Abstract
References
- Bardin, L. (2004). Análise de conteúdo. São Paulo: Edições 70. Bash, E. (2015). The Need for Interdisciplinary Research and Education for Sustainable Human Development to Deal with Global Challenges. International Journal of African Development, 1(1), 82–90. https://doi.org/10.1017/CBO9781107415324.004 Bililign, S. (2013). The Need for Interdisciplinary Research and Education for Sustainable Human Development to Deal with Global Challenges. International Journal of African Development, 1(1), 82-90. Boekaerts, M. (2002). Motivation to learn. Human Resource Development Quarterly, 15(3), 1–27. https://doi.org/10.1002/hrdq.1103 Carr, G., Loucks, D. P., & Blöschl, G. (2018). Gaining insight into interdisciplinary research and education programmes: A framework for evaluation. Research Policy, 47(1), 35–48. https://doi.org/10.1016/j.respol.2017.09.010 Farrell, T. W., Luptak, M. K., Supiano, K. P., Pacala, J. T., & De Lisser, R. (2018). State of the Science: Interprofessional Approaches to Aging, Dementia, and Mental Health. Journal of the American Geriatrics Society, 66, S40–S47. https://doi.org/10.1111/jgs.15309 Laal, M., & Laal, M. (2012). Collaborative learning: What is it? Procedia - Social and Behavioral Sciences, 31(June), 491–495. https://doi.org/10.1016/j.sbspro.2011.12.092 Lavin, M. A., Ruebling, I., Banks, R., Block, L., Counte, M., Furman, G., … Holt, J. (2001). Interdisciplinary health professional education: a historical review. Advances in Health Sciences Education : Theory and Practice, 6(1), 25–47. https://doi.org/10.1023/A:1009875017951 Liberati, E. G., Gorli, M., & Scaratti, G. (2016). Invisible walls within multidisciplinary teams: Disciplinary boundaries and their effects on integrated care. Social Science and Medicine, 150, 31–39. https://doi.org/10.1016/j.socscimed.2015.12.002 Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion on Drug Safety, 17(3), 259–275. https://doi.org/10.1080/14740338.2018.1424830 Oden, M., Mirabal, Y., Epstein, M., & Richards-Kortum, R. (2010). Engaging undergraduates to solve global health challenges: A new approach based on bioengineering design. Annals of Biomedical Engineering, 38(9), 3031–3041. https://doi.org/10.1007/s10439-010-0036-0 Roselli, N. D. (2016). Collaborative learning: Theoretical foundations and applicable strategies to university. Propósitos y Representaciones, 4(1), 219–280. https://doi.org/10.20511/pyr2016.v4n1.90 Scott, C. L. (2015). The Futures of Learning 3: what kind of pedagogies for the 21st century? Education Research and Foresight, 1–21. https://doi.org/10.1016/j.pse.2015.08.005 Sulaiman, W. I. W., Mahbob, M. H., & Azlan, A. A. (2011). Learning outside the classroom: Effects on student concentration and interest. Procedia - Social and Behavioral Sciences, 18, 12–17. https://doi.org/10.1016/j.sbspro.2011.05.003 VanWormer, A., Lindquist, R., Robiner, W., & Finkelstein, S. (2012). Interdisciplinary Collaboration Applied to Clinical Research. Dimensions of Critical Care Nursing, 31(3), 202–210. https://doi.org/10.1097/DCC.0b013e31824e0307 Wellmon, R., Gilin, B., Knauss, L., & Inman Linn, M. (2012). Changes in student attitudes toward interprofessional learning and collaboration arising from a case- based educational experience. Journal of Allied Health, 41(1), 26. World Health Organization. (2010). Framework for Action on Interprofessional Education & Collaborative Practice. Practice, 1–63. https://doi.org/10.1111/j.1741-1130.2007.00144.x
STUDENTS INVOLVEMENT IN INTERDISCIPLINARY DEVELOPMENT OF INNOVATIVE HEALTH SOLUTIONS: A SWOT ANALYSIS
Abstract
Background: Interdisciplinary research has the
potential to optimize communication, accelerate discoveries and their
translation into practice. Interdisciplinary collaboration is useful in
bringing together professionals from different disciplines in order to share
new ideas, express different perspectives and create new solutions that emerge
from interdisciplinary collaboration and catalyse scientific innovations (VanWormer,
Lindquist, Robiner, & Finkelstein, 2012). Little is known about student’s
involvement in interdisciplinary practice-based research specially concerning
their perception about their participation in this kind of research process.
This paper is part of a larger interdisciplinary practice-based research
project named Help2Care. Help2Care involves students, teachers and stakeholders
aiming to empower the informal caregiver and the dependent person by
integrating multimedia resources and technology in healthcare. Students were involved in the development of
resources that optimize care among caregivers, dependent person and health care
professionals, integrating networks of formal and informal care. Objectives:
the main objective is to analyze the experience of students involved in an
interdisciplinary team, collaborating in the design of multimedia resources
that impact the quality of life of informal caregivers of the dependent person.
