CRITÉRIOS: Artigos; Originais em p

N Autores

1 Choi BC, Pak AW.

2 Choi BC, Pak AW.

3 Chazot-Balcon M, Dumazeaud M, Bouchard JP.

4 Choi BC, Pak AW.

 Moradian N, Ochs HD, Sedikies C, Hamblin MR, Camargo CA Jr,
Martinez JA, Biamonte JD, Abdollahi M, Torres PJ, Nieto JJ,
Ogino S, Seymour JF, Abraham A, Cauda V, Gupta S,
Ramakrishna S, Sellke FW, Sorooshian A, Wallace Hayes A,
Martinez-Urbistondo M, Gupta M, Azadbakht L, Esmaillzadeh A,
Kelishadi R, Esteghamati A, Emam-Djomeh Z, Majdzadeh R, Palit
P, Badali H, Rao I, Saboury AA, Jagan Mohan Rao L, Ahmadieh H,
Montazeri A, Fadini GP, Pauly D, Thomas S, Moosavi-Movahed
AA, Aghamohammadi A, Behmanesh M, Rahimi-Movaghar V,
Ghavami S, Mehran R, Uddin LQ, Von Herrath M, Mobasher B,
5 Rezaei N

6 Razum O, Dockweiler C.

7 D'Amour D, Oandasan I.

8 Peñas-Felizzola OL, Parra-Esquivel EI, Gómez-Galindo AM

 9 Lynch JM, Dowrick C, Meredith P, McGregor SLT, van Driel M

Viaro VD, Linhares FMP, Marinus MWLC, Guedes TG, Vanderley

10 LSL

11 Trabal P

Roxberg Å, Tryselius K, Gren M, Lindahl B, Werkander Harstäde

C, Silverglow A, Nolbeck K, James F, Carlsson IM, Olausson S,
12 Nordin S, Wijk H.
 Homeyer S, Hoffmann W, Hingst P, Oppermann RF, Dreier-
13 Wolfgramm A

14 Weber CT, Syed S.

Hirvonen J, Salminen O, Vuorensola K, Katajavuori N, Huhtala H,

15 Atkinson J.
16 Ó Cathaoir K

17 Thurner S, Liu W, Klimek P, Cheong SA

18 Wright RA

19 Albert M, Rowland P, Friesen F, Laberge S.

Fiorino C, Jeraj R, Clark CH, Garibaldi C, Georg D, Muren L, van

20 Elmpt W, Bortfeld T, Jornet N.
21 Wang J, Thijs B, Glänzel W

22 Kemper R(1), Horch RE(2), Giunta RE(3), Prantl L.

Pluchino A, Burgio G, Rapisarda A, Biondo AE, Pulvirenti A, Ferro

23 A, Giorgino T

24 Silva GCO, Iriart JAB, Chaves SCL, Abade EAF.

25 Rocca E, Copeland S, Ralph Edwards I

26 Mitcham C, Englehardt EE

Gulino M, Patuzzo S, Baldelli I, Gazzaniga V, Merlo DF, Maiorana

L, Murialdo G, Picozzi M, Armocida G, Cattorini P, Montaguti E,
27 Bonometti S, Grossi AA, De Stefano F, Ciliberti R.

28 Spano G, Giannico V, Elia M, Bosco A, Lafortezza R, Sanesi G

29 Budwig N, Alexander AJ.

30 Araki ME, Cotellessa AJ.

Sauvaget A, Poulet E, Mantovani A, Bulteau S, Damier P,

31 Moutaud B, Paternoster M, de Bartolomeis A, DʼUrso G.

32 Duarte RG, Miura IK, Sawada NO, Alves M, Petrin R.

33 Viniegra-Velázquez L

Eraña-Rojas IE, López Cabrera MV, Ríos Barrientos E, Membrillo-

34 Hernández J.

Allen MJ, Vanos J, Hondula DM, Vecellio DJ, Knight D,

Mehdipoor H, Lucas R, Fuhrmann C, Lokys H, Lees A,
35 Nascimento ST, Leung ACW, Perkins DR 4th.
36 Gagné T, Lapalme J, McQueen DV.

Scheide L, Huber T, Bette S, Nest A, Zimmer C, Berberat PO,

37 Kreiser K.

38 Bernardi L, França MC, Xavier AM, Novello D

Tree AC, Harding V, Bhangu A, Krishnasamy V, Morton D,

39 Stebbing J, Wood BJ, Sharma RA
 Sadovsky Y, Esplin MS, Garite TJ, Nelson DM, Parry SI, Saade GR,
40 Socol ML, Spong CY, Varner MW, D'Alton ME.

