From Challenge-Based Learning to Relational Coordination: An Interdisciplinary Educational-Research Collaboration in Medical Journalism Education

Nasrin  Sayfouri; Ehsan  Shokri; Shadi  Asadzandi

doi:10.18502/acta.v62i2.17041

Nasrin Sayfouri Department of Foreign Languages, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
Ehsan Shokri Department of Medical Journalism, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran,
Shadi Asadzandi Department of Medical Library and Information Science, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran

DOI: https://doi.org/10.18502/acta.v62i2.17041

Keywords: Interdisciplinary teaching; Collaborative teaching; Reflection; Reflexivity; Medical sciences; Medical education; Distance education; Medical journalism

Abstract

Interdisciplinary collaboration (IDC) faces several long-standing challenges including poor teamwork, resistance to socialization, inadequate attention given to learners' abilities, incomplete reporting, lack of quality methodology, and vague understanding of reflexivity. In an attempt to tackle these challenges, the purpose of this case study was to report an interdisciplinary educational-research collaboration (IDERC) involving two faculty members (NS and SA) from different departments who were simultaneously instructing a master’s student (St) in two separate courses. The methodology involved addressed the learning needs of St in two concurrent courses as well as fulfilling particular research activities. A few different reflection-gathering tools were adopted to elicit the two participants’ (SA and St) views on the impacts of the IDERC. Thematic analysis of SA’s interview concerning her experiences with the IDERC indicated that she was motivated by a range of personal, educational, and research factors. It also showed her positive outlook on how a similar IDERC could benefit faculty members and students as well as knowledge development. SA also went through the reasons why educators may be hesitant or resistant to deal with IDC. When probing St’s experiences with the IDERC incorporated inside his class tasks and an open-ended questionnaire, he not only highlighted the educational and research outcomes he gained, but also mentioned how he was influenced by the instructors' socialization behavior. Regarding the requirements of an IDC, St's main focus was on successful implementation and prioritizing efficiency. Suggestions are provided as to how this collaboration can be extended to larger contexts.