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What did we learn about interdisciplinary collaboration in institutions?

J Muller1, W B Shore, P Martin

  • 1Department of Family and Community Medicine, University of California San Francisco School of Medicine, San Francisco, CA 94143-0900, USA. jmuller@itsa.ucsf.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|April 12, 2001
PubMed
Summary

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Developing medical school curricula collaboratively requires faculty, student, and administrative commitment. Successful interdisciplinary projects depend on protected time and diverse faculty involvement for overcoming challenges.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Interdisciplinary Studies

Background:

  • The Interdisciplinary Generalist Curriculum (IGC) Project aimed to improve medical school curricula through collaboration.
  • Primary care faculty faced challenges when initiating collaborative curriculum development.

Purpose of the Study:

  • To outline collaboration models used in the IGC Project.
  • To describe outcomes of collaborative efforts in curriculum development.
  • To discuss emerging collaboration strategies and provide recommendations.

Main Methods:

  • Implementation of initial collaboration models within the IGC Project.
  • Documentation of expected and unexpected outcomes.
  • Analysis of collaboration dynamics and strategy evolution.

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Main Results:

  • Collaboration in curriculum development presented inherent challenges that were overcome.
  • Inclusion of diverse faculty, departments, and administrative support was crucial for success.
  • New methods of collaboration emerged from the project.

Conclusions:

  • Successful collaborative projects in medical schools need commitment from all stakeholders.
  • Protected time and cross-disciplinary faculty involvement are essential for effective collaboration.
  • Recommendations are provided for fostering successful collaborative efforts in medical education.