41 Yazdani S, Hajiahmadi M, Shakerian S.

Correia MITD, Tomasich FDS, de-Castro Filho HF, Portari Filho

42 PE, Colleoni Neto R

43 Tripp B, Shortlidge EE
44 Gignoux L

45 Vilela EM, Mendes IJ.

Vassal G, Landman-Parker J, Baruchel A, Bergeron C, Rubie H,

Coze C, Chastagner P, Leverger G, Bertrand Y, Valteau-Couanet
46 D, Michon J, Couanet D, Rivière AM, Avenell D, Pérel Y, Doz F.

47 Korcsmaros T, Schneider MV, Superti-Furga G.

 Kappelmann N, Rein M, Fietz J, Mayberg HS, Craighead WE,
Dunlop BW, Nemeroff CB, Keller M, Klein DN, Arnow BA, Husain
N, Jarrett RB, Vittengl JR, Menchetti M, Parker G, Barber JP,
48 Bastos AG, Dekker J, Peen J, Keck ME, Kopf-Beck J.

49 Blum N, Berlin A, Isaacs A, Burch WJ, Willott C.

50 Albert M, Friesen F, Rowland P, Laberge S.

51 Espnes GA

52 Capozzi V, Spano G, Fiocco D.

Friedson-Ridenour S, Dutcher TV, Calderon C, Brown LD, Olsen

53 CW.

54 Lemaire A, George B, Maindet C, Burnod A, Allano G, Minello C.

55 Di Nuovo S
56 Hmelo-Silver CE, Jeong H

57 Vollmer E, Goldmann T.

58 Susman EJ, Marceau K, Dockray S, Ram N.

59 Heyrman J

Tzoulas K, Galan J, Venn S, Dennis M, Pedroli B, Mishra H, Haase

60 D, Pauleit S, Niemelä J, James P.
61 Besançon L, Rönnberg N, Löwgren J, Tennant JP, Cooper M.

62 Neuman Y

Dohan Ehrenfest DM, Wisniewska LM, Cieslik-Bielecka A, Wang

HL, Fernandes-Cruz M.
63

64 Vasbinder JW

65 Moore M, Martinson ML, Nurius PS, Kemp SP.

66 Gross LJ

67 Andersen H
68 Knopes J

Pétré B, Servotte JC, Piazza J, Ghuysen A, Margat A, Gagnayre R,

69 Leclercq D.

70 Gross O, de Andrade V, Gagnayre R.

71 Kim H, Hong I, Jung WS.

72 Ferreira RP, Abreu P, Tomasich FDS, Preti VB.

73 Clavero M, Nores C, Kubersky-Piredda S, Centeno-Cuadros A.

Chouvarda I, Mountford N, Trajkovik V, Loncar-Turukalo T,

74 Cusack T.
75 Rubens A

76 Watkins M, Ciofalo N, James S.

77 Paganelli M, Madeo E, Nabeel I, Pilia I, Lecca LI, Pili S, Fostinelli J.

78 Innes SI, Cope V, Leboeuf-Yde C, Walker BF.

 Strong MJ(1), Busing N, Goosney DL, Harris KA, Horsley T, Kuzyk
79 A, Lingard L, Norman WV, Rosenblum ND, Saryeddine T, Wang X.

Muddiman E, Bullock AD, Hampton JM, Allery L, MacDonald J,

80 Webb KL, Pugsley L

Lordick F, Obermannova R, Vola D, Douillard JY, Mcgregor K, Van

81 Cutsem E, Tabernero J, Ciardiello F, Cervantes A.
 Echaubard P, Thy C, Sokha S, Srun S, Nieto-Sanchez C, Grietens
KP, Juban NR, Mier-Alpano J, Deacosta S, Sami M, Braack L,
82 Ramirez B, Hii J.

83 Castro-Kemp S, Gaona C, Grande C, Palikara O.

84 Oliveira DC

85 Oliveira MA

86 Nüsslin F
 Brink E, Wamsler C, Adolfsson M, Axelsson M, Beery T, Björn H,
Bramryd T, Ekelund N, Jephson T, Narvelo W, Ness B, Jönsson KI,
87 Palo T, Sjeldrup M, Stålhammar S, Thiere G.

