Transdisciplinary Research Teams Research Articles

Determinants of physical activities in settings (DE-PASS): Approach for selecting the core measures for determinants of physical activity behaviours in 9-12 old children

ABSTRACT In large transdisciplinary research teams finding the balance between using the most appropriate and needed measures for data collection and minimising participant burden is often a significant challenge. This paper aims to describe the development process for selecting a set of determinants of physical activity behaviours in 9–12 years old children. An internal small group (n = 8) worked iteratively with an external large group of experts and stakeholders (n = 30-50) in three steps: 1) External input – Identification through expert opinion; 2) Internal input – Identification and selection via a systematized approach; 3) External validation of the selected measures. During these steps, 113 measures were first identified, then scored, sorted, and selected using evidence-building practices such as systematic literature reviews, peer-review, and consensus discussions. Eighteen measures were agreed and included in the core measures toolkit (child and caregiver questionnaires). In conclusion, pragmatism, implementation concerns, and the experts’ experience were key in this process. This process may be considered as a reference to others involved in the challenge of selecting measures in their research.

Shaping the Coast: Accounting for the Human Wildcard in Projections of Future Change

AbstractCoastal change and evolution are the product of physical drivers (e.g., waves) tightly coupled with human behavior. As climate change impacts intensify, demand is increasing for information on where, when, and how coastal areas may change in the future. Although considerable research investments have been made in understanding the physical drivers and processes that modify and shape coastal environments, many do not account for human behavior, compromising the accuracy of comprehensive future change predictions. We outline four social science approaches—historic case studies, simulations, longitudinal studies, and longitudinal studies supported by experimental data—that can be coupled with physical change information to support transdisciplinary understanding of future change. A fundamental need for each approach is more and better empirical data to better gauge human behavior. In addition, foundational investments in transdisciplinary collaboration help research teams support the integration of these approaches.

Spanish translation of the Expert Recommendations for Implementing Change (ERIC) compilation

BackgroundMost implementation science resources (e.g., taxonomies) are published in English. Linguistic inaccessibility creates a barrier to the conduct of implementation research among non-English-speaking populations, so translation of resources is needed. Translation into Spanish can facilitate widespread reach, given the large proportion of Spanish speakers around the world. This research aimed to systematically translate the Expert Recommendations for Implementation Change (ERIC) compilation into Spanish as an exemplar for the linguistic translation process.MethodsUsing the World Health Organization guidelines, this work translated the ERIC compilation strategy names, short definitions, and thematic clusters through a three-step process: 1) forward translation into Spanish by a native Spanish-speaking implementation scientist, 2) back-translation into English by a bilingual global health researcher, and 3) piloting via virtual focus group discussions with bilingual researchers not conducting implementation research. To achieve a generalizable translation, recruitment targeted a multicultural group of Spanish-speaking researchers. At the conclusion of each step, the transdisciplinary research team (N = 7) met to discuss discrepancies and refine translations. The Spanish version of the ERIC compilation was finalized through group consensus. Reflections from research team meetings and focus group discussions were synthesized qualitatively.ResultsGiven that dialectical nuances exist between Spanish-speaking regions, efforts prioritized universally accepted terminology. Team discussions focused on difficult translations, word choice, and clarity of concepts. Seven researchers participated in two focus groups, where discussion surrounded clarity of concepts, alternative word choice for Spanish translations, linguistic formality, grammar, and conciseness. Translation difficulties highlighted lack of precision in implementation science terminology, and the lack of conceptual clarity of words underscored limitations in the application of the compilation.ConclusionsThe work demonstrated the feasibility of translating implementation science resources. As one of the first systematic efforts to translate implementation resources, this study can serve as a model for additional efforts, including translation into other languages and the expansion to conceptual modifications. Further, this work yielded insights into the need to provide conceptual clarity in implementation science terminology. Importantly, the development of Spanish resources will increase access to conduct implementation research among Spanish-speaking populations.

A Biopsychosocial Model for Understanding Training Load, Fatigue, and Musculoskeletal Sport Injury in University Athletes: A Scoping Review.

