotworking (method of tying, untying, and retying together seemingly separate threads of activity). The leading thesis here is that MDTs benefit from health professionals with well-established leadership skills, and also strong collaborative skills that enable them to transition fluidly between leadership roles as needed to advance patient care. Within activity theory, knotworking is the process of tying and untying various threads of activity and knowledge from across the MDT in order to accomplish specific objectives over time. Knotworking exemplifies the dynamic nature of MDT collaboration, which requires professionals to be productive in their environment. The viewpoints offered in this editorial contribute to a new perspective on MDTs, one that acknowledges distributed leadership and the importance of co-producing a successful partnership in a clinical setting.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.050 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it