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How interdisciplinary teams can create multi‐disciplinary education: the interplay between team processes and educational quality
Author(s) -
Stalmeijer Renee E,
Gijselaers Wim H,
Wolfhagen Ineke H A P,
Harendza Sigrid,
Scherpbier Albert J J A
Publication year - 2007
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2007.02898.x
Subject(s) - diversity (politics) , psychological safety , context (archaeology) , quality (philosophy) , psychology , discipline , team effectiveness , teamwork , medical education , curriculum , team based learning , team learning , knowledge management , pedagogy , applied psychology , teaching method , medicine , cooperative learning , sociology , open learning , computer science , management , social science , philosophy , anthropology , epistemology , economics , biology , paleontology
Context Many undergraduate medical education programmes offer integrated multi‐disciplinary courses, which are generally developed by a team of teachers from different disciplines. Research has shown that multi‐disciplinary teams may encounter problems, which can be detrimental to productive co‐operation, which in turn may diminish educational quality. Because we expected that charting these problems might yield suggestions for addressing them, we examined the relationships between team diversity, team processes and course quality. Methods We administered a questionnaire to participants from 21 interdisciplinary teams from 1 Dutch and 1 German medical school, both of which were reforming their curriculum. An adapted questionnaire on team learning behaviours, which had been validated in business contexts, was used to collect data on team processes, team learning behaviours and diversity within teams. We examined the relationship between the team factors and educational quality measures of the courses designed by the teams. Results A total of 84 teachers (60%) completed the questionnaire. Bivariate correlation analysis showed that several aspects of diversity, conflict, working climate and learning behaviour were correlated with course quality. Conclusions The negative effects of the diversity measures, notably, value diversity, on other team processes and course quality and the positive association between psychological safety and team learning suggest that educational quality might be improved by enhancing the functioning of multi‐disciplinary teams responsible for course development. The relationship between team processes and educational quality should be studied among larger study populations. Student ratings should also be considered in measuring educational quality.