McClean, ZJ, Pasanen, K, Lun, V, Charest, J, Herzog, W, Werthner, P, Black, A, Vleuten, RV, Lacoste, E, and Jordan, MJ. A biopsychosocial model for understanding training load, fatigue, and musculoskeletal sport injury in university athletes: A scoping review. J Strength Cond Res 38(6): 1177-1188, 2024-The impact of musculoskeletal (MSK) injury on athlete health and performance has been studied extensively in youth sport and elite sport. Current research examining the relationship between training load, injury, and fatigue in university athletes is sparse. Furthermore, a range of contextual factors that influence the training load-fatigue-injury relationship exist, necessitating an integrative biopsychosocial model to address primary and secondary injury prevention research. The objectives of this review were (a) to review the scientific literature examining the relationship between training load, fatigue, and MSK injury in university athletes and (b) to use this review in conjunction with a transdisciplinary research team to identify biopsychosocial factors that influence MSK injury and develop an updated, holistic biopsychosocial model to inform injury prevention research and practice in university sport. Ten articles were identified for inclusion in this review. Key findings were an absence of injury surveillance methodology and contextual factors that can influence the training load-fatigue-MSK injury relationship. We highlight the inclusion of academic load, social load, and mental health load as key variables contributing to a multifactorial, gendered environmental, scientific inquiry on sport injury and reinjury in university sport. An integrative biopsychosocial model for MSK injury in university sport is presented that can be used to study the biological, psychological, and social factors that modulate injury and reinjury risk in university athletes. Finally, we provide an example of how causal inference can be used to maximize the utility of longitudinally collected observational data that is characteristic of sport performance research in university sport.

The 23rd Annual Meeting of the Rocky Mountain Virology Association.

Located 50 miles west of Fort Collins, Colorado, Colorado State University's Mountain Campus in Pingree Park hosted the 23rd annual Rocky Mountain Virology Association meeting in 2023 with 116 participants. The 3-day event at the end of September consisted of 28 talks and 43 posters that covered the topics of viral evolution and surveillance, developments in prion research, arboviruses and vector biology, host-virus interactions, and viral immunity and vaccines. This year's Randall Jay Cohrs keynote presentation covered the topic of One Health and emerging coronaviruses. This timely discussion covered the importance of global disease surveillance, international collaboration, and trans-disciplinary research teams to prevent and control future pandemics. Peak fall colors flanked the campus and glowed along the multiple mountain peaks, allowing for pristine views while discussing science and networking, or engaging in mountain activities like fly fishing and hiking. On behalf of the Rocky Mountain Virology Association, this report summarizes select presentations from the 23rd annual meeting.

Trauma- and Violence-Informed Empowering Care for Sexual Assault Survivors.

Forensic nurse examiners, including sexual assault nurse examiners, provide care for survivors holistically through healthcare, emotional support, connection to follow-up care, safety planning, and, if desired, evidence collection to aid in the prosecution of sexual assault. There is increasing recognition that trauma-informed care must also include an understanding of the impacts of structural violence on minoritized patients to ensure health equity. To help address this guidance gap, we expanded Campbell and colleagues' empowering care model using a trauma- and violence-informed care (TVIC) lens. We used an iterative discussion-based process that included five joint meetings between a seven-member transdisciplinary research team and a five-member nurse advisory board. In a TVIC-informed empowering care model, we propose behavioral examples for forensic nurses for each of Campbell et al.'s five key domains of empowering care for forensic nurse examinations (i.e., build rapport and establish trust, show compassion, provide patient-directed care, convey professionalism, and provide resource referral and follow-up). These behavioral examples for nurses can help guide forensic nurse training and practice to reduce disparities in treatment and follow-up support. Structures and systems are needed that enable forensic nurses to provide trauma- and violence-informed empowering care to survivors of sexual assault and, over time, increase the accessibility of forensic nurse examinations and improve patient outcomes.

From Promise to Practice: How Health Researchers Understand and Promote Transdisciplinary Collaboration.

