Silos to synergy: Experiences of an interdisciplinary trainee network
Article Sidebar
Main Article Content
Abstract
With global increases in the population of older adults, there is a critical need for interdisciplinary collaboration to address the complexities of aging. Interdisciplinary research is well suited to facilitate trainee development; this venue provides opportunities for engagement in collaborative projects and networks, positioning trainees to become effective interdisciplinary researchers. This project examined the experiences of graduate students and post-doctoral fellows participating in an interdisciplinary trainee network for research on aging. The methods were informed by principles of reflexivity whereby participants reflected on their experiences of engaging in the network. Key findings included: the contribution of institutions and structures, transcendence of boundaries, and development at the level of the individual and community. Findings highlight the value of investing in trainee development in interdisciplinary collaboration, within and beyond aging research, and can inform the development of interdisciplinary trainee initiatives in other areas of research, policy, and practice.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Aboelela, S. W., Larson, E., Bakken, S., Carrasquillo, O., Formicola, A., Glied, S. A., Haas, J., & Gebbie, K. M. (2006). Defining interdisciplinary research: Conclusions from a critical review of the literature. Health Services Research, 42(1p1), 329–346. https://doi.org/10.1111/j.1475-6773.2006.00621.x
Ainsworth, H. L., & Eaton, S. E. (2010). Formal, non-formal and informal learning in the sciences. http://en.copian.ca/library/research/eaton/sciences/sciences.pdf
Allen, D. D., Penn, M. A., & Nora, L. M. (2006). Interdisciplinary healthcare education: Fact or fiction? American Journal of Pharmaceutical Education, 70(2). https://doi.org/10.5688/aj700239
Bass, S. A. (2013). The state of gerontology-opus one. Gerontologist, 53(4), 534–542. https://doi.org/10.1093/geront/gnt031
Beausaert, S., Segers, M., Fouarge, D., & Gijselaers, W. (2013). Effect of using a personal development plan on learning and development. Journal of Workplace Learning, 25(3), 145–158. https://doi.org/10.1108/13665621311306538
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(77–101). https://doi.org/10.1191/1478088706qp063oa
Bridle, H., Vrieling, A., Cardillo, M., Araya, Y., & Hinojosa, L. (2013). Preparing for an interdisciplinary future : A perspective from early-career researchers. Futures, 53, 22–32. https://doi.org/10.1016/j.futures.2013.09.003
Carr, G., Loucks, D. P., & Blöschl, G. (2018). Gaining insight into interdisciplinary research and education programmes: A framework for evaluation. Research Policy, 47(1), 35–48. https://doi.org/10.1016/j.respol.2017.09.010
Clark, P. G. (1994). Learning on interdisciplinary gerontological teams: Instructional concepts and methods. Educational Gerontology, 20, 349–364.
Englehardt, C. S., & Simmons, P. R. (2002). Creating an organizational space for learning. The Learning Organization, 9(1), 39–47. https://doi.org/10.1108/09696470210414818
Ferraro, K. F. (2007). Is gerontology interdisciplinary? Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 62(1), 2007. https://doi.org/10.1093/geronb/62.1.S2
Finlay, J. M., Davila, H., Whipple, M. O., McCreedy, E. M., Jutkowitz, E., Jensen, A., & Kane, R. A. (2019). What we learned through asking about evidence: A model for interdisciplinary student engagement. Gerontology and Geriatrics Education, 40(1), 90–104. https://doi.org/10.1080/02701960.2018.1428578
Garg, T., Anzuoni, K., Landyn, V., Hajduk, A., Waring, S., Hanson, L. R., & Whitson, H. E. (2018). The AGING Initiative experience: A call for sustained support for team science networks. Health Research Policy and Systems, 16(1), 1–9. https://doi.org/10.1186/s12961-018-0324-y
Government of Canada. (2014). Action for Seniors report. https://doi.org/10.1016/0008-8846(92)90035-T
Hennessy, C. H., & Walker, A. (2011). Promoting multi-disciplinary and inter-disciplinary ageing research in the United Kingdom. Ageing and Society, 31(1), 52–69. https://doi.org/10.1017/S0144686X1000067X
Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350–352, 386.
Liu, C., Balcom, S., Carrigan, S., Malloy, M., & Mammba, V. (2017). Gerontology across the professions and the Atlantic: Students’ reflective views and voices. Gerontology and Geriatrics Education, 38(2), 158–170. https://doi.org/10.1080/02701960.2016.1152270
McMaster Institute for Research on Aging. (2017). Labarge Centre for Mobility in Aging: 2017 Annual Report. https://mira.mcmaster.ca/docs/default-source/Documents-and-Files/mira_annualreport_2017_final_posting.pdf?sfvrsn=0
Morano, C., & Damiani, G. (2019). Interprofessional education at the meso level: taking the next step in IPE. Gerontology & Geriatrics Education, 40(1), 43–54. https://doi.org/10.1080/02701960.2018.1515739
O’Shea, S., & Vincent, M. (2011). Uni-Start: A peer-led orientation activity designed for the early and timely engagement of commencing university students. Journal of Continuing Higher Education, 59(3), 152–160. https://doi.org/10.1080/07377363.2011.614885
Palis, A., & Quiros, P. (2014). Adult learning principles and presentation pearls. Middle East African Journal of Ophthalmology, 21(2), 114. https://doi.org/10.4103/0974-9233.129748
Pillow, W. S. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196. https://doi.org/10.1080/0951839032000060635
Stone, R., Cooper, S., & Cant, R. (2013). The value of peer learning in undergraduate nursing education: A systematic review. ISRN Nursing, 2013(Article ID 903901), 10. https://doi.org/http://dx.doi.org/10.1155/2013/930901
Taylor, C., & White, S. (2000). Practising reflexivity in health and welfare: Making knowledge. Open University Press.
World Health Organization. (2015). World report on ageing and health. https://www.who.int/ageing/events/world-report-2015-launch/en/