Interdisciplinary Professional Development Research Articles

Professional identity work of nurse practitioners and family physicians in primary care in Quebec and Ontario – a study protocol

BackgroundSolo medical practices in primary healthcare delivery have been abandoned in favor of interdisciplinary teamwork in most Western countries. Dynamics in interdisciplinary teams might however be particularly difficult when two or more autonomous health professionals develop similar roles at the practice level. This is the case of family physicians (FPs) and nurse practitioners (NPs), due to the fact that the latter might accomplish not only the traditional role proper to a nurse, but also several medical activities such as requesting diagnostic exams and prescribing medical treatments. The tensions that this overlap might generate and their implications in regard of the development of professional identities, and consequently of the quality of health care delivered, have been suggested, but rarely examined empirically. The goal of this study is to examine identity work, i.e., the processes of (re)construction of professional identities, of NPs and FPs working together in primary care interdisciplinary teams.MethodsA longitudinal, interpretive, and comparative multiple (n = 2) case study is proposed. Identity work theory in organizations is adopted as theoretical perspective. Cases are urban primary care multidisciplinary teams from two different Canadian provinces: Quebec and Ontario. Participants are NPs, FPs, managers, and patients. Data gathering involves audio-diaries, individual semi-structured and focus group interviews, observations, and archival material. Narrative and metaphor techniques are adopted for analyzing data collected. Within- and cross-case analysis will be performed.DiscussionFor practice, the results of this investigation will: (a) be instrumental for clinicians, primary care managers, and policy decision-makers responsible for the implementation of interdisciplinary teamwork in primary healthcare delivery to improve decision-making processes and primary care team performance over time; (b) inform continuing interdisciplinary professional development educational initiatives that support competency in health professionals’ identity construction in interdisciplinary primary care organizations. For research, the project will contribute to enriching theory about identity construction dynamics in health professions, both in the fields of health services and primary care education research.

Enhancing Teachers’ Interdisciplinary Professional Development through Teacher Design Teams: Exploring Facilitating Conditions and Sustainability

Teachers in secondary vocational education face challenges in interdisciplinary teaching due to their traditional teacher education within specific subject domains. Collaborative efforts—like those implemented in Teacher Design Teams (TDTs)—can prepare and support teachers for interdisciplinary teaching. Research has demonstrated the factors determining the effectiveness of TDTs. However, it is noted that the sustainable continuation of TDTs remains uncertain over the years. This research investigates the conditions that facilitate the sustainability of TDTs within the context of interdisciplinary teaching. Over the course of three school years, this qualitative study monitored 14 teachers participating in four TDTs within the context of an interdisciplinary vocational education course. During the initial two school years, the TDTs received external support from the main researcher, transitioning to an autonomous operation in the third school year. A yearly interview with each participating teacher and meeting reports were collected and analysed with thematic analysis. One of the main findings reveals that while the internal coach contributes to supporting TDTs’ progress, the support of the school leader is particularly crucial for sustainability. Although this study focused on school-based TDTs, it underscores the importance of support from outside the school for TDTs’ sustainability.

The school of thought of St. Petersburg methodological linguoconceptology: experience in problematising a continuing professional development course

Continuing professional development is considered as a form of lifelong learning. The paper describes the experience of problematising the interdisciplinary professional development course "Linguoconceptology: methods and techniques for working with concepts". The main aim of the study is to evaluate the impact of the new scientific field on the student’s motivation for academic and scientific work in the professional development process, as well as on its effectiveness expressed in the desire to use the methods and techniques of methodological linguoconceptology in researchand practical activity. The main research methods were system and problem analysis when making the problem statement in conjunction with the content analysis and questionnaire methods. The study reveals the mechanism of interaction between three resources, namely scientific (an invitation to comprehend new ideas and concepts of modern science), methodological (which is particularised in authorial techniques and anthropopractices), and students’ motivated activity as a marker of their effective completion of the course syllabus. The motivational activity resource was involved in two assignment types, i. e. testing and solving practice-oriented problems. We performed content analysis of the course participants’ products. The paper presents the results of studying the trainees’ motivated activity. The most important principle for the professional development system is the immediate application of what has been learnt.

LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education

AbstractLGBTQ+ communities experience significant healthcare and academic success disparities due to barriers in care, negative attitudes towards them, and lack of awareness among healthcare providers and educators. Addressing the unique health and wellbeing concerns of LGBTQ+ individuals in the classroom and clinic requires cultural competency among educators and health professionals, yet knowledge and training in this content is lacking. Thus, we created, piloted, and assessed a six-month interdisciplinary professional development program to enhance knowledge, attitudes, awareness, and cultural humility around LGBTQ+ health for educators, administrators, and clinicians in higher education. Participants were surveyed with standardized assessments pre- and post-program to measure their knowledge, skills, and readiness to teach these topics and incorporate them into their curricula and practice. Participants (n = 33) completed LGBTQ+ inclusivity training including six structured learning sessions, small group mentoring meetings, and a virtual visit to an LGBTQ+ community center. Participants consistently displayed interest and engaged actively in training sessions. In a follow-up survey seven months post-intervention, respondents reported changes in their practice to create inclusive environments. Data analysis demonstrated improved knowledge and comfort with LGBTQ+ care and readiness and willingness to integrate LGBTQ+ care into their curricula and interactions with students. These findings suggest that this interdisciplinary professional development pilot offers a useful program to enable educators and clinicians to support the unique needs of LGBTQ+ communities.

Using Virtual Reality to Support Retrieval Practice in Blended Learning: An Interdisciplinary Professional Development Collaboration between Novice and Expert Teachers

This small-scale study comprised an evaluation of a teacher professional learning experience that involved the collaborative creation of resources using immersive virtual reality (VR) as a retrieval practice tool, specifically focusing on the open access aspects of the SchooVR platform. SchooVR offers teachers and students tools to enhance teaching and learning by providing a range of virtual field trips and the ability to create customised virtual tours aligned with curriculum requirements. By leveraging the immersive 360° learning environment, learners can interact with content in meaningful ways, fostering engagement and deepening understanding. This study draws on the experiences of a group of postgraduate teacher education students and co-operating teachers in Ireland and Northern Ireland who collaborated on the creation of a number of immersive learning experiences across a range of subjects during a professional learning event. The research showcases how immersive realities, such as VR, can be integrated effectively into blended learning spaces to create resources that facilitate retrieval practice and self-paced study, thereby supporting the learning process. By embedding VR experiences into the curriculum, students are given opportunities for independent practice, review, and personalised learning tasks, all of which contribute to the consolidation of knowledge and the development of metacognitive skills. The findings suggest that SchooVR and similar immersive technologies have the potential to enhance educational experiences and promote effective learning outcomes across a variety of subject areas.

Characterizing faculty motivation to implement three-dimensional learning

The National Research Council’s Framework for K-12 Science Education and the subsequent Next Generation Science Standards have provided a widespread common language for science education reform over the last decade. These efforts have naturally been targeted at the K-12 levels, but we have argued that the three dimensions outlined in these documents—scientific practices, disciplinary core ideas, and crosscutting concepts (together termed three-dimensional learning)—are also a productive route for reform in college-level science courses. However, how and why college-level faculty might be motivated to incorporate three-dimensional learning into their courses is not well understood. Here, we report a mixed-methods study of participants in an interdisciplinary professional development program designed to support faculty in developing assessments and instruction aligned with three-dimensional learning. One cohort of faculty (N = 8) was interviewed, and four cohorts of faculty (N = 33) were surveyed. Using expectancy-value theory as an organizational framework, we identified themes of perceived values and costs that participants discussed in implementing three-dimensional learning. Based on a cluster analysis of all survey participants’ motivational profiles, we propose that these themes apply to the broader population of participants in this program. We recommend specific interventions to improve faculty motivation for implementing three-dimensional learning: emphasizing the utility value of three-dimensional learning in effecting positive learning gains for students; drawing connections between the dimensions of three-dimensional learning and faculty’s disciplinary identities; highlighting scientific practices as a key leverage point for faculty ability beliefs; minimizing cognitive dissonance for faculty in understanding the similarities and differences between the three dimensions; focusing on assessment writing as a keystone professional development activity; and aligning local evaluation practices and promotion policies with the 3DL framework.