There is an increasing emphasis on transdisciplinary research to address the complex challenges faced by health systems. However, research has not adequately explored how members of transdisciplinary research teams perceive, understand, and promote transdisciplinary collaboration. As such, there is a need to investigate collaborative behaviors, knowledge, and the impacts of transdisciplinary research. To address this gap, we conducted a longitudinal realist evaluation of transdisciplinary collaboration within a 5-year National Health and Medical Research Council-funded Center of Research Excellence in Transdisciplinary Frailty Research. The current study aimed to explore researchers' perceptions and promotion of transdisciplinary research specifically within the context of frailty research using qualitative methods. Participants described transdisciplinary research as a collaborative and integrative approach that involves individuals from various disciplines working together to tackle complex research problems. However, participants often used terms like interdisciplinary and multidisciplinary interchangeably, indicating that a shared understanding of transdisciplinary research is needed. Barriers to transdisciplinary collaboration included time constraints, geographical distance, and entrenched collaboration patterns. To overcome these challenges, participants suggested implementing strategies such as creating a shared vision and goals, establishing appropriate collaboration systems and structures, and role modeling collaborative behaviors, values, and attitudes. Our findings underscore the need for practical knowledge in developing transdisciplinary collaboration and leadership skills across different career stages. In the absence of formal training, sustained and immersive programs that connect researchers with peers, educators, and role models from various disciplines and provide experiential learning opportunities, may be valuable in fostering successful transdisciplinary collaboration.

DAWN: Dashboard for Agricultural Water Use and Nutrient Management—A Predictive Decision Support System to Improve Crop Production in a Changing Climate

Abstract Climate change presents huge challenges to the already-complex decisions faced by U.S. agricultural producers, as seasonal weather patterns increasingly deviate from historical tendencies. Under USDA funding, a transdisciplinary team of researchers, extension experts, educators, and stakeholders is developing a climate decision support Dashboard for Agricultural Water use and Nutrient management (DAWN) to provide Corn Belt farmers with better predictive information. DAWN’s goal is to provide credible, usable information to support decisions by creating infrastructure to make subseasonal-to-seasonal forecasts accessible. DAWN uses an integrated approach to 1) engage stakeholders to coproduce a decision support and information delivery system; 2) build a coupled modeling system to represent and transfer holistic systems knowledge into effective tools; 3) produce reliable forecasts to help stakeholders optimize crop productivity and environmental quality; and 4) integrate research and extension into experiential, transdisciplinary education. This article presents DAWN’s framework for integrating climate–agriculture research, extension, and education to bridge science and service. We also present key challenges to the creation and delivery of decision support, specifically in infrastructure development, coproduction and trust building with stakeholders, product design, effective communication, and moving tools toward use.

Permafrost grown: Investigating permafrost-agriculture interactions in Alaska

Permafrost grown: Investigating permafrost-agriculture interactions in Alaska Here, we learn about Dr. Melissa Ward Jones, who leads a transdisciplinary team of researchers at the University of Alaska Fairbanks, co-producing knowledge with farmers to understand these unique agricultural systems better. In 1908, a field was cleared for cultivation in Fairbanks, Alaska, at a U.S. Federal Agricultural Experiment Station (Pewe, 1954) that is now part of the University of Alaska Fairbanks (UAF). Cultivated potatoes crops provided good yields, however, ten years after land clearing, the field began to sink down and mounds, up to 10 m in diameter and up to 2.5 m high, began to appear (Rockie, 1942). After repeated grading and land leveling, the mounds continued to be redeveloped, leading to the field’s abandonment sometime in the 1920s. Today, this area is a forested walking trail on the UAF campus, and the mounds remain (Figure 1).

Critical Partnerships: How to Develop a Trans-Disciplinary Research Team.

Trans-disciplinary science will continue to be critical for the next wave of scientific advancement to fully understand cancer development, progression, and treatment. The shift from the independent investigator to either leading or being a productive member of a scientific team can be successful by focusing on some key elements that can build and strengthen interactions with a diverse group of people. These include the selection of the team, communication, leadership and mentorship, shared goals, responsibility to the team, authorship, and proactively dealing with conflict. While there are extensive books written on developing teams in the business world, and larger pieces in the medical arena, we attempt to provide here a concise, high-level view as a starting point for those that may be moving from being an independent researcher and are developing their own, larger, trans-disciplinary teams.