Methods: This is a qualitative study, using thematic content analysis. Ethical
issues were taken into account according to Helsinki declaration. Students from
different health backgrounds (nursing, nutrition and rehabilitation)
participated and were interviewed in an online (20 students) and in a face to
face interview (7 students). After the free-floating reading, data were
analyzed independently by each of the two researchers according to Bardin
(2004). Afterwards the researchers cross-checked the categories in order to
assure the validity of the content analysis. Results: The students express
positive feelings regarding this experience. The exchange of knowledge,
experiences and contributions regarding different health themes is highlighted.
The contact with each other allowed them to perceive that they have different
visions taking into account the same health topics which enabled them to
develop a complementary and integrated vision. Considering the SWOT analysis
strengths, weaknesses, opportunities and threats were identified, regarding the
collaborative team work in the development of innovative health solutions.
Conclusions: This research reveals the importance of implementing
interdisciplinary teaching-learning processes in health professions higher
education.
Keywords
Higher Education in Health Teaching Methods Interdisciplinary Research Collaborative Learning
References
- Bardin, L. (2004). Análise de conteúdo. São Paulo: Edições 70. Bash, E. (2015). The Need for Interdisciplinary Research and Education for Sustainable Human Development to Deal with Global Challenges. International Journal of African Development, 1(1), 82–90. https://doi.org/10.1017/CBO9781107415324.004 Bililign, S. (2013). The Need for Interdisciplinary Research and Education for Sustainable Human Development to Deal with Global Challenges. International Journal of African Development, 1(1), 82-90. Boekaerts, M. (2002). Motivation to learn. Human Resource Development Quarterly, 15(3), 1–27. https://doi.org/10.1002/hrdq.1103 Carr, G., Loucks, D. P., & Blöschl, G. (2018). Gaining insight into interdisciplinary research and education programmes: A framework for evaluation. Research Policy, 47(1), 35–48. https://doi.org/10.1016/j.respol.2017.09.010 Farrell, T. W., Luptak, M. K., Supiano, K. P., Pacala, J. T., & De Lisser, R. (2018). State of the Science: Interprofessional Approaches to Aging, Dementia, and Mental Health. Journal of the American Geriatrics Society, 66, S40–S47. https://doi.org/10.1111/jgs.15309 Laal, M., & Laal, M. (2012). Collaborative learning: What is it? Procedia - Social and Behavioral Sciences, 31(June), 491–495. https://doi.org/10.1016/j.sbspro.2011.12.092 Lavin, M. A., Ruebling, I., Banks, R., Block, L., Counte, M., Furman, G., … Holt, J. (2001). Interdisciplinary health professional education: a historical review. Advances in Health Sciences Education : Theory and Practice, 6(1), 25–47. https://doi.org/10.1023/A:1009875017951 Liberati, E. G., Gorli, M., & Scaratti, G. (2016). Invisible walls within multidisciplinary teams: Disciplinary boundaries and their effects on integrated care. Social Science and Medicine, 150, 31–39. https://doi.org/10.1016/j.socscimed.2015.12.002 Manias, E. (2018). Effects of interdisciplinary collaboration in hospitals on medication errors: an integrative review. Expert Opinion on Drug Safety, 17(3), 259–275. https://doi.org/10.1080/14740338.2018.1424830 Oden, M., Mirabal, Y., Epstein, M., & Richards-Kortum, R. (2010). Engaging undergraduates to solve global health challenges: A new approach based on bioengineering design. Annals of Biomedical Engineering, 38(9), 3031–3041. https://doi.org/10.1007/s10439-010-0036-0 Roselli, N. D. (2016). Collaborative learning: Theoretical foundations and applicable strategies to university. Propósitos y Representaciones, 4(1), 219–280. https://doi.org/10.20511/pyr2016.v4n1.90 Scott, C. L. (2015). The Futures of Learning 3: what kind of pedagogies for the 21st century? Education Research and Foresight, 1–21. https://doi.org/10.1016/j.pse.2015.08.005 Sulaiman, W. I. W., Mahbob, M. H., & Azlan, A. A. (2011). Learning outside the classroom: Effects on student concentration and interest. Procedia - Social and Behavioral Sciences, 18, 12–17. https://doi.org/10.1016/j.sbspro.2011.05.003 VanWormer, A., Lindquist, R., Robiner, W., & Finkelstein, S. (2012). Interdisciplinary Collaboration Applied to Clinical Research. Dimensions of Critical Care Nursing, 31(3), 202–210. https://doi.org/10.1097/DCC.0b013e31824e0307 Wellmon, R., Gilin, B., Knauss, L., & Inman Linn, M. (2012). Changes in student attitudes toward interprofessional learning and collaboration arising from a case- based educational experience. Journal of Allied Health, 41(1), 26. World Health Organization. (2010). Framework for Action on Interprofessional Education & Collaborative Practice. Practice, 1–63. https://doi.org/10.1111/j.1741-1130.2007.00144.x
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | December 28, 2018 |
| Submission Date | November 3, 2018 |
| Published in Issue | Year 2018 |
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