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

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dc.contributor.authorSpoelstra, Howard
dc.contributor.authorStoyanov, Slavi
dc.contributor.authorBurgoyne, Louise N.
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 D.
dc.contributor.authorO'Flynn, Siun
dc.contributor.authorCantillon-Murphy, Pádraig
dc.contributor.authorO'Tuathaigh, Colm M. P.
dc.contributor.funderEuropean Commission
dc.contributor.funderUniversity College Cork
dc.date.accessioned2016-02-04T15:07:59Z
dc.date.available2016-02-04T15:07:59Z
dc.date.issued2014-01-22
dc.description.abstractBackground: 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.sponsorshipEuropean 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.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleid14
dc.identifier.citationSPOELSTRA, 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/10.1186/1472-6920-14-14en
dc.identifier.doi10.1186/1472-6920-14-14
dc.identifier.endpage10en
dc.identifier.issn1472-6920
dc.identifier.journaltitleBMC Medical Educationen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/2256
dc.identifier.volume14en
dc.language.isoenen
dc.publisherBioMed 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.urihttp://​creativecommons.​org/​licenses/​by/​2.​0en
dc.subjectTranslationen
dc.subjectInterdisciplinary learningen
dc.subjectCreativityen
dc.subjectMedicineen
dc.subjectEngineeringen
dc.titleConvergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staffen
dc.typeArticle (peer-reviewed)en
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