Training the transdisciplinary scientist: A general framework applied to tobacco use behavior

Abstract

The complexity of public health problems, including the problem of tobacco use behaviors, calls for formal efforts to train transdisciplinary scientists. These scientists can approach problems by using new conceptual frameworks and methodological tools that integrate different disciplinary perspectives. Transdisciplinary training focuses on developing strong scientists with superb core skills while protecting against creating scientists who are "jack of all trades, master of none." Transdisciplinary training is relatively new, with no accepted training model in place. In this paper, we provide a general framework for transdisciplinary training at the advanced graduate and postgraduate levels, with particular reference to tobacco use behaviors. We identify the core attitude, knowledge, and skills competencies that are essential to conducting tobacco use research with a transdisciplinary approach. We outline the structural components of transdisciplinary training that allow for the development of the competencies and discuss what facilitates the transdisciplinary training process. We also discuss the numerous challenges and obstacles to transdisciplinary training. These include the readiness of early-career trainees to undergo transdisciplinary training, professional development risks taken by trainees, administrative and budgetary obstacles inherent in traditional academic institutional structures, and the limited opportunities established scientists have for transitioning their research programs in a transdisciplinary direction. If these obstacles can be overcome, the potential exists for a new generation of transdisciplinary scientists to be trained and be well positioned to make important and unique advances in our understanding of tobacco use and other public health problems.

Building the capacity to solve complex health challenges in sub-Saharan Africa: CARTA’S multidisciplinary PhD training

“…24,25 CARTA fellows have also found ways to communicate better to a wider range of disciplinary colleagues, in keeping with one of the key principles for nurturing multidisciplinary research. 6,7,26 We have not yet found a way to assess whether each PhD fellow gains sufficient breadth and depth. We have not assessed whether multidisciplinary training makes for a better statistician or social scientist, although we are confident that our PhD fellows can engage meaningfully across disciplines.…”

“…Our process evaluation suggests we are on the right path, but longer-term follow-up to assess CARTA's impact on the production of research evidence and its impact is needed. 6,22,26 Although we are working in sub-Saharan Africa, our model has international relevance. Globally, there are major health challenges that need to be addressed by innovative research.…”

“…[5][6][7] Here we describe the development, delivery and process evaluation of the Consortium for Advanced Research Training in Africa (CARTA), which aims to develop a critical mass of effective researchers in public health in sub-Saharan Africa. One impetus for developing CARTA, consequent on the scarcity of African-led research, is the demand for researchers with cross-disciplinary competencies capable of heading multidisciplinary research teams.…”

Disciplining Interdisciplinary: Integration and Implementation Sciences for Researching Complex Real-World Problems

“…Originally it was conceived as an even broader international undertaking. It is estimated that thousands of researchers were involved (see Collins et al 2003;Lambright 2002;Sulston and Ferry 2002;Venter 2007). A brief description of the project using the I2S framework can be found in Bammer (2008).…”

“…18 Murray et al (2000). 19 Cardiff Council (2005); Collins andFlynn (2005, 2007); Collins et al (2006). Each of these options has advantages and disadvantages.…”