88 Dräger D, Budnick A, Kreutz R.

89 Ingham K

90 Antunes Barros R, Silva Menezes M, Lins L.

91 Iriart JAB, Trad LAB

92 Haigh F

93 Joynson C, Leyser O.

Abler M, Bachmaier R, Hawelka B, Prock S, Schworm S, Merz AK,

94 Keil S.
95 Bertuol-Garcia D, Morsello C, N El-Hani C, Pardini R.

96 Mol A, Hardon A.

97 Massé J, Dupéré S, Martin É, Lévesque MC.

 98 Mainzer K

Busi A, Boussat B, Rigaud M, Guyomard A, Seigneurin A, François

99 P.

Rosa VM, Fores JML, da Silva EPF, Guterres EO, Marcelino A,

100 Nogueira PC, Baia WRM, Kulcsar MAV.

Novic M(1), Didier C(2).

101

102 Reiss MJ
103 Cassi L, Champeimont R, Mescheba W, de Turckheim É.

104 Ibáñez-Carrasco F, Worthington C, Rourke S, Hastings C.

105 Misra G, Pirta RS, Misra I, Chandra N.

106 Bergmann T, Dale R, Sattari N, Heit E, Bhat HS.

van Hoek E, Bouwman LI, Koelen MA, Lutt MAJ, Feskens EJM,
107 Janse AJ.

108 Mihalas GI Kulikowski CA

109 Nassri L, Schneider I, Gaum PM, Lang J.

110 Costa LDS, Formozo GA.

 Cundill G, Harvey B, Tebboth M, Cochrane L, Currie-Alder B,
Vincent K, Lawn J, Nicholls RJ, Scodanibbio L, Prakash A, New M,
Wester P, Leone M, Morchain D, Ludi E, DeMaria-Kinney J, Khan
111 A, Landry ME.

Dhainaut JF, Diebolt V, Pouletty-Lefèbvre B; participants of

round table N°6 at Giens XXX:, Baker A, Bassompierre F, Borel T,
Braunstein D, Demotes J, François B, Huet S, Micallef J, Misse C,
Molon A, Rascol O, Ravoire S, Schwartz B, Donne N, Donne N,
112 Fusaï G, Pouletty P, Vicaut E.

113 Gilbertson M, Craft M, Potter T.

114 Boon M, Van Baalen S.

115 Marshall L

116 Sacchi S, Lotti M, Branduardi P.

117 Tobi H, Kampen JK.

118 Koerich C, Erdmann AL, Lanzoni GMM.

Hausken-Sutter SE, Pringle R, Schubring A, Grau S, Barker-Ruchti

119 N.

You X, Liu S, Dai C, Zhong G, Duan Y, Guo Y, Makhinov AN, Júnior

120 JTA, Tu Y, Leong KH.
121 Tsai-hsuan Ku S

122 Wear D

123 Berberat PO, de Wit NJ, Bockhorn M, Lundell L, Drenth JP.

124 Pasic A

125 Chatterjee P, Chauhan AS, Joseph J, Kakkar M.

126 Sinha C

Núñez R, Allen M, Gao R, Miller Rigoli C, Relaford-Doyle J,

127 Semenuks A

Djisalov M, Knežić T, Podunavac I, Živojević K, Radonic V,

128 Knežević NŽ, Bobrinetskiy I, Gadjanski I.

Murtagh MJ, Blell MT, Butters OW, Cowley L, Dove ES, Goodman
A, Griggs RL, Hall A, Hallowell N, Kumari M, Mangino M,
Maughan B, Mills MC, Minion JT, Murphy T, Prior G, Suderman
M, Ring SM, Rogers NT, Roberts SJ, Van der Straeten C, Viney W,
129 Wiltshire D, Wong A, Walker N, Burton PR.
 Zhan X, Chen C, Wang Q, Zhou F, Hayashi K, Ju X, Lam SK, Wang
Y, Wu Y, Fu J, Zhang L, Gao S, Hou X, Bo Y, Zhang D, Liu K, Wu Q,
130 Su R, Zhu J, Yang C, Dai C, Liu H.

131 Giovanella L, Franco CM, Almeida PF

132 Balagué N, Torrents C, Hristovski R, Kelso JA.

Wang M, Chang M, Chen Q, Wang D, Li C, Hou Z, Lin J, Jin D, Xing

133 B.
134 Cortez LR, Guerra EC, da Silveira NJD, Noro LRA.

135 Barthel R, Seidl R.

136 Gerhardus A, Schilling I, Voss M.

 Tahtali D, Bohmann F, Rostek P, Misselwitz B, Reihs A, Heringer
137 F, Jahnke K, Steinmetz H, Pfeilschifter W.

Aboelela SW(1), Larson E, Bakken S, Carrasquillo O, Formicola A,

Glied SA, Haas
138 J, Gebbie KM.

