Knowledge Of Other Disciplines Research Articles

Incorporating Augmented Reality Into Anatomy Education in a Contemporary Medical School Curriculum.

Anatomy education in the medical school curriculum has encountered considerable challenges during the last decade. The exponential growth of medical science has necessitated a review of the classical ways to teach anatomy to shorten the time students spend dissecting, allowing them to acquire critical, new knowledge in other disciplines. Augmented and mixed reality technologies have developed tremendously during the last few years, offering a wide variety of possibilities to deliver anatomy education to medical students. Here, we provide a methodology to develop, deliver, and assess an anatomy laboratory course using augmented reality applications. We suggest a novel approach, based on Microsoft® HoloLens II, to develop systematic sequences of holograms to reproduce human dissection. The laboratory sessions are prepared before classes and include a series of holograms revealing sequential layers of the human body, isolated structures, or a combination of structures forming a system or a functional unit. The in-class activities are conducted either as one group of students (n = 8-9) with a leading facilitator or small groups of students (n = 4) with facilitators (n = 4) joining the groups for discussion. The same or different sessions may be used for the assessment of students' knowledge. Although currently in its infancy, the use of holograms will soon become a substantial part of medical education. Currently, several companies are offering a range of useful learning platforms, from anatomy education to patient encounters. By describing the holographic program at our institution, we hope to provide a roadmap for other institutions looking to implement a systematic approach to teaching anatomy through holographic dissection. This approach has several benefits, including a sequential 3D presentation of the human body with varying layers of dissection, demonstrations of facilitator-selected three-dimensional (3D) anatomical regions or specific body units, and the option for classroom or remote facilitation, with the ability for students to review each session individually.

Interprofessional Learning and Psychiatric Expertise in Mental Health Courts.

Interprofessional collaboration is crucial to reduce overincarceration of people with severe mental illness. Learning how to collaborate occurs in 2 complementary ways. One model emphasizes cognitive tasks: becoming familiar with the values and knowledge of other disciplines. Another model emphasizes practical interactive skills: calibrating one's preexisting expertise to the demands of the local workplace. This qualitative study assesses the 2 models in the case of psychiatrists in a multidisciplinary mental health court who learned to divert people with psychiatric disease from jail and hence advance the court's mission. Ethnographic research was conducted over 4 years with the staff of a US mental health court. Interviews with 3 psychiatrists and observations of 87 staff meetings and probation review hearings were recorded on handwritten notes. Notes were transcribed, entered into a qualitative database management program (NVivo 12), and coded using the grounded theory approach. A master codebook was developed to identify crosscutting themes. Psychiatrists did not need deep familiarity with the values or skills of legal professionals to divert people with psychiatric disease from incarceration. They successfully inserted their expertise through 3 strategies-teaching about pharmaceutics, suggesting concrete interventions based on details of diagnosis and behavior, and shifting the collective assessment of defendants from a punitive to a therapeutic framework-that depended on their acquiring new interactive skills. However, they failed in their efforts to refine the eligibility criteria for admitting new defendants to the court; their expertise was underutilized because of the makeup of this interprofessional team. Reducing the overincarceration of people with severe mental illness depends on interprofessional collaboration. This study shows that discerning opportunities for (and blockages to) applying one's preexisting expertise and learning the perspective of other disciplines are key complementary ingredients of interprofessional learning in this setting. Research in other treatment courts is needed to assess the generalizability of this single case study.

Understanding the Diffusion of Theoretical Knowledge in Nursing: A Citation Analysis of Meleis's Transition Theory.