Semantic Analyses of Open-Ended Responses From Professional Development Workshop Promoting Computational Thinking in Rural Schools

The development of curriculum and access to educational resources related to applied computing is lacking for students in K-12 schools particularly in rural areas, despite the large and growing demand for computing skills in the job market. Motivated by this need, an interdisciplinary professional development workshop was designed to promote computational thinking and curriculum integration among teachers involved in teaching core curricula including writing, math, science, and social studies in grades 3-8 in a rural midwestern state in the USA, as part of a longitudinal grant-funded program. Open-text feedback was collected before, during, and immediately after the workshop in response to multiple types of formative assessments. In this paper, we present several forms of data representation from exploratory textual analyses based on the feedback collected from the workshop participants. Semantic analysis tools including sentiment analysis and thematic analysis facilitated the identification of common themes in perception among grade 3-8 teachers relating to the implementation of computational concepts in their classrooms. Results suggest that these techniques can be useful in evaluating open-ended feedback to represent patterns of response which may aid in the identification of actionable insights related to adult learner perceptions, including interest and self-efficacy.

A cross-campus professional development program strengthens graduate student leadership in environmental problem-solving

The growing urgency of environmental concerns around the world highlights the need to equip rising scientists with high-impact leadership and communication skills in order to effectively engage in interdisciplinary problem-solving. However, opportunities for authentic interdisciplinary professional development training for student scientists are not extensively available within single-institution programs. This study evaluates the impact of the Monterey Area Research Institutions’ Network for Education (MARINE), a regional cross-campus professional development program aimed at preparing graduate students for interdisciplinary leadership positions in environmental problem-solving. An online survey was conducted to evaluate students’ perceptions of whether MARINE effectively enhanced leadership, improved collaborative relationships, and prepared students for interdisciplinary environmental problem-solving. Overall, MARINE participants emphasized practical skill development, exposure to careers outside of academia, and interinstitutional networking as the most valued outcomes of the cross-campus professional development program. Based on survey results and the demonstrated practices of MARINE, we recommend a set of 4 key design principles for institutions to consider when creating future cross-campus professional development programs: (1) a student-led governance framework to ensure that the program’s focus is centered on topics and issues that participants find most relevant, (2) event planning committees that engage the larger pool of graduate students from across the network in authentic leadership, (3) professional development opportunities focused on interactive forms of activity, and (4) an annual colloquium for students to apply their training in leadership and interdisciplinary communication. Greater application of these practices and principles in cross-campus programs may present new opportunities for preparing rising leaders to take an active role in interdisciplinary problem-solving.

Promoting statewide discipline reform through professional development with administrators

Researchers and policymakers have written extensively about the lack of evidence for the use of suspension and expulsion in schools and the disproportionate impact among racial and ethnic minorities and children in special education. As a result, states across the country have passed legislation to reform school discipline practices, with varying provisions for providing professional development within the reforms. The current study provides findings from a content analysis of activities completed as part of a day-long interdisciplinary professional development implemented within one state in the throes of sweeping discipline reform legislation. Lessons learned and future directions for professional development in school discipline reform are offered.

STEAM-y Partnerships: A Case of Interdisciplinary Professional Development and Collaboration

ABSTRACTMuseum partnerships can involve significant tensions, especially when these collaborations reach across institutions to blend disciplines such as art and mathematics. Rather than simply being obstacles to overcome, we suggest that tensions arising in multi-institutional, cross-disciplinary collaborations can be highly generative for collaborators, sparking new approaches to practice and catalyzing professional growth. To support this idea, we describe an interdisciplinary professional development program for museum practitioners focused on developing innovative programs and exhibits integrating Science, Technology, Engineering, Art, and Mathematics (STEAM). We discuss the design of this STEAM Professional Learning Laboratory in terms of a shared-facilitation model and relate that model to specific tensions that arose in this collaboration. Based on evaluation data, we summarize key characteristics of the Lab that supported successful collaboration and interdisciplinary learning. We share learning outcomes we documented for art and science museum professionals who participated in the Lab. We conclude with considerations for others in the field engaging in similar efforts.