139 Kirby CK(1), Jaimes P(1), Lorenz-Reaves AR(2), Libarkin JC(1).

140 Bromham L(1), Dinnage R(1), Hua X(1).

141 Moraes BA(1), Costa NM(1).

142 Sitzman K(1), Carpenter T, Cherry K.

143 Cardenas D(1).

Godard B(1), Kääriäinen H, Kristoffersson U, Tranebjaerg L,

144 Coviello D, Aymé S.
145 Dupras C(1), Hagan J(1), Joly Y(1).

146 Medola FO(1), Sandnes FE(2), Ferrari ALM(1), Rodrigues ACT(3).

Kusters R(1), Misevic D(1), Berry H(2), Cully A(3), Le Cunff Y(4),
Dandoy L(1),
Díaz-Rodríguez N(5)(6), Ficher M(1), Grizou J(1), Othmani A(7),
Palpanas T(8),
Komorowski M(3), Loiseau P(9), Moulin Frier C(5), Nanini S(1),
Quercia D(10),
Sebag M(11), Soulié Fogelman F(12), Taleb S(1), Tupikina L(1)
(13), Sahu V(1),
Vie JJ(14), Wehbi F(1).
147

148 Fargier P(1), Collet C(1), Moran A(2), Massarelli R(1).

Hasman A(1), Ammenwerth E, Dickhaus H, Knaup P, Lovis C,

Mantas J, Maojo V,
Martin-Sanchez FJ, Musen M, Patel VL, Surjan G, Talmon JL,
149 Sarkar IN.
 Fekadu A(1)(2), Oppenheim C(3), Manyazewal T(4), Nislow C(4)
(5), Woldeamanuel
Y(4), Hailu A(4), Belete A(4), Wondimagegn D(6), Hanlon C(4)(7),
Gebremariam
T(8), Collins A(4), Larson CJ(9), Gebreyes W(10), Aklilu E(11),
Muula AS(12),
Mugus S(13), Caffrey CR(14), Giday M(4)(15), Yimer G(4)(16),
Davey G(17), Medhin
G(4)(15), Makonnen E(4).
150

151 Hall TE(1), Piso Z(2), Engebretson J(1), O'Rourke M(3)(4)(5).

152 Ryser-Degiorgis MP(1).

153 Shao ZY(1)(2), Li YM(1)(2)(3), Hui F(2), Zheng Y(2), Guo YJ(4).
154 Schilling T(1), Haverich A.

155 Reznick R(1).

156 Ciferri A(1), Soldi A(2).

157 Larivière V(1), Haustein S(2), Börner K(3).

158 Bülow MH(1), Söderqvist T(2).

 Januchowski-Hartley SR(1), Sopinka N(2), Merkle BG(3), Lux C(4),
Zivian A(5),
Goff P(6), Oester S(7).
159

160 Larson EL(1), Cohen B, Gebbie K, Clock S, Saiman L.

Couto JG(1), McFadden S(2), McClure P(3), Bezzina P(4), Hughes

C(2).
161

Keune H, Flandroy L, Thys S, De Regge N, Mori M, Antoine-

Moussiaux N, Vanhove MPM, Rebolledo J, Van Gucht S,
Deblauwe I, Hiemstra W, Häsler B, Binot A, Savic S, Ruegg SR, De
162 Vries S, Garnier J, van den Berg T

163 Namen FM(1), Galan J Jr.

164 Gilburt H(1), Slade M, Bird V, Oduola S, Craig TK.

165 Jouret B, Haupp A.

Smith SE(1), Drake LE, Harris JG, Watson K, Pohlner PG.

166

Evans D(1).
167
168 Zahra FS(1), Dunton K(2).

Graeter T(1), Kratzer W(2), Seufferlein T(2), Tasdemir S(2),

Senguel A(2),
Schmidberger J(2), Graeter H(3), Stroszczynski C(4), Beer M(1).
169

Redfern J(1), Verran J(2).

170
 Carron T(1), Bridevaux PO(2), Lörvall K(3), Parmentier R(4), Moix
JB(4),
Beytrison V(5), Pernet R(6), Rey C(7), Roberfroid PY(8), Chhajed
PN(9), Dieterle
T(9), Joos Zellweger L(10), Kohler M(11), Maier S(9), Miedinger
D(9), Thurnheer
R(12), Urwyler P(9), Tschopp JM(13), Zuercher E(1), Leuppi JD(9),
Burnand B(1),
171 Peytremann-Bridevaux I(1).

