Oudenampsen Jessica, Das Enny, Blijlevens Nicole, van de Pol Marjolein
Radboudumc department of Hematology, Radboud Universiteit, Nijmegen, Gelderland, The Netherlands.
Department of language and communication, Radboud Universiteit, Nijmegen, Gelderland, The Netherlands.
MedEdPublish (2016). 2024 Dec 3;13:35. doi: 10.12688/mep.19693.2. eCollection 2023.
Interdisciplinary learning is gaining popularity in higher education worldwide. Currently, knowledge about how to appropriately design interdisciplinary education is still lacking. The current study presents the iterative development, pilot, and implementation of an interdisciplinary course in healthcare communication.
We used a design-based educational research approach in four phases to construct the program. In phase 1, we conducted a narrative review of the literature and distilled several prerequisites for interdisciplinary learning. In phase 2, we implemented two pilot courses with a focus on the content and the interdisciplinary context of the course. In research phase 3, we implemented the course during three consecutive years, with yearly evaluations of the course. In phase 4, we distilled design principles based on evaluation and reflection of the previous research phases.
We elaborate on the various components of the design itself. Furthermore, using data from surveys, panel discussions and interviews, we reflect on the content and outcomes of the interdisciplinary course.We propose seven evidence-informed 'crossing the line' design principles for future interdisciplinary education.
The developed design principles pertain to interdisciplinary education in general and transcend subject-specific boundaries. The design principles are applicable in a wide range of higher education disciplines.
跨学科学习在全球高等教育中日益普及。目前，关于如何合理设计跨学科教育的知识仍然匮乏。本研究展示了一门医疗保健沟通跨学科课程的迭代开发、试点及实施过程。
我们采用基于设计的教育研究方法，分四个阶段构建该项目。在第一阶段，我们对文献进行了叙述性综述，并提炼出跨学科学习的几个先决条件。在第二阶段，我们实施了两门试点课程，重点关注课程内容和跨学科背景。在研究的第三阶段，我们连续三年开设该课程，并每年对课程进行评估。在第四阶段，我们基于对前几个研究阶段的评估和反思提炼出设计原则。
我们阐述了设计本身的各个组成部分。此外，利用来自调查、小组讨论和访谈的数据，我们对跨学科课程的内容和成果进行了反思。我们为未来的跨学科教育提出了七条基于证据的“跨越界限”设计原则。
所制定的设计原则适用于一般的跨学科教育，超越了特定学科的界限。这些设计原则适用于广泛的高等教育学科。
