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Interdisciplinary education affects student learning: a focus group study.

Jessica Oudenampsen1, Marjolein van de Pol2, Nicole Blijlevens3

  • 1Department of Hematology, Radboudumc Medical Center, Geert Grooteplein Noord 21, 6525EZ, Nijmegen, The Netherlands. Jessica.oudenampsen@radboudumc.nl.

BMC Medical Education
|March 19, 2023
PubMed
Summary

Interdisciplinary learning in medical education is challenging due to differences in student perspectives on curriculum, formats, and competence. Addressing these epistemic variations is key to successful integration.

Keywords:
Communication educationHigher educationInterdisciplinary approachInterdisciplinary educationMedical education

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Area of Science:

  • Medical Education
  • Interdisciplinary Studies
  • Higher Education

Background:

  • Interdisciplinary higher education is increasingly popular for preparing medical students.
  • Implementing interdisciplinary learning in medical education presents significant challenges.
  • This study explores challenges and opportunities in an interdisciplinary course involving medical students (MS) and communication and information sciences (CISS) students.

Purpose of the Study:

  • To elucidate the attitudes and beliefs of students in a new interdisciplinary minor.
  • To understand the factors influencing the implementation of interdisciplinary learning.

Main Methods:

  • Four semi-structured focus group interviews were conducted (two pre-course, two post-course).
  • Seven medical students (MS) and six communication and information sciences (CISS) students participated voluntarily.
  • Interviews were systematically analyzed using the constant comparative analysis technique.

Main Results:

  • Three epistemic differences emerged between students: curriculum content, educational formats, and competence perceptions.
  • These differences impacted self-evaluation, peer evaluation, and course assessment.
  • Student epistemics, learning preferences, and achieved synergy influenced interdisciplinary learning.

Conclusions:

  • Personal epistemics, learning preferences, and synergy are crucial for interdisciplinary learning.
  • Facilitating dialogue can raise awareness of inequalities and biases among student groups.
  • Tailoring interdisciplinary education and fostering dialogue can advance its maturity.