Experiencing principles of dance movement therapy practice within transdisciplinary environmental research in South Africa

This research study is an initial exploration of ways in which principles of dance movement therapy practice can be used in South Africa. Culturally-relevant principles in dance movement therapy practice were identified in an earlier phase of the study and informed a short-term group intervention within a transdisciplinary research team that dealt with water resources management. The research question for this phase of the study focused on the experiences of members of this group: How did researchers from a water resources management transdisciplinary environmental research group program in South Africa experience their participation in a group that adopted selected, culturally-sensitive dance movement therapy principles and practices? Hermeneutic phenomenology provided the methodological framing. Interpretative Phenomenological Analysis influenced the identification of themes. We conclude that principles of dance movement therapy have relevance in multiple and diverse ways within environmental transdisciplinary teams, beyond typical therapy contexts.

B-learning protocols for information literacy in Higher Education

The present study arises from the achievements accomplished by a transdisciplinary research team involved in a project focusing on essential protocols for virtual education. Employing a mixed-methodological approach, integrated across different phases of the study, it is suggested that skills training, digital literacy, and learning autonomy should be priority factors in teaching undergraduate Engineering programs. Furthermore, by contrasting current findings with previous studies, the need to drive curricular changes through virtual learning in a B-learning format is reaffirmed. In the same context, the influence of a curricular innovation protocol centered on literacy skills, digital literacy, autonomy, and critical thinking was explored, following the guidelines for the training of engineers established by the Federal Council of Deans of Engineering of Argentina.

How transdisciplinary research teams learn to do knowledge translation (KT), and how KT in turn impacts transdisciplinary research: a realist evaluation and longitudinal case study

BackgroundTransdisciplinary research and knowledge translation are increasingly regarded as key concepts underpinning applied research across the health and social sciences, due to their presumed potential in addressing complex, “wicked” problems and improving the use of research in practice and policy, respectively. Despite sharing an impact mandate, the relationship between transdisciplinary research collaboration and knowledge translation remains unclear. In response, we examined the relationship between transdisciplinary collaboration and knowledge translation to generate these understandings with a view towards maximizing the impact of collaborative efforts.MethodsWe undertook a realist evaluation and longitudinal case study of a 5-year National Health and Medical Research Council-funded Centre of Research Excellence in Transdisciplinary Frailty Research. Data were collected between February 2017 and March 2020 over three rounds of theory development, refinement and testing using interviews, observation, document review and visual elicitation as data sources. The Human Research Ethics Committee of the University of Adelaide approved this study.ResultsIterative analysis of narrative interviews and visual data led to the development of three overarching programme theories explicating the reciprocal relationship between KT understandings and transdisciplinary team process. These programme theories revolve around the concept of a network, which we define in alignment with extant theoretical literature on network mechanisms and complex networks as graphically representable networks of agents/people (nodes) joined by social relationships (links). Our findings demonstrate that under the right contextual conditions, transdisciplinary team members respond through an improved ability to (1) navigate the network, (2) negotiate the network and (3) mobilize the network.ConclusionsThis research demonstrates the reciprocity and mutually supportive relationship between transdisciplinary research and knowledge translation. Our findings suggest that embedding a collaborative knowledge translation framework and providing resources such as facilitation and distributed leadership within a transdisciplinary team can improve collaboration and support transdisciplinary research objectives.

Story thinking for technology foresight

This article explores how skills and knowledge from the field of science fiction and fantasy (SFF) creative writing can be applied in technology foresight, especially for workshops with transdisciplinary research teams. The practical model introduced here, Story Thinking, builds upon and complements existing models for combining elements of storytelling with foresight, and highlights the contributions of writing practitioners. It offers four benefits for transdisciplinary teams: (1) it provides effective and straightforward techniques to inhabit possible futures (2) it encourages researchers to empathise with the humans who may have an impact on the uses of new technology; (3) it allows these researchers to envision plausible, possible and preferable chains of cause and effect; and (4) it works to engage researchers across disciplines in a shared vision, developing affinities to see them through the complex dimensions of large research projects. This article offers a rationale and background for this model, articulates it as it currently stands, and analyses a case study emerging from an ongoing collaboration with the University of Queensland and the Australian Defence Forces (ADF).

