Tumilty Emma, Spratt Heidi, Cestone Christina, Wooten Kevin, Aronson Judith, Hommel Jonathan, Hellmich Mark R, Chao Celia
Department of Preventive Medicine and Population Health, University of Texas Medical Branch, Galveston, TX, USA.
Human Pathophysiology and Translational Medicine Graduate Program, Institute for Translational Sciences, University of Texas Medical Branch, Galveston, TX, USA.
Int J Educ Res Open. 2022;3. doi: 10.1016/j.ijedro.2022.100151. Epub 2022 Mar 19.
The Interprofessional Research Design course uses authentic learning pedagogy to bring together students from different education tracks (PhD, MD, MD/PhD training) to engage in interprofessional collaborative skills toward completion of a capstone project, a National Health Institutes (NIH) R21-style grant proposal. The course, underpinned by principles of team science, begins with a leadership training workshop to introduce students to effective leadership and teamwork strategies for interprofessional team environments. We used several assessments during the course to monitor leadership and team dynamics. We analyzed three assessments (leadership self-efficacy testing, iterative team contracts and reflective essays) to better understand students' learning experiences. Self-efficacy testing was administered before leadership training (pre) and at the end of the course (post-then); scores were analyzed using a repeated repeated measures ANOVA. Iterative team contracts were analyzed qualitatively using both deductive and descriptive methods. Reflective essays were analyzed using a general inductive approach. Nine teams of 32 students (23 MD; 9 PhD) participated in the class over 2017-2018. Self-efficacy testing using post-then timing to control for response shift showed a statistically significant increase in self-efficacy across all measures. Deductive qualitative analysis of iterative contracting showed evidence of team processes which support successful team performance; and descriptive analysis mapped productive behaviors. In reflective essays, seven of the nine teams collectively described their experiences positively; e.g., themes included empathizing with group members, sophisticated communication and collaborative workflow/styles. For negative experiences, themes were related to basic communication, poor integration and the theory-practice gap of leadership training. These findings demonstrate the usefulness of an authentic learning pedagogy focused on teaching the practice of team science.
跨专业研究设计课程采用真实学习教学法，将来自不同教育轨道（博士、医学博士、医学博士/博士联合培养）的学生聚集在一起，培养跨专业协作技能，以完成一个顶点项目，即一份美国国立卫生研究院（NIH）R21风格的资助提案。该课程以团队科学原则为基础，首先开展一次领导力培训工作坊，向学生介绍跨专业团队环境中有效的领导力和团队合作策略。我们在课程期间使用了多项评估来监测领导力和团队动态。我们分析了三项评估（领导力自我效能测试、迭代团队契约和反思性文章），以更好地了解学生的学习体验。自我效能测试在领导力培训前（前测）和课程结束时（后测）进行；使用重复测量方差分析对分数进行分析。迭代团队契约采用演绎法和描述法进行定性分析。反思性文章采用一般归纳法进行分析。2017 - 2018年期间，9个团队的32名学生（23名医学博士；9名博士）参加了该课程。使用后测时间控制反应转移的自我效能测试显示，所有指标的自我效能均有统计学上的显著提高。对迭代契约的演绎定性分析显示了支持团队成功表现的团队过程的证据；描述性分析描绘了富有成效的行为。在反思性文章中，9个团队中有7个集体积极描述了他们的经历；例如，主题包括同情团队成员、成熟的沟通和协作工作流程/风格。对于负面经历，主题涉及基本沟通、整合不佳以及领导力培训的理论 - 实践差距。这些发现证明了专注于教授团队科学实践的真实学习教学法的有用性。
