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Concept Analysis of Knowledge Sharing in Multidisciplinary Surgical Teams: Implications for Interprofessional Education and Professional Development

Document Type : Original Article

Authors

1 Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

2 Nursing Research Center, Golestan University of Medical Sciences, Gorgan, Iran

10.30476/jamp.2025.107599.2211

Abstract

Introduction: 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.
Methods: 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.
Results: 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.
Conclusion: 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.

Highlights

ZAHRA NOURI KHANEGHAH

ZOHREH SOHRABI

 

Keywords

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Journal of Advances in Medical Education & Professionalism
Volume 14, Issue 1
January 2026
Pages 70-88
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