The aim of this study is to examine the structure of the knowledge creation process in nursing science and to investigate the dissemination of theoretical knowledge in other disciplines by analyzing citations and social network data. This exploratory study evaluated Metadata to find academic publications. Meleis's Transition Theory was selected as a case study. A majority of the publications that represented the transition theory were assigned as the core of the theory. Forward and backward citations were used as agents of knowledge linkage to determine the dissemination of the theory in the field of science. Social network analysis and visualization were used to depict graphical and structural relations of the research front and the knowledge base. The knowledge base of the Transition Theory was built on 7 different information networks. The most effective and vast information network consisted of Meleis, AI as a researcher and the central information network, which is the journal of Nursing Research. Oncology, geriatrics, public health, and psychology in the areas of information propagation within the field of nursing were considered as research areas where the theoretical framework provided by the theory was rendered functional. In recent years, the use of theoretical frameworks has become a necessity to assess the changing needs of the study of nursing science. The method used in the study can be effectively used to analyze the conceptual structures in the nursing education and professional application processes and to understand the origins of these theories. Further research can help to structure the use of informational science-based research designs to understand the connections between theory, clinical practice, and the development of educational contents in nursing faculties.

Child abuse experience, training, knowledge, and attitude of healthcare professionals in sixty hospitals in Greece.

This study aims to record the overall perception of healthcare professionals on child abuse and identify potential affecting factors in a nationwide scale in Greece as well as to provide information that might be useful for future educational actions. A total of 1,185 healthcare professionals in 60 hospitals with pediatric departments across Greece participated in this cross-sectional study. Participants included pediatricians, pediatric surgeons, residents, nurses, psychiatrists, psychologists, and social workers. Sections under investigation involved experience and training in child abuse, knowledge of formal and judicial issues, clinical knowledge, and self-assessment. Although more than half of the participants had confronted child abuse (n=712, 60.08%), only 273 (38.34% of them) submitted reports. One third of participants reported that they had received some training (n=440, 37.13%), mainly of postgraduate nature and based on personal initiative. Of those who reported child abuse, 175 (64.10%) had been trained. Each professional category was aware of topics regarding its own interest, without adequate knowledge of other disciplines. One third of psychiatrists, psychologists, and social workers felt confident in discussing with children and parents. Relevant scores were lower in the other categories. The lower scores were recorded among nurses and residents. The training deficit and reluctance to engage with judicial issues were the main causes of avoidance to deal with child abuse. Focused and organized training in child abuse is crucial to create reliable professionals in the field. The internet is a considerably helpful tool. Professionalism must characterize knowledge and practice in child abuse at the same level as in other medical topics. Motivation to engage should be early inspired and developed during the graduate years.

An interprofessional experience preparing a collaborative workforce to care for older adults

ABSTRACT The development and evaluation of an interprofessional education (IPE) pre-professional geriatrics experience involving learners from 10 different health discipline programs is described. The experience provided learners with opportunities to use small-group collaborative approaches in two 3-hour interprofessional sessions. Learners gained exposure to geriatric principles and awareness of the needs of older adults and their families using case studies developed by experienced interprofessional faculty. Learners completed pre- and post-experience surveys and worksheets on their confidence to function in interprofessional teams, knowledge of other disciplines, perceptions of importance of each discipline in providing older adult care, and the qualities considered for a successful team. Data were collected over three offerings of the experience (2016, 2017, 2018) and analyzed using paired sample t-tests and ANOVA. A total of 562 learners participated with outcome measures indicating increased knowledge of older adult services different health professionals provide and increased confidence in knowing when to complete care referrals. Mean increase in learners’ confidence to function in interprofessional teams was significant, suggesting the experience was effective in facilitating confidence in functioning and improving views of other disciplines’ roles. This experience demonstrated that learners gained exposure to apply geriatric principle skills and critical thinking as interprofessional team members.

