Conceptualization and application of a healthcare systems thinking model for an educational system
本文探讨了医疗领域的SEIPS模型（系统工程项目倡议促进患者安全）能否用于教育系统，通过将患者安全替换为学生关注点，识别影响学习的互动关系，并提出了适用于教育环境的改进模型STEQ。
Systems thinking is challenging but clearly important in higher education to understand relationships between different elements influencing the quality and student learning and achievement. A similar challenge is found in healthcare, where patient safety activities are more and more seen and dealt with in a broader system perspective. A recognized and useful conceptual model employed in this area and relevant to complex sociotechnical systems, to identify interactions and outcomes of patient safety-related activities, is the Systems Engineering Initiative for Patient Safety (SEIPS). This is a model that can be used in healthcare for the identification of unintended effects when considering improvement initiatives. In this article, we question and discuss the rationale and applicability of the principles of this model in an educational context, for student focus instead of patient safety, to identify and understand interactions influencing learning. For example, we discuss the effect of student learning from exams, where the model can be used to identify and discuss different pros and cos related to the overall objective of achieving educational improvements. Based on the discussion, we claim that the principles of the SEIPS model serve well as a conceptual framework for analysing the benefits of educational efforts from a systems thinking perspective. A modified model, named STEQ, being well suited for the educational context, is presented in the article.