Evaluating team dynamics in interdisciplinary science teams

PurposeThis article considers how the evaluation of research teams can better account for the challenges of transdisciplinarity, including their larger team size and more diverse and permeable membership, as well as the tensions between institutional pressures on individuals to publish and team goals.Design/methodology/approachAn evaluation team was retained from 2015 to 2020 to conduct a comprehensive external evaluation of a five-year EPSCoR-funded program undertaken by a transdisciplinary research team. The formative portion of the evaluation involved monitoring the program’s developmental progress, while the summative portion tracked observable program outputs and outcomes as evidence of progress toward short- and long-term goals. The evaluation team systematically reviewed internal assessments and gathered additional data for an external assessment via periodic participation in team meetings, participant interviews and an online formative team survey (starting in Year 2).FindingsSurvey participants had a better understanding of the project’s “Goals and Vision” compared to other aspects. “Work Roles,” and particularly the timeliness of decision-making, were perceived to be a “Big Problem,” specifically in regard to heavy travel by key managers/leadership. For “Communication Channels,” Year 2 tensions included differing views on the extent to which management should be collaborative versus “hierarchical.” These concerns about communication demonstrate that differences in language, culture or status impact the efficiency and working relationship of the team. “Authorship Credit/Intellectual Property” was raised most consistently each year as an area of concern.Originality/valueThe study involves the use of a unique survey approach.

What Makes an Intervention a Life Course Intervention?

To develop an initial list of characteristics of life course interventions to inform the emerging discipline of life course intervention research. The Life Course Intervention Research Network, a collaborative national network of >75 researchers, service providers, community representatives, and thought leaders, considered the principles, characteristics, and utility of life course interventions. After an in-person launch meeting in 2019, the steering committee collaboratively and iteratively developed a list of life course intervention characteristics, incorporating a modified Delphi review process. The Life Course Intervention Research Network identified 12 characteristics of life course interventions. These interventions (1) are aimed at optimizing health trajectories; (2) are developmentally focused, (3) longitudinally focused, and (4) strategically timed; and are (5) designed to address multiple levels of the ecosystem where children are born, live, learn, and grow and (6) vertically, horizontally, and longitudinally integrated to produce a seamless, forward-leaning, health optimizing system. Interventions are designed to (7) support emerging health development capabilities; are (8) collaboratively codesigned by transdisciplinary research teams, including stakeholders; and incorporate (9) family-centered, (10) strengths-based, and (11) antiracist approaches with (12) a focus on health equity. The intention for this list of characteristics of life course interventions is to provide a starting point for wider discussion and to guide research development. Incorporation of these characteristics into intervention designs may improve emerging health trajectories and move critical developmental processes and pathways back on track, even optimizing them to prevent or reduce adverse outcomes.

Growing Opportunities for Equitable, Interdisciplinary Undergraduate Food Systems Education: A Review of Food Systems Education at Land-Grant Institutions and Development of Open-Access Materials

Post-secondary coursework related to agriculture and the food supply has been at the core of the United States' land-grant system for more than 150 years. However, as the complexity of food systems has grown, so too have critiques that the education provided in these programs is too narrow to adequately prepare graduates to address pressing food systems issues. In response, some higher education institutions have developed degrees in food systems. To support development of this burgeoning field, we created, tested, and refined four evidence-informed, interdisciplinary, equity-oriented, open-access teaching modules. These modules are based on our experience conducting a multi-site, multi-year transdisciplinary investigation of subsidized, or “cost-offset”, community supported agriculture and a survey asking instructors at land-grant institutions (n = 66) about topic offerings and current unmet needs for instructional materials. Our collaboration illuminated the potential and challenges of food systems research; underscored the value of transdisciplinary research teams; and identified several equity-oriented topics related to the design, implementation, and evaluation of local food initiatives suitable for advancing sustainable foods systems education. Instructors reported that the most helpful teaching aids would be case studies, lesson plans with active learning components, and reference lists with relevant peer-reviewed publications. The final modules seek to shed light on the complexity of food systems projects and build knowledge, vocabularies, and skills across disciplines engaged with food systems. Per instructor-defined needs, each module features a case study, active-learning activities, and references. We anticipate that the adaptable modules will be suitable for a wide range of students and courses.