Construction of Mathematical Modeling for Teaching Evaluation Index System Based on the Delphi AHP Method

China plays an important role in the global basic education of mathematics. Moreover, China has a lot of educational experience and methods and trains many excellent talents in the field of mathematics. However, there are still various disadvantages in the process of mathematics teaching. The traditional exam-oriented education makes the talent thought of mathematics education lack openness. Teachers also focus on difficult problems, partial questions, and exam questions during teaching. When teaching, teachers cannot contact students' daily life, which has low value. Mathematics teaching methods are too rigid and lack attraction. Most teachers focus on contents in textbooks while students cannot understand the value of mathematics in learning. This results in the decline of most students' interest in mathematics courses. To solve this problem, mathematical modeling teaching is put forward. China has a short application time in this field, and mathematical modeling is complex and systematic. When dealing with mathematical modeling problems, we must be able to skillfully use the basic knowledge learned and also involve the knowledge of other disciplines, so we must realize the integration of the knowledge of various disciplines. In addition, mathematical modeling teaching attaches great importance to students' communication ability, mathematical interpretation ability, and teamwork ability. Teachers can improve students' ability; however, our teachers' abilities in mathematical modeling teaching are uneven and there are no relevant standards. Therefore, it is necessary to establish an evaluation index system to accurately judge teachers' abilities. Based on this, this study uses the Delphi AHP method to construct the evaluation index system and selects four criteria level indexes and 12 index level indexes to judge teachers' mathematical modeling teaching ability.

Teaching professionally oriented English to aviation university students on the basis of an interdisciplinary project

The article actualizes the problem of organizing and conducting project activities related to the use of professionally oriented English in the aviation university. The importance of motivation in the process of teaching English is emphasized. The purpose of the article is to substantiate the effectiveness of the participation of students of the aviation university in project activities, contributing to their motivation in learning professionally oriented English with practical psychological and pedagogical support and with the involvement of disciplines from specialized departments of the university. Methodology and research methods. The study was conducted on the basis of an interdisciplinary project related to professionally oriented English, allowing students to develop their logical operations (analysis, synthesis, reasoning, generalization, conclusion, etc.), cognitive skills, critical thinking necessary to solve professional problems in a non-standard situations to take responsibility for them. This type of training also stimulates initiative and integrates acquired knowledge in other disciplines. The analysis of pedagogical, socio-psychological, scientific-methodical and special professional literature on the research problem was used as research methods; participant observation method, questioning, modeling, pedagogical experiment, analysis and processing of experimental data and reflection. Such a model of project-based teaching of professionally oriented English with the involvement of disciplines of specialized departments was implemented as part of an experimental scientific study at the aviation university in the discipline “Professionally oriented English”. Conclusion. The results obtained give grounds to conclude that project activities are an effective means of motivation in teaching students professionally oriented English at the aviation university with practical psychological and pedagogical support for this type of activity and with the disciplines of specialized departments.

Transdisciplinary Care for Adolescents With Type 1 Diabetes: Development of a Provider Cross-Discipline Training Curriculum.

Only 17% of adolescents with type 1 diabetes achieve glycemic control targets (1), and many are at risk for psychological concerns (e.g., depression, anxiety, and diabetes distress) (2,3), diminished quality of life (4), and the development of diabetes complications (5,6). Psychological functioning and the quality of parent-child interactions can heavily influence self-management in adolescents with type 1 diabetes and are therefore among the greatest concerns of adolescents with type 1 diabetes, their parents, and their health care providers (HCPs) (7). However, conventional models of care are ill equipped to address these issues effectively. Approximately 30% of diabetes teams do not have access to mental health providers (8), and teams with access to such professionals struggle to efficiently incorporate them into routine care (9). The increasing incidence of youths diagnosed with type 1 diabetes each year (10,11), coupled with the limited supply of pediatric endocrinologists (12) to treat these patients, exacerbates these challenges. Thus, there is a need for novel and alternative models of health care delivery for adolescents with type 1 diabetes that address behavioral and psychological barriers to diabetes management and dietary management and are more time-efficient for diabetes clinicians. Multiple models for integrated pediatric care of type 1 diabetes exist and aim to meet American Diabetes Association (ADA) guidelines for care (13). The ADA recommends a collaborative care approach among HCPs and families, including the incorporation of shared decision-making, medical nutrition therapy, and psychosocial support during routine ambulatory care visits (13). These treatment teams may include endocrinologists, advanced practice nurses, physician assistants, dietitians, certified diabetes care and education specialists (CDCESs), social workers, and psychologists. Multidisciplinary care, typifying much of type 1 diabetes care in the United States, engages several disciplines, but each discipline stays within its boundaries, and knowledge of other disciplines …

