Research on Talent Training Mode of Interdisciplinary Integration in Colleges and Universities

Interdisciplinary and integrated talent training is not only the urgent need of economic, scientific, technological and social development, but also one of the inevitable trends of higher education and teaching reform. Firstly, this paper analyzes and summarizes three types of multidisciplinary talent training modes in American universities, namely, project-based interdisciplinary talent training mode, professional education based interdisciplinary talent training mode and curriculum based interdisciplinary talent training mode. Then, it compares and analyzes four modes of interdisciplinary talent training in Colleges and universities in China, namely interdisciplinary curriculum mode, interdisciplinary project mode, interdisciplinary specialty mode and interdisciplinary degree mode. Finally, it puts forward the design idea of curriculum system of interdisciplinary and integrated talent training mode in China.

Exploring curriculum approaches and issues: A descriptive analysis

A curriculum is a guideline used to achieve an educational goal, in which a curriculum contains at least four important elements: objectives, materials, methods, and evaluation. This descriptive study aims to describe several types of methods or approaches that are often used in teaching and learning activities. In addition, this paper also describes issues related to curriculum changes and the factors that influence such changes as well as the challenges faced in each curriculum change. The paper firstly elaborates the disciplinary curriculum approach in which it highlights the ideas of exploring a particular discipline science from single-focused lenses relating to such the science without linking it with other connected sciences. After exploring the disciplinary curriculum approach, the paper provides significant information on multidisciplinary and interdisciplinary curriculum approaches that have great potential in enhancing students’ critical thinking skills. This study is ended by exploring issues of curriculum changes and their driving factors, and challenges of curriculum changes.

Synergy: Development of an Interdisciplinary Curriculum for Clinical Learners and Design Students

The complexity of problems in Health design demands trans-disciplinary efforts to be addressed and resolved. However, very few curricula in medical education involve collaboration with non-medical disciplines. The gaps between disciplines emerge as barriers to find innovative resolution in healthcare. The faculty members from the Department of Design and Department of Internal Medicine have been seeking ways to break discipline-centered silos and innovate educational modules for future clinicians and designers. The presentation will overview pedagogical strategies for co-education between medicine and design, institutional barriers that learners should aware of for co-education, and outcomes of the three collaboration projects.

The role of ‘Rich Tasks’ an interdisciplinary and digital approach to learning post COVID-19

The Covid-19 pandemic has thrown into stark relief the importance of students being able to be flexible learners: juggling blended learning opportunities, being independent and creative, and collaborating with staff and students- often in digital virtual environments. This paper reviews alternative interdisciplinary curriculum models that break down artificial barriers between subject disciplines through the use of ‘Rich Tasks’, interdisciplinary tasks which integrate subject knowledge with developing student skills in the 4C’s collaboration, critical thinking, communication, and creativity. The paper suggests that ‘Rich Tasks’ provide a futureproof methodology as they focus learning on the global, emotionally resilient skills that children need to adapt to a changing digital world where they may change jobs many times. Historic and current interdisciplinary learning models are explored. Interviews with key practitioners and learners who were and are involved in these were conducted. Significantly positive responses to interdisciplinary learning from both groups of respondents are found. A development of the form of learning called ‘Rich Tasks’ (See Moulds 2004 for definitions) can be constructed through the enhanced knowledge and utilisation of digital technology which teachers have gained worldwide in order to continue teaching during the pandemic.

Medical Student’s Perception of Dementia Assessment and Management Among Rural Veterans

Background: Rural Veterans rely on their caregivers, case managers and primary care providers for dementia management. Providers of such patients need to work closely with caregivers, know the local dementia resources and be comfortable with the multiple facets of dementia assessment and management. Unfortunately, medical students are not particularly well trained in these aspects and huge knowledge gaps exist. The goal was to study the impact of a multi-component, experiential, brief curriculum on attitudes of dementia care. Methods: 108 medical students participated in a curriculum including didactics, clinical, and team-based learning followed by pre-post assessments. Results: Student’s perception of their ability to assess multiple facets of dementia such as behaviors, caregiver burden, and cognition improved significantly (p<0.001). Students’ perception of the role of social worker improved significantly (p=0.002). Conclusion: An interdisciplinary curriculum, improved medical students’ perception of their ability to assess for dementia in a cohort of predominantly rural Veterans.