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dc.contributor.authorSpoelstra, Howard
dc.contributor.authorStoyanov, Slavi
dc.contributor.authorBurgoyne, Louise
dc.contributor.authorBennett, Deirdre
dc.contributor.authorSweeney, Catherine
dc.contributor.authorDrachsler, Hendrik
dc.contributor.authorVanderperren, Katrien
dc.contributor.authorVan Huffel, Sabine
dc.contributor.authorMcSweeney, John
dc.contributor.authorShorten, George
dc.contributor.authorO’Flynn, Siun
dc.contributor.authorCantillon-Murphy, Padraig
dc.contributor.authorO’Tuathaigh, Colm
dc.date.accessioned2014-04-24T10:57:26Z
dc.date.available2014-04-24T10:57:26Z
dc.date.issued2014-01-22
dc.identifier.citationBMC Medical Education. 2014 Jan 22;14(1):14en_GB
dc.identifier.urihttp://dx.doi.org/10.1186/1472-6920-14-14
dc.identifier.urihttp://hdl.handle.net/10147/316089
dc.description.abstractAbstract Background Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. Methods A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. Results We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. Conclusions The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.
dc.language.isoenen
dc.subjectPROFESSIONAL EDUCATION AND DEVELOPMENTen_GB
dc.subjectSTUDENTen_GB
dc.titleConvergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staffen_GB
dc.typeArticleen
dc.identifier.journalBMC medical educationen_GB
dc.language.rfc3066en
dc.rights.holderHoward Spoelstra et al.; licensee BioMed Central Ltd.
dc.description.statusPeer Reviewed
dc.date.updated2014-04-14T19:08:20Z
refterms.dateFOA2018-08-24T01:29:39Z
html.description.abstractAbstract Background Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. Methods A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. Results We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. Conclusions The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.


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