A Longitudinal Study of Interprofessional Education in Graduate Students From Rehabilitation Sciences

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. A longitudinal study evaluated the effects of interprofessional education (IPE) experiences on 71 rehabilitation science graduate students' perceptions of interprofessional collaboration (IPC). Physical therapy, OT, and speech-language pathology students rated their perceptions of IPC and their knowledge of other disciplines' roles across their first year of graduate school. IPE experiences are an important aspect of professional preparation. Primary Author and Speaker: Sarah Elkington Contributing Authors: Connie Summers, Celia Pechak, Patricia Lara, and Francesca Hernandez

Research on the Integration of New Media Technology and Ideological and Political Education Teaching

The concept and characteristics of new media are summarized and summarized, and the influence of Ideological and political education in Colleges and universities is briefly analyzed, and the connotation and development process of Ideological and political education in Colleges and universities are briefly written. From two angles of the subject and object of Ideological and political education in Colleges and universities, the application of new media in the ideological and political education of colleges and universities is combined with the data from the questionnaire survey, and the quantitative and qualitative two analytical methods are used to analyze the application of the new media in the ideological and political education of colleges and universities. The existing problems are studied from four aspects: the application degree of the new media, the authority of the main body of education, the increase of education difficulty and the existing problems of the object of education. Through the in-depth study of the causes of the problem, the solution of the theoretical knowledge of other disciplines is put forward by the combination of theory and practice as a principle. Countermeasures and creatively explore new ways of combining new media with ideological and political education.

Feedback-giving practice for L2 writing teachers: Friend or foe?

Informed by a reflective practice perspective on teacher learning, this study investigates the learning experiences of L2 writing teachers in providing feedback on students’ writing. Drawing on multiple sources of data from 27 English writing teachers in Chinese universities, the study reveals that giving feedback on student writing can be a learning experience for most L2 writing teachers and challenges the mainstream discourse that portrays teachers’ feedback-giving as a burdensome and unrewarding task. While some participants did not see the learning opportunities in giving teacher feedback due to their students’ limited writing proficiency, large class size, and time constraints, the majority of teachers believed that giving feedback could improve their feedback literacy and feedback practices and enable teachers to: gain a better understanding of the students and their writing problems; improve their instructional approaches; enhance their own writing proficiency; and obtain knowledge in other disciplines, as well as identify topics for research on L2 writing. This study shows the potential of teacher learning in giving feedback and highlights that teacher learning takes place in social interaction, feedback practice, and teachers’ self-reflection, thus contributing to research on L2 writing feedback.

ARt Image Exploration Space (ARIES): A response to the image needs of art library patrons

AbstractARt Image Exploration Space (ARIES) is a free, cloud-based dynamic environment offering art historians and others an extensive array of practical tools for analysing images. It is the product of a successful collaboration between art historians, librarians, computer scientists, and engineers from the Frick Art Reference Library, New York University's Tandon School of Engineering, and Brazil's Universidade Federal Fluminense. ARIES is a powerful tool for art historians, both replicating and augmenting traditional methods they have long-used to study images.1 With the advent of the prevalent use of digital photos, art historians lacked the technology capable of replacing what they had previously been able to accomplish in the analogue world. Wood Ruby and Deutch realized that art historians needed an out-of-the-box solution that didn't require extensive knowledge of other disciplines (computer science and engineering). The result of successful collaborations and a generous donation, ARIES is now available in BETA form at www.artimageexplorationspace.com.

Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings

This state-of-the-art article reviews the literature on content and language integrated learning (CLIL) – enseignement d’une matiere par l’integration d’une langue etrangere (EMILE) – through an analytical lens. Since its inception in the 1990s, CLIL has evolved and become part of the educational literature as a dual-focused and multi-dimensional educational approach. CLIL is not only about using an additional language (AL) (e.g., foreign, autochthonous, heritage, second language) as a medium to teach subject content. The approach also aims to build and reinforce learners’ knowledge of other disciplines while using the language creatively to solve problems and develop critical thinking. Some research evidence has indicated that CLIL practices vary according to context, curricular constraints, and available teaching force. This multi-dimensionality and diverse implementations of CLIL have led to misunderstandings and what CLIL is and is not have been the topic of countless debates. An accurate description of CLIL would not be possible without understanding its historicity and the reasons for its emergence. CLIL now represents an approach that integrates language and content teaching in a variety of language learning and bilingual education contexts. CLIL was not created out of thin air. Its creation was influenced by a multitude of factors such as (a) the historical, political, epistemological and societal influences of the 1980s, (b) research on second language acquisition, (c) current theories of learning and, (d) educational philosophies on languages and approaches to language teaching that drew on postmodern views that emerged in the 1980s.

Knowledge Structure Analysis on Educational Technology Based on Citation Analysis

Educational technology is a new subject that integrates the merits of multiple disciplines. Under the trend of interdisciplinary integration, it is very meaningful to explore the knowledge exchange between disciplines, clarify the structure of each discipline, and thus promote the development of educational technology. Extracting data from eight core journals on educational technology, this paper investigates the integration between educational technology and other disciplines from the perspectives of references and citations. The disciplines were divided by the standard of China National Knowledge Infrastructure (CNKI). The results show that: educational technology has a stable disciplinary structure, featuring a high self-citation rate (i.e. the tendency to cite the literature within the discipline); educational technology has frequent knowledge exchanges with pedagogy-related disciplines, and exerts a major impact on the other secondary disciplines of pedagogy; educational technology actively absorbs the knowledge of other disciplines, and communicates frequently with external disciplines like psychology, computer science, library and information science.

El mezcal: <em>enfant terrible</em> de México. Estudio sociológico sobre la cultura y comercializacióndel <em>mezcal</em> en un contexto globalizado

Objetivo: dar a conocer a la lectora o al lector de habla hispana, particularmente de México, la investigación sociológica más completa que hay sobre el tema actualmente. Se considera relevante porque describe de manera precisa la dialéctica entre, por una parte, los procesos económicos globales y, por otra, sus bases y efectos en ámbitos locales, básicamente la creación de relaciones de subordinación de los productores, comprometiendo su identidad cultural y su economía, con un impacto ecológico negativo. Metodología: se trata de un amplio estudio sociológico que incluye aspectos históricos, antropológicos y económicos. Sin embargo, dada la naturaleza de su objeto, el estudio contempla conocimientos de otras disciplinas, como la agronomía, la industria alimentaria y la mercadotecnia. Además de una extensa investigación bibliográfica y documental, se basa en los métodos etnográficos, particularmente la observación participante y la entrevista, técnicas que puso en práctica en ámbitos locales en México, como en otros países. Resultados: describe los orígenes e historia de la producción y consumo del mezcal y el profundo significado que tiene para muchas comunidades rurales en México. Explica los efectos locales del ingreso del mezcal como producto comercial en el ámbito global, señalando particularmente las contradicciones y efectos perversos de ese proceso, tales como la desestabilización de las estructuras sociales y el daño ecológico locales, en virtud de la lógica de demanda de los mercados internacionales. Por otro lado, destaca la defensa legal, comercial e incluso política que los propios productores han tenido que llevar a cabo para salvaguardar la producción del auténtico mezcal en los ámbitos nacional e internacional, ante el riesgo de su adulteración con fines comerciales en beneficio de empresas transnacionales. Limitaciones: el estudio en sí mismo resulta bastante completo, sin embargo, podría ampliarse con un estudio más profundo y actualizado de la relación del mezcal con la industria del tequila. Así, resultaría muy interesante estudiar cómo, recientemente, la industria del tequila ha comenzado a mimetizar a la del mezcal, particularmente con el lanzamiento de marcas de tequilas cristalinos que evidentemente tratan de emular a los auténticos mezcales. Por otro lado, quizá la principal limitación del libro sea el mismo hecho de estar publicado en francés, pues una versión en inglés la haría más asequible a un público más amplio. Conclusiones: Domingo García Garza, nos ofrece un apasionante relato sobre el origen del mezcal en el “México profundo” y su significado incluso místico, su revalorización a través de la percepción extranjera, su inserción en los mercados transnacionales, la situación prácticamente de resistencia en que se han visto sus productores artesanales, la lucha política y jurídica por salvaguardar su carácter de patrimonio cultural y una interrogante sobre el futuro social, económico y ecológico de las comunidades en las que se produce ancestralmente. Pero, además, la lectura de Le mezcal: enfant terrible du Mexique constituye un ejemplo magistral de la puesta en práctica de los principios fundamentales de la investigación sociológica en su sentido más general.

