Fonn Sharon, Egesah Omar, Cole Donald, Griffiths Frances, Manderson Lenore, Kabiru Caroline, Ezeh Alex, Thorogood Margaret, Izugbara Chimaraoke
School of Public Health, University of the Witwatersrand, Johannesburg, Gauteng.
Can J Public Health. 2016 Dec 27;107(4-5):e381-e386. doi: 10.17269/cjph.107.5511.
To develop a curriculum (Joint Advanced Seminars [JASs]) that produced PhD fellows who understood that health is an outcome of multiple determinants within complex environments and that approaches from a range of disciplines is required to address health and development within the Consortium for Advanced Research Training in Africa (CARTA). We sought to attract PhD fellows, supervisors and teaching faculty from a range of disciplines into the program.
Multidisciplinary teams developed the JAS curriculum. CARTA PhD fellowships were open to academics in consortium member institutions, irrespective of primary discipline, interested in doing a PhD in public and population health. Supervisors and JAS faculty were recruited from CARTA institutions. We use routine JAS evaluation data (closed and open-ended questions) collected from PhD fellows at every JAS, a survey of one CARTA cohort, and an external evaluation of CARTA to assess the impact of the JAS curriculum on learning.
We describe our pedagogic approach, arguing its centrality to an appreciation of multiple disciplines, and illustrate how it promotes working in multidisciplinary ways. CARTA has attracted PhD fellows, supervisors and JAS teaching faculty from across a range of disciplines. Evaluations indicate PhD fellows have a greater appreciation of how disciplines other than their own are important to understanding health and its determinants and an appreciation and capacity to employ mixed methods research.
In the short term, we have been effective in promoting an understanding of multidisciplinarity, resulting in fellows using methods from beyond their discipline of origin. This curriculum has international application.
制定一门课程（联合高级研讨会[JASs]），培养出理解健康是复杂环境中多种决定因素的结果且需要一系列学科方法来解决非洲高级研究培训联盟（CARTA）内部健康与发展问题的博士研究生。我们试图吸引来自一系列学科的博士研究生、导师和教师参与该项目。
多学科团队制定了JAS课程。CARTA博士奖学金向联盟成员机构中对公共卫生和人群健康领域攻读博士学位感兴趣的学者开放，无论其主要学科是什么。导师和JAS教师从CARTA机构中招募。我们使用从每次JAS的博士研究生收集的常规JAS评估数据（封闭式和开放式问题）、对一个CARTA队列的调查以及对CARTA的外部评估来评估JAS课程对学习的影响。
我们描述了我们的教学方法，论证了其对于理解多学科的核心地位，并说明了它如何促进以多学科方式开展工作。CARTA吸引了来自一系列学科的博士研究生、导师和JAS教师。评估表明，博士研究生更深刻地认识到除自身学科之外的其他学科对于理解健康及其决定因素的重要性，并且具备欣赏和运用混合方法研究的能力。
短期内，我们在促进对多学科性的理解方面取得了成效，使得研究生使用来自其原学科以外的方法。该课程具有国际适用性。
