Curriculum Collaboration: A Key to Continuous Program Renewal

Briggs, Charlotte L.

doi:10.1353/jhe.2007.0036

Cited by 34 publications

(14 citation statements)

References 45 publications

(27 reference statements)

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“…Briggs noted that the traditional teamwork model 'typically emphasise[s] careful selection of participants, shared goals, structured work plans, explicit roles and accountability for products and deadlines'. 7 It is well established that successful biomedical, unidisciplinary research benefits from a clear set of shared concepts. In the framework of strong, unidisciplinary work in medical education, Papadakis and her medical education colleagues [8][9][10] have presented some exemplary work in which they progressively studied the relationship between professionalism issues in medical school and residency and subsequent performance problems, starting with a single institution, expanding to multiple institutions and moving from students to residents.…”

Section: Theoretical Framework For Collaborative Researchmentioning

confidence: 99%

Collaborative research in medical education: a discussion of theory and practice

2010

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CONTEXT Medical education researchers are inherently collaborators. This paper presents a discussion of theoretical frameworks, issues and challenges around collaborative research to prepare medical education researchers to enter into successful collaborations. It gives emphasis to the conceptual issues associated with collaborative research and applies these to medical education research. Although not a systematic literature review, the paper provides a rich discussion of issues which medical education researchers might consider when undertaking collaborative studies.METHODS Building on the work of others, we have classified collaborative research in three dimensions according to: the number of administrative units represented; the number of academic fields present, and the manner in which knowledge is created. Although some literature on collaboration focuses on the more traditional positivist perspective and emphasises outcomes, other literature comes from the constructivist framework, in which research is not driven by hypotheses and the approaches emphasised, but by the interaction between investigator and subject.DISCUSSION Collaborations are more effective when participants overtly clarify their motivations, values, definitions of appropriate data and accepted methodologies. These should be agreed upon prior to commencing a study. The way we currently educate researchers should be restructured if we want them to be able to undertake interdisciplinary research. Despite calls for researchers to be educated differently, most training programmes for developing researchers have demonstrated a limited, if not contrary, response to these calls. CONCLUSIONSCollaborative research in medical education should be driven by the problem being investigated, by the new knowledge gained and by the interpersonal interactions that may be achieved. Success rests on recognising that many of the research problems we, as medical educators, address are fundamentally interdisciplinary in nature. This represents a transition to bridge the dichotomy often presented in medical education between theory building and addressing practical needs.

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Section: Theoretical Framework For Collaborative Researchmentioning

confidence: 99%

Collaborative research in medical education: a discussion of theory and practice

2010

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“…Existing research on collaboration in HE suggests that while academics recognize the importance of collaboration in program design, their work environments frequently lack the organizational support necessary to collaborate efficiently and effectively (Zundans-Fraser, 2014). Further, while individual faculty members may express an interest in or commitment to collaboration, they often do not have experience with the skills and knowledge required for collaborative team work (Briggs, 2007;Kezar & Lester, 2009;Zundans-Fraser & Bain, 2015;Newell & Bain, 2018). As a consequence, collaboration about program design is commonly described as forced and unproductive by members of program design teams (Newell & Bain, 2018).…”

Section: Challenge 1: Making Program Design Collaborativementioning

confidence: 99%

Addressing the Challenges of Program and Course Design in Higher Education with Design Technologies

Bain¹

2020

JAID

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This article describes six major challenges facing faculty members and teams as they engage in the design of degree programs in higher education and how technology tools for program design can be employed to address those challenges. They include tools for collaboration, leveraging best practice, designing for quality and distinctiveness, addressing standards overload, focusing on assessment, and making feedback a meaningful part of the design process. The article makes the case for each of the challenges and shows examples of how the tools help teams engage in collaborative program development in higher education.

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“…Furthermore, committee work encourages faculty members to act in a manner which considers the views and needs of all participants including that of community partners if they are represented within the governance structures. Indeed, it encourages faculty to collaborate and reduces the tendency of faculty to act in an idiosyncratic and self-serving manner disconnected from the institutional aims and, more importantly, community needs (Briggs, 2007, Brauer & Ferguson, 2015. Doing so invariably involves sitting on committees, and the taking on of academic governance and leadership roles.…”

Section: Be Involved In the Institutional Structures That Promote Socmentioning

confidence: 99%

The Socially Accountable Professor in Higher Education

Ross¹

2018

JEL

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Social accountability has become an important philosophy driving the development of health professional education which is responsive to the needs of the wider community. Although the inention to be socially accountable is usually expressed at the level of the institution, the institution’s educational mission is carried out largely by its faculty. Moreover, while the actions of a socially accountable educational institution have been well described, what individual faculty should do to support such a mission is much less clear. This paper summarises the literature surround community-responsive education and makes recommendations regarding how faculty should act to support social accountability including a commitment to community-service as a professional value, seeing oneself as part of the wider community rather than distinct from it, being actively community engaged, measuring success by means of community impact, and being involved in the internal governance and leadership of the institution.

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Curriculum Collaboration: A Key to Continuous Program Renewal

Cited by 34 publications

References 45 publications

Collaborative research in medical education: a discussion of theory and practice

Collaborative research in medical education: a discussion of theory and practice

Addressing the Challenges of Program and Course Design in Higher Education with Design Technologies

The Socially Accountable Professor in Higher Education

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