EFFECTS OF A TRANSDISCIPLINARY EDUCATIONAL APPROACH ON STUDENTS’ TECHNOLOGICAL LITERACY

Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students’ technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students’ TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school. Keywords: technology education, transdisciplinary educational approach, real-life problems, technological literacy.

APPLICATION OF THE INTERDISCIPLINARY RELATIONS FOR HIGHER EDUCATION QUALITY ASSURANCE

The article highlights the issue of ensuring the quality of higher education through the prism of the use of interdisciplinary links on the example of the study of historical disciplines and foreign languages. The analysis of the legal framework, as well as the scientific literature made it possible to identify effective ways to ensure the quality of higher education. One of them is the application of the principles of interdisciplinary relations. The implementation of the interdisciplinary approach is considered as a promising method for the professional training of students of the Faculty of History with the use of knowledge of a foreign language. It is proposed to create integrated programs, teaching professional disciplines in English. It is recommended to offer students English literature. In the context of the interdisciplinary approach, the integration of professional components using the skills of linguistic literacy is considered. The concept of interdisciplinary research is based on the premise that concepts and facts are not studied in isolation from each other. Implementation of the disciplinary approach is considered as a promising method for professional training of students for the application of knowledge in other disciplines. The European vector of higher education development is determined by the high level of requirements for the specialist, which necessitates the search for effective ways to ensure the quality of higher education. One of the directions of updating the learning process is the integration of educational material from different disciplines, namely: historical disciplines and foreign language. To apply the principle of interdisciplinary links, it is important to use the CLIL approach in foreign language classes. The teaching of professional disciplines in English is relevant today in domestic universities, as it is an important factor in increasing prestige, internationalization and improving the quality of professional training. When creating integrated programs to enhance the independent cognitive activity of students of the Faculty of History, it is important to recommend students to English-language literature. The use of interdisciplinary connections allows students of the Faculty of History to discover their creative potential and develop as a person.

ФОРМУВАННЯ ІНТЕГРАЦІЙНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ ПРИ ВИВЧЕННІ КУРСУ «НАРОДНІ РЕМЕСЛА»

