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Developing future translational scientists through authentic learning and assessments.

Emma Tumilty1,2, Heidi Spratt1,2, Christina Cestone3

  • 1Department of Preventive Medicine and Population Health, University of Texas Medical Branch, Galveston, TX, USA.

International Journal of Educational Research Open
|August 2, 2024
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Summary
This summary is machine-generated.

This study shows authentic learning improves interprofessional collaborative skills. Students in a research design course demonstrated increased leadership self-efficacy and positive team dynamics when completing grant proposals.

Keywords:
communicationgraduate studentsinterprofessional educationleadershipmedical studentsteam sciencetranslational science

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Area of Science:

  • Medical Education
  • Team Science
  • Health Professions Education

Background:

  • Interprofessional collaboration is crucial in healthcare.
  • Developing effective teamwork and leadership skills is essential for trainees.
  • Bridging the gap between leadership theory and practice in team science is needed.

Purpose of the Study:

  • To evaluate an authentic learning pedagogy for interprofessional collaborative skills.
  • To assess leadership and team dynamics in a research design course.
  • To understand student learning experiences in team science.

Main Methods:

  • Utilized authentic learning pedagogy with PhD and MD students working on NIH R21-style grant proposals.
  • Administered leadership self-efficacy testing (pre/post) analyzed with repeated measures ANOVA.
  • Qualitatively analyzed iterative team contracts and reflective essays using deductive, descriptive, and inductive approaches.

Main Results:

  • Leadership self-efficacy significantly increased across all measures.
  • Qualitative analysis revealed team processes supporting successful performance and productive behaviors.
  • Positive themes in reflective essays included empathy and sophisticated communication; negative themes cited communication issues and theory-practice gaps.

Conclusions:

  • Authentic learning pedagogy effectively enhances interprofessional collaborative skills and team science practice.
  • The course successfully fostered leadership self-efficacy and positive team dynamics.
  • Addressing communication challenges and the theory-practice gap is important for optimizing interprofessional training.