Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design

Abstract

Purpose

Collaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact that this work has on them.

Materials and methods

We conducted qualitative content analysis on program evaluation data from 27 BE and CE who worked on 12 teams as part of a multi-institutional instructional design project.

Results

BE and CE productively engaged in collaboration using boundary crossing mechanisms. These included respecting diverse perspectives and expertise and finding efficient processes for completing shared work that allow BE and CE to build on each other’s contributions. BE and CE developed confidence in connecting clinical concepts with causal explanations, and willingness to engage in and support such collaborations at their own institutions.

Conclusions

BE and CE report the use of boundary crossing mechanisms that support collaboration in instructional design. Such practices could be harnessed in future collaborations between BE and CE.

Keywords:

• Instructional design
• integration
• boundary crossing
• basic science educators
• clinical educators
• collaboration

Acknowledgements

The authors thank the Aquifer organization, which directly supported all costs associated with the project described in this study, including administrative support provided by Tisha Radcliffe and Jacqueline Short. The authors also thank participants from all schools in the Aquifer Sciences pilot program, for creating valuable materials and for the feedback that informed this study. Authors thank Robin English for valuable input on development of this study, and Sherilyn Smith for guidance and support. They also thank Marieke van der Schaaf and Manon Kluijtmans for critical review of the manuscript, faculty and learners in the UMC Utrecht doctoral program for providing robust feedback, and the UCSF Center for Faculty Educators and the UCSF Academy of Medical Educators for funding through the Endowed Chair for Excellence in Foundational Teaching, held by TBF.

Disclosure statement

Aquifer, Inc. supported the project described in this study. LHF and ALW receive salary support from Aquifer. TBF, JN, DMH, KDN received an honorarium from Aquifer for their contributions to the project described in this study. Aquifer is a federally recognized non-profit health professions education organization, and therefore, these authors have no commercial or financial interest to disclose. BCO reports no conflict of interest.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Tracy B. Fulton

Tracy B. Fulton is in the Department of Biochemistry and Biophysics, University of California, San Francisco, San Francisco, CA, USA.

L. James Nixon

L. James Nixon is in the Department of Medicine, University of Minnesota Medical School, Minneapolis, MN, USA.

Amy L. Wilson-Delfosse

Amy L. Wilson-Delfosse is in the Department of Pharmacology, Case Western Reserve University, Cleveland, OH, USA.

David M. Harris

David M. Harris is in the Department of Medical Education, University of Central Florida, Orlando, FL, USA.

Khiet D. Ngo

Khiet D. Ngo was in the Departments of Medical Education and Pediatrics, Loma Linda University School of Medicine, Loma Linda, CA, USA at the time this study was conducted, and is now in the Departments of Pediatrics and Undergraduate Medical Education, University of California, Riverside, Riverside, CA, USA.

Leslie H. Fall

Leslie H. Fall is in the Center for Medical Education, Case Western University, Cleveland, OH, USA and with Aquifer, Inc., 33 South Main Street #4, Hanover, NH USA.

Bridget C. O’Brien

Bridget C. O’Brien is in the Department of Medicine, University of California, San Francisco, San Francisco, California, USA.