The article considers some aspects of the problem of integration of students' knowledge and the implementation of interdisciplinary links in the modern educational process. It is established that these problems at different times were the subject of consideration of many scientists in whose works interdisciplinary, interdisciplinary connections were studied from different points of view: pedagogical, psychological, philosophical. In particular, the works of teachers, psychologists studied the integration of science, technology and education, a detailed analysis of the structure of the educational process, considered the problems of interdisciplinary links on the cognitive activity of students, classified types and types of interdisciplinary links by various criteria. Also, a significant amount of scientific work is devoted to identifying ways to eliminate duplication of educational material, methods of conducting classes using interdisciplinary links, the problems of integration of knowledge in the training of future teachers. This publication offers elements of the formation of integration competence in students when they study the course "Folk Crafts". The content and structure of the discipline "Folk Crafts", which is a discipline of professional training of future teachers of labor education and technology, describes the interdisciplinary links in the study of this discipline. There are specific examples of problems in solving which students must use previously acquired knowledge in other disciplines. In particular, when studying geometric wood carving, carving of complex ornaments there is a need to build high-quality drawings, which are associated with geometric constructions on the plane: dividing the circle into a number of equal parts, drawing parallel, perpendicular lines, dividing the segment in half, tangent to angle bisectors and so on. In performing such tasks, students use knowledge of algebra, descriptive geometry, computer graphics and other disciplines. It is proved that such an approach contributes to the formation of subject and integration competencies as the ability of students to holistically perceive the acquired knowledge, to use their professional potential in future pedagogical activities.

GENERAL TRENDS OF PROFESSIONAL TRAINING OF TEACHERS IN THE CONTEXT OF IMPLEMENTATION OF INTERDISCIPLINARY RELATIONS (FOREIGN EXPERIENCE)

The article deals with the question of applying the principles of cross-curricular approach in higher education in the countries of the West. The concept of interdisciplinary research is based on the premise that concepts and facts are not studied in isolation from each other. An analysis of the development of higher education in Europe and the US made it possible to highlight its general trend. It defines the application of cross-domain communication principles. Implementation of the cross-curricular approach is considered as a promising method for professional training of students for the application of knowledge in other disciplines. Common terms of this direction are defined. They are: cross-curricular approach, interdisciplinary approach, multidisciplinary approach, cross-disciplinary approach, transdisciplinary approach. A comparative characteristic of integration approaches is proposed. Cross-disciplinary analysis - studies a problem that is usually transformed into one discipline through the prism of another discipline (for example, learning a foreign language of professional communication is studied through profiling disciplines). Multidisciplinary analysis - considers the problem from different points of view, without making a joint effort for the systematic integration of disciplinary views. Inter-disciplinary analysis - considers the problem from different points of view, which leads to a systematic effort to integrate alternative views into a single or holistic framework of analysis The interrelationships between three different approaches are established. Given the differences, the three approaches have much in common. Thus, the level of discipline Multidisciplinary study based on themes. Interdisciplinary skills and concepts are embedded in the standards of the discipline. The transdisciplinary approach takes into account the real life context. In the context of the cross-curricular approach, the integration of scientific literacy with the use of information literacy skills is considered. The purpose of information literacy is to improve both scientific and information literacy of students, the introduction of the concepts of scientific literacy in courses related to relevant topics. This model allows students to better understand scientific information and expand the scientific topics on which the research is conducted. Special attention in the European educational space given to study foreign languages. In the context of an interdisciplinary approach, this means that semantic subjects are taught and studied in a language that is not the student’s native language.

Professional qualification in the School Health Program from the perspective of Complexity Theory

ABSTRACT Objective: To reflect on the qualification process of the professionals of the School Health Program through the Complexity Theory. Method: Edgar Morin's theoretical framework was used to defend the need to overcome the reductionist, disjunctive and limiting view of thought through the integration of knowledge. The recursive, dialogic and hologramatic principles and the concepts of order and disorder supported this process. Results: It was understood that the products and effects are included in the same process and if they are retroactive. The interaction and dialogue between the different professionals through the union of different ideas are necessary and become inseparable for the complexity of the capacities, when not only the parts are in the whole, but the whole is also identified in the parts. Conclusion and Implications for the Practice: It is necessary to integrate health and education professionals in the training of the School Health Program when considering their needs in the work processes, when counting on the contribution of the knowledge of other disciplines and sectors, as well as when sharing attributions in the execution of the activities proposed by the School Health Program.