Change in clinical practice in Australia: impact of participation in MHPN webinars

PurposeThe Mental Health Professionals’ Network (MHPN) was established to enhance collaborative care among health professionals working in mental health care in Australia. The MHPN has two primary arms: face-to-face network meetings and online webinars. The purpose of this paper is to investigate practice changes in health professionals who participated in one of MHPN’s live webinars.Design/methodology/approachPractice change was assessed by online survey with attendees from three MHPN webinars held in 2016. The survey link was e-mailed to webinar attendees three months after each webinar.FindingsIn total, 585 health professionals participated in the surveys. Four out of five respondents had made at least one practice change, particularly increased confidence in providing mental health care and increased discussions about other disciplines. General practitioners and psychologists were more likely than others to have made practice changes. Nine out of ten respondents rated the webinars as “very good” or “excellent.”Research limitations/implicationsMHPN’s webinar program positively impacts health professionals’ practice and represents an easily accessible and effective professional development opportunity for Australia’s mental health workforce.Originality/valueThe MHPN webinar program is unique in Australia. The MHPN provides opportunities for interdisciplinary professional development in the primary mental health sector. The model is highly cost effective and transferable to other settings and countries.

Change in mental health collaborative care attitudes and practice in Australia

PurposeThe Mental Health Professionals Network (MHPN) was established to support and enhance collaborative care among health professionals working in primary mental healthcare. The MHPN has two primary arms: face-to-face network meetings and online webinars. The purpose of this paper is to investigate attitudinal and practice changes amongst health professionals after participation in MHPN’s network meetings.Design/methodology/approachIn April 2016, an online survey was e-mailed to health professionals who had attended at least one network meeting during 2015. The survey asked about practice changes across seven key areas relating to increased awareness of and interaction with professionals from other disciplines. Interdisciplinary differences were investigated using the χ2 statistic (p<0.05).FindingsA total of 1,375 health professionals participated in the survey. For each of the seven practice changes investigated, between 74 and 92 per cent of respondents had made the change. Those who attended more network meetings were significantly more likely to have made changes. General practitioners were significantly more likely than other professionals to have made changes.Research limitations/implicationsAttendance at MHPN network meetings has a positive impact on health professionals’ attitudes and practices towards a more collaborative approach to mental healthcare.Originality/valueMHPN is a unique, national platform successfully delivering opportunities for interdisciplinary professional development in the primary mental health sector. The model is unique, cost-effective, practitioner driven and transferable to other settings.

Sharing the classroom: A professional development opportunity for teachers and social workers

This article examines the impact of a service-learning program based on positive youth development and social and emotional learning principles in two high-poverty urban middle schools. A longitudinal mixed-methods design was implemented, and qualitative data analysis yielded unexpected results associated with the professional development of teachers and social workers involved in the program. The data suggests that participation in weekly program sessions for students contributed to positively shifting adults’ perceptions of students, and expanding the repertoire of classroom management strategies, which, in turn, overflowed into other areas of the school culture. This case analysis proposes a theoretical shift to interdisciplinary professional development that incorporates social and emotional learning strategies implemented in the classroom and through service learning as part of a comprehensive program.

Implementing a collaborative mental health care model: the MHPN

PurposeThe purpose of this paper is to describe the development and experience of the Mental Health Professionals’ Network (MHPN) in building and supporting a national interdisciplinary professional development platform in community mental health to enhance practitioner response to the needs of consumers.Design/methodology/approachThe key components of the MHPN model are described highlighting effective ways of engaging practitioners and supporting interdisciplinary practice. The MHPN has two key programs – Face-to-Face Interdisciplinary Practitioner Networks and an Online Professional Development Program.FindingsThe MHPN model has had significant uptake in communities across Australia and continues to grow. Practitioners report positive outcomes in engaging with other practitioners, improving their professional knowledge and having gained increased confidence in the provision of mental health care to patients.Practical implicationsThe progress and learnings to date offer some useful insights that can be applied to other settings to support integrated care for patients with mental health problems through enhancing collaborative care among practitioners at the primary care level.Originality/valueMHPN is a unique, national, successful platform delivering opportunities for interdisciplinary professional development in the primary mental health sector. The model is cost effective, practitioner driven, and transferable to other settings.

Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of needed professional development for the Extension professionals whose sole program area was Economic and Community Development. Extension professionals in both the Agriculture and Natural Resources and the Health and Human Sciences program areas tended not to identify topics from each other's program areas as subjects of needed professional development.

Interdisciplinary Professional Development for Teaching Science and Reading

Because instructional demands in literacy in the lower grades often limit instructional opportunities in other areas, including science, interdisciplinary approaches to training science educators are of current interest. This article describes the structure and impact of professional development activities for elementary and middle school teachers within a rural Ohio public school district (Gallia County Local) that aimed to address needs in both science and literacy. All teachers (n = 39) of grades three through eight who taught science and/or reading, including special education teachers, received targeted training on Earth &amp; Space Science content and pedagogy and on strategies for teaching non-fiction reading within the science curriculum. Additional professional development was provided through one-on-one academic coaching sessions with teachers in their respective classrooms. Pre- and post-training teacher surveys were compared using a Wilcoxon signed-ranks test to determine statistical significance (α = 0.05) of any observed differences. The results indicate significant changes in instructional practices of participating teachers in several key areas, including increased usage of nonfiction reading (p = 0.04) and differentiated instructional practices within the science curriculum (p = 0.05). Comparison of student achievement scores on selected components of state-level assessments in reading and science also suggest a positive impact of the professional development in some areas. An increase in student proficiency in informational text and Earth &amp; Space Science was observed after teachers received the training compared to the year prior to the training.

Supporting STEM Education in Secondary Science Contexts

Science education scholars emphasize the significance of an integrative, interdisciplinary STEM (Science, Technology, Engineering, and Mathematics) education that encourages students to learn about the natural world through exploration, inquiry, and problem-solving experiences. This article reports on a professional development program aimed at improving a group of secondary science and mathematics teachers’ competence in using a problem-based approach in the teaching of STEM. Through surveys, qualitative interviews and focus groups, the study investigated the teachers’ understanding and perceptions of problem-based learning (PBL) as an approach to interdisciplinary STEM education as well as their perceptions of the personal and systemic challenges in implementing such an approach in their professional practice. This investigation offers insight into how university-based professional development programs can support secondary educators’ understanding of, and ability to use an interdisciplinary problem-based STEM approach in their schools and classrooms. The study concludes with implications for practice and a discussion of how future interdisciplinary professional development can be conceptualized.

Enhancing Departments and Graduate Education in Geography: A Disciplinary Project in Professional Development

This paper describes the development, implementation, and preliminary outcomes of Enhancing Departments and Graduate Education (EDGE) in Geography, a multiyear project begun in 2005 to study the process of professional development in graduate geography in the U.S and sponsored by the National Science Foundation. As a research and action project responding to the needs of graduate geography programs, EDGE seeks to provide academic geographers with an empirical perspective of disciplinary as well as interdisciplinary and generic skills that M.A./M.S. and Ph.D. students develop as a result of graduate education. Related objectives are to understand how disciplinary skills are applied by geography graduates once they enter the professional workforce in both academic and nonacademic professional settings, and to gauge the extent graduate programs are sufficiently preparing geography graduates for those careers. We begin by summarizing the research goals and design of EDGE, highlighting the roles and contributions of geographers and educational researchers, and noting the interplay and synergy between disciplinary and interdisciplinary methodologies and practices. To date, research has focused on: (1) assessing contemporary workforce competencies in professional geography and (2) examining the role of department climate and culture on student experience and faculty development within masters and doctoral programs. Although the EDGE research efforts are still underway, we present some preliminary research findings and discuss the implications of those outcomes for professional development in geography and related social and environmental sciences. Also discussed is the complementary nature of disciplinebased and interdisciplinary professional development efforts.

Survey of women geoscientists: Results

The 1100‐member Association for Women Geoscientists (AWG), an interdisciplinary professional development organization that is open to all in the geosciences, conducted a nationwide survey of geoscientists in late 1983. The survey was the first to examine the training, employment, and lifestyle of women in the geosciences. The questionnaire asked about education and current work situations, about experiences in combining personal life and career, and about attitudes on women's issues, political issues, and environmental issues.