Developing arts-based participatory research for more inclusive knowledge co-production in Algoa Bay

This paper outlines the development of an arts-based participatory research (ABPR) methodology in the context of marine spatial planning (MSP) in Algoa Bay, South Africa. Exploring participatory research approaches where Indigenous and local knowledge holders are engaged co-researchers, this research investigates how contextualised photovoice and digital storytelling can offer a creative platform for alternative knowledge systems to be conveyed and eventually included in ocean governance processes. This paper is a reflection on the processes of developing these methodologies in a transdisciplinary research team and the importance of contextualising, incorporating aspects of social learning, reflexivity and ‘slowness’ in the unravelling, meshing and ravelling processes of knowledge co-production in ocean sustainability research. The study finds that the use of photography and storytelling can support the coming together of different ways of knowing the ocean and coast, necessary to produce contextually-oriented approaches to more inclusive area-based ocean management. The characteristics of ABPR, being conducive to aspects of social learning, slowness and reflexivity have been helpful in contextualising and learning ways in which we can reimagine ocean and coastal management in Algoa Bay. The study concludes that people involved in knowledge production need to unlearn historically colonial methodological processes and ways of producing research, and rather encourage methodological advances that better collaborate with Indigenous and local knowledge holders in contextually relevant sustainability research.

Learning Each Other’s Language and Building Trust: Community-Engaged Transdisciplinary Team Building for Research on Human Trafficking Operations and Disruption

Background: Human trafficking for sexual exploitation (referred to as sex trafficking) is a complex global challenge that causes harm and violates human rights. Most research has focused on victim-level harms and experiences, with limited understanding of the networks and business functions of trafficking operations. Empirical evidence is lacking on how to disrupt trafficking operations because it is difficult to study; it is hidden and dangerous, spans academic disciplinary boundaries, and necessitates ways of knowing that include lived experience. Collaborative approaches are needed, but there is limited research on methods to best build transdisciplinary teams. Aim: The aim of this study was to understand how to form a community-engaged transdisciplinary research team that combines qualitative and operations research with a survivor-centered advisory group. Methods: We conducted a qualitative meta-study of our team that is seeking to mathematically model sex trafficking operations. Data were collected from the minutes of 16 team meetings and a survey of 13 team members. Results: Analysis of meeting minutes surfaced four themes related to content and style of communication, one related to value statements, and one capturing intentional team building efforts. Survey results highlighted respect, trust, integrity, openness and asking and answering questions as key aspects of team building. Results show that an action research approach to team building, focused on trust and communication, fostered effective collaboration among social scientists, operations researchers, and survivors of trafficking. Conclusion: Team building, shared language, and trust are essential, yet often neglected, elements of team science. This meta-study provides important methodological insights on community engaged transdisciplinary team formation to tackle vexing social challenges.

Uprooting Deeper Causes of Belgium's Lack of Pandemic Preparedness in the Covid-19 Crisis

The challenge of the Coronavirus Pandemic Preparedness project was to explore gaps in the way Belgium addressed the COVID-19 pandemic as a path forward for learning how to be better prepared in the probable event of a future pandemic. A pandemic is more than just a health crisis; well-intentioned efforts to contain an epidemic resulted in mental health problems, an economic downturn and the impairment of learning, among other issues. To understand a complex or "wicked" problem, such as a pandemic, we deployed a transdisciplinary approach, engaging experts and stakeholders from a variety of fields. At the end of March 2021, we organised an online co-creation workshop on behalf of the transdisciplinary research team at the Institute for the Future (1), inviting societal actors to participate in a multilevel brainstorming discussion. The purpose of the workshop was to identify deeper causes underlying the gaps in Belgian pandemic preparedness, building upon earlier work of the research team. We engaged stakeholders from different sectors of society in interactive exercises to verify and challenge the work of the research team. As a result, our team unearthed plausible missing elements within the deeper causes underlying the Belgian lack of preparedness for the pandemic. The majority of gaps identified by the stake holders could be traced to deeper causes interwoven in our society's fabric. Some key areas where improvement was suggested were greater political willingness to tackle more complex problems, an expansion of transdisciplinary knowledge and education across our institutions and trust-building among citizens, government and the scientific community. Our findings are summarised and presented in a short video output. These findings can be taken up to formulate future objectives for pandemic preparedness in Belgium. This can in turn serve to create a more resilient and sustain- able society.