Problematizing assumptions about interdisciplinary research: implications for health professions education research

Area of Science:

• Interdisciplinary Studies
• Health Professions Education Research (HPER)

Background:

• The contemporary academic landscape increasingly promotes interdisciplinary research, defined as cross-disciplinary communication and collaboration.
• Three core assumptions underpin this trend: disciplines as silos, interdisciplinary research yielding superior understanding, and its role in reducing fragmentation.
• These assumptions guide institutional decisions but lack robust empirical validation.

Purpose of the Study:

• To critically examine the assumptions driving interdisciplinary research.
• To analyze the implications of these assumptions for Health Professions Education Research (HPER).
• To stimulate evidence-based discourse within HPER regarding its future direction and training paradigms.

Main Methods:

• Critical examination of foundational assumptions in interdisciplinary research.
• Analysis of the adoption and potential consequences of these assumptions within HPER.
• Conceptual review and argumentation to stimulate critical reflection.

Main Results:

• The field of HPER has largely embraced interdisciplinary research premises without sufficient debate on their effects.
• Current discourse on interdisciplinarity in HPER is often based on unsubstantiated assumptions rather than empirical evidence.
• Key questions arise regarding the optimal balance between interdisciplinary and disciplinary training for HPER's advancement.

Conclusions:

• The uncritical adoption of interdisciplinary research assumptions may not serve HPER's best interests.
• HPER needs to engage in evidence-based reflection on its research and training strategies.
• Decisions made now regarding training and research structures will shape the future profile and success of HPER.