Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

Show simple item record

dc.contributor.author Spoelstra, Howard
dc.contributor.author Stoyanov, Slavi
dc.contributor.author Burgoyne, Louise N.
dc.contributor.author Bennett, Deirdre
dc.contributor.author Sweeney, Catherine
dc.contributor.author Drachsler, Hendrik
dc.contributor.author Vanderperren, Katrien
dc.contributor.author Van Huffel, Sabine
dc.contributor.author McSweeney, John
dc.contributor.author Shorten, George D.
dc.contributor.author O'Flynn, Siun
dc.contributor.author Cantillon-Murphy, Pádraig
dc.contributor.author O'Tuathaigh, Colm M. P.
dc.date.accessioned 2016-02-04T15:07:59Z
dc.date.available 2016-02-04T15:07:59Z
dc.date.issued 2014-01-22
dc.identifier.citation SPOELSTRA, H., STOYANOV, S., BURGOYNE, L., BENNETT, D., SWEENEY, C., DRACHSLER, H., VANDERPERREN, K., VAN HUFFEL, S., MCSWEENEY, J., SHORTEN, G., O’FLYNN, S., CANTILLON-MURPHY, P. & O’TUATHAIGH, C. 2014. Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff. BMC Medical Education, 14:14, 1-10. http://dx.doi.org/10.1186/1472-6920-14-14 en
dc.identifier.volume 14 en
dc.identifier.startpage 1 en
dc.identifier.endpage 10 en
dc.identifier.issn 1472-6920
dc.identifier.uri http://hdl.handle.net/10468/2256
dc.identifier.doi 10.1186/1472-6920-14-14
dc.description.abstract 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. en
dc.description.sponsorship European Commission (Erasmus LLP Multilateral Projects Award 518287-LLP-1-IE-ERASMUS-FEXI); University College Cork (President’s Award for Research in Innovative Forms of Teaching and Learning) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher BioMed Central Ltd. en
dc.rights © Spoelstra et al.; licensee BioMed Central Ltd. 2014. This article is published under license to BioMed Central Ltd. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://​creativecommons.​org/​licenses/​by/​2.​0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. en
dc.rights.uri http://​creativecommons.​org/​licenses/​by/​2.​0 en
dc.subject Translation en
dc.subject Interdisciplinary learning en
dc.subject Creativity en
dc.subject Medicine en
dc.subject Engineering en
dc.title Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother George Shorten, Department of Medicine, University College Cork, Cork, Ireland. +353-21-490-3000 Email: g.shorten@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.contributor.funder European Commission
dc.contributor.funder University College Cork
dc.description.status Peer reviewed en
dc.identifier.journaltitle BMC Medical Education en
dc.internal.IRISemailaddress g.shorten@ucc.ie en
dc.identifier.articleid 14


Files in this item

This item appears in the following Collection(s)

Show simple item record

© Spoelstra et al.; licensee BioMed Central Ltd. 2014. This article is published under license to BioMed Central Ltd. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://​creativecommons.​org/​licenses/​by/​2.​0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Except where otherwise noted, this item's license is described as © Spoelstra et al.; licensee BioMed Central Ltd. 2014. This article is published under license to BioMed Central Ltd. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://​creativecommons.​org/​licenses/​by/​2.​0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement