Daniel Michelle M, Ross Paula, Stalmeijer Renée E, de Grave Willem
a Departments of Emergency Medicine and Learning Health Sciences , University of Michigan Medical School , Ann Arbor , Michigan , USA.
b Office of Medical Student Education , University of Michigan Medical School , Ann Arbor , Michigan , USA.
Teach Learn Med. 2018 Apr-Jun;30(2):141-151. doi: 10.1080/10401334.2017.1384381. Epub 2017 Nov 30.
Phenomenon: Interdisciplinary coteaching has become a popular pedagogic model in medical education, yet there is insufficient research to guide effective practices in this context. Coteaching relationships are not always effective, which has the potential to affect the student experience. The purpose of this study was to explore interdisciplinary coteaching relationships between a physician (MD) and social behavioral scientist (SBS) in an undergraduate clinical skills course. We aimed to gain an in-depth understanding of what teachers perceive as influencing the quality of relationships to begin to construct a framework for collaborative teaching in medical education.
A qualitative study was conducted consisting of 12 semistructured interviews (6 MD and 6 SBS) and 2 monodisciplinary focus groups. Sampling was purposive and aimed at maximal variation from among 64 possible faculty. The data were analyzed using the constant comparative method to develop a grounded theory.
Five major themes resulted from the analysis that outline a framework for interdisciplinary coteaching: respect, shared goals, shared knowledge and understanding, communication, and complementary pairings. Insights: The first 4 themes align with elements of relational coordination theory, an organizational theory of collaborative practice that describes how work roles interact. The complementary pairings extend this theory from work roles to individuals, with unique identities and personal beliefs and values about teaching. Prior studies on coteaching have not provided a clear linkage to theory. The conceptual framework helps suggest future directions for coteaching research and has practical implications for administrative practices and faculty development. These findings contribute to the sparse research in medical education on interdisciplinary coteaching relationships.
现象：跨学科共同教学已成为医学教育中一种流行的教学模式，但在这方面缺乏足够的研究来指导有效的实践。共同教学关系并非总是有效，这有可能影响学生的体验。本研究的目的是探讨在本科临床技能课程中医生（医学博士）与社会行为科学家（SBS）之间的跨学科共同教学关系。我们旨在深入了解教师认为影响关系质量的因素，从而开始构建医学教育中合作教学的框架。
进行了一项定性研究，包括12次半结构化访谈（6名医学博士和6名SBS）和2次单学科焦点小组讨论。抽样是有目的的，旨在从64名可能的教员中实现最大程度的差异。使用持续比较法对数据进行分析，以形成扎根理论。
分析得出了五个主要主题，勾勒出跨学科共同教学的框架：尊重、共同目标、共享知识与理解、沟通和互补配对。见解：前四个主题与关系协调理论的要素一致，关系协调理论是一种合作实践的组织理论，描述了工作角色如何相互作用。互补配对将该理论从工作角色扩展到个人，涉及独特的身份以及关于教学的个人信念和价值观。先前关于共同教学的研究尚未与理论建立明确联系。该概念框架有助于为共同教学研究指明未来方向，并对管理实践和教师发展具有实际意义。这些发现为医学教育中关于跨学科共同教学关系的稀少研究做出了贡献。
