Multidisciplinary education: some issues and concerns

Pirrie, Anne; Hamilton, Sheila; Wilson, Valerie

doi:10.1080/0013188990410305

Cited by 50 publications

(29 citation statements)

References 9 publications

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“…One factor often discussed, is the optimal time to introduce health trainees of different professions to the concept of learning together (Areskog, 1988;Dombeck, 1997;Horder, 1995;Johnson, 2003;Parsell, Spalding, & Bligh, 1998;Pirrie, Hamilton, & Wilson, 1999;Wood, 2001). A scale devised by Parsell and Bligh (1999) to assess students' 'readiness' for interprofessional learning (RIPLS) helps to address this issue.…”

Section: Introductionmentioning

confidence: 98%

Case-based learning in cross-professional groups – the development of a pre-registration interprofessional learning programme

Lindqvist

Duncan

Shepstone

et al. 2005

Journal of Interprofessional Care

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This paper describes the development and evaluation of an interprofessional learning (IPL) programme at the pre-registration level. The principal aim of the study was to investigate whether case-based learning in cross-professional groups is a feasible and an effective way to conduct interprofessional education (IPE). Student volunteers from five different health professional training programmes were allocated to two groups: an intervention group and a control group. Interprofessional attitudes of all students were measured at the beginning and at the end of the study. Group members fed back their views about their learning experience after the 9-week long intervention. The study reports significant effects of the intervention on students' attitudes to different health professions. For example, students in the intervention group tended to view each profession as more 'caring' when compared to the control group. Student feedback was positive, with the main message to integrate the programme in the timetable and to introduce an opportunity for IPE in future years. The initial findings reported in this paper show that this is a feasible and an effective way to deliver IPE across the wide range of professions in the study and that the learning programme was viewed positively by the students who took part.

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Section: Introductionmentioning

confidence: 98%

Case-based learning in cross-professional groups – the development of a pre-registration interprofessional learning programme

Lindqvist

Duncan

Shepstone

et al. 2005

Journal of Interprofessional Care

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show abstract

“…The issues involved in student learning problems or difficulties are complex and depend on a range of factors, including course organization and development, the subject or topic being taught, teaching style, and students' expectations (Chang et al 2000;Pirrie et al 1999). Several studies reported design students encounter the problems or difficulties in learning design.…”

Section: Learning Problemsmentioning

confidence: 97%

“…The learner may encounter learning problems caused by some issues and then will search or ask for learning resources to solve the problems (Brown et al 1996;Chang et al 2000;Pirrie et al 1999). The main method for design education is the studio, where students learn design knowledge through the design process by dealing with real design problems.…”

Section: Learning Resourcesmentioning

confidence: 98%

Exploring the learning problems and resource usage of undergraduate industrial design students in design studio courses

Chen

2015

Int J Technol Des Educ

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Design is a powerful weapon for modern companies so it is important to have excellent designers in the industry. The purpose of this study is to explore the learning problems and the resources that students use to overcome problems in undergraduate industrial design studio courses. A survey with open-type questions was conducted to collect data. Participants in this study were 189 undergraduate industrial design students from three universities, and two coding schema were formulated for analysing the data. The results demonstrated that the most difficult design tasks included concept generation, design presentation, and design research. The learning resources used to solve the learning problems included four categories: people, object, method, and environment. This information will increase the understanding of the learning process of students and provide a reference for teaching and the setting of learning resources in industrial design education.

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“…As previously mentioned, a multidisciplinary approach to curriculum is a global trend in various educational disciplines (Pirrie et al, 2006), just as MOT education is a widespread in both industry and academia. Korean industry in particular has a significant need for multidisciplinary and creative human resources because many Korean firms are positioned as market leaders (Oh et al, 2011).…”

Section: Curriculum: Multi-disciplinary Problem Solvingmentioning

confidence: 98%

The current transition in management of technology education: The case of Korea

Kim

2015

Technological Forecasting and Social Change

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Multidisciplinary education: some issues and concerns

Cited by 50 publications

References 9 publications

Case-based learning in cross-professional groups – the development of a pre-registration interprofessional learning programme

Case-based learning in cross-professional groups – the development of a pre-registration interprofessional learning programme

Exploring the learning problems and resource usage of undergraduate industrial design students in design studio courses

The current transition in management of technology education: The case of Korea

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