172 Kulikowski CA(1), Mihalas GI(2).

173 Esnard AM(1), Lai B(2).

174 Cody WK(1).

175 Manzo BF(1), Ribeiro HC, Brito MJ, Alves M.

 Rafai N(1)(2), Lemos M(3), Kennes LN(4), Hawari A(5), Gerhardt-
Szép S(6),
176 Classen-Linke I(7).

Zippelius T(1), Weschenfelder W, Eicker SO, Putzier M, Röhner E,

Matziolis G,
Strube P.
177

178 Gazimiev MA(1), Gadzhiev ZK(1), Krupinov GE(1).

de Meij N(1), van Grotel M(2), Patijn J(1), van der Weijden T(3),
van Kleef
M(1)(4).
179
180 Bugié C(1).

Garcia JB(1), Rodrigues RF(2), Lima SF(3).

181

182 Radeski M(1), O'Shea H(2), De Meneghi D(3), Ilieski V(1).

Dederich DN(1), Lloyd PM, Dixon-Farmer C, Geurink KV,

Nadershahi NA, Robinson
FG, Scannapieco FA.
183
184 Sagy S(1), Mana A(2).

185 Schicktanz S(1), Michl S(2), Stoff H(3).

186 Giordano J(1), Schatman ME.

187 van Manen M(1).

 Hitziger M(1), Berger Gonzalez M(2), Gharzouzi E(3), Ochaíta
Santizo D(4), Solis
Miranda R(5), Aguilar Ferro AI(4), Vides-Porras A(6), Heinrich
M(7), Edwards
P(8), Krütli P(9).
188

189 Tremblay D(1), Charlebois K, Terret C, Joannette S, Latreille J.2

Martin P(1), Duffy T, Johnston B, Banks P, Harkess-Murphy E,

190 Martin CR.
191 Betancourt JÁ

Heidemann ITSB(1), Cypriano CDC(1), Gastaldo D(2), Jackson

S(2), Rocha CG(1),
192 Fagundes E(2).

193 Peduzzi M(1), Norman IJ, Germani AC, da Silva JA, de Souza GC.

Fonn S(1), Egesah O, Cole D, Griffiths F, Manderson L, Kabiru C,

Ezeh A,
194 Thorogood M, Izugbara C.

195 Drevdahl DJ(1), Stackman RW, Purdy JM, Louie BY.

196 Bammer G(1).

197 Rosas SR(1), Kagan JM, Schouten JT, Slack PA, Trochim WM.

198 Peters S(1), Schultze A(2), Pfeifer K(1), Faller H(2), Meng K(2).

199 Koch E(1), Resch F.

200 Stothard JR(1), Littlewood DTJ(2), Gasser RB(3), Webster BL(2).

201 Orozco F(1), Cole DC.

202 Barbosa LH(1), Pinheiro MH.

203 Kwon S(1), Solomon GEA(2), Youtie J(3), Porter AL(1)(4).

Champely S(1), Fargier P(2), Camy J(1).

204

205 Fortuny A.
206 Lygo-Baker S, Kokotailo PK, Young KM.

207 Weber CF

Geidl W(1), Deprins J(2), Streber R(1), Rohrbach N(1), Sudeck

G(2), Pfeifer
208 K(1).

Van Wylen DG(1), Abdella BR, Dickinson SD, Engbrecht JJ,

209 Vandiver R.
210 Leblanc E(1), Narducci F, Ferron G, Querleu D.

211 Singer SA(1), Weed K(2), Edwell J(2), Jack J(2), Thrailkill JF(2).

212 Morales P(1), García L(1), Bosch F(2).

213 Laaser U(1).

Owen PL(1), Johns T, Etkin NL.

214
215 Schoeb V(1), Rau B, Nast I, Schmid S, Barbero M, Tal A, Kool J.

216 Garcia RS.

217 0

Garcia JB(1), Rodrigues RF(2), Lima SF(3).

218

219 Martins TY(1), Ribeiro Rde C, Prado C.

220 Engerman DC.

221 Albert M(1), Laberge S(2).

222 Bramesfeld A(1), Ungewitter C, Böttger D, El JJ, Losert C, Kilian R.

Tretter F(1), Wolkenhauer O(2), Meyer-Hermann M(3), Dietrich

JW(4)(5), Green
223 S(6), Marcum J(7), Weckwerth W(8)(9).
 Sanz M(1), Saphira L; 1st European Consensus Workshop in
Implant Dentistry
University Education.
224

Loisel P(1), Hong QN, Imbeau D, Lippel K, Guzman J, Maceachen

E, Corbière M,
225 Santos BR, Anema JR.

226 DE GROOT WT(1), DE WIT AE.

227 van Bemmel JH(1).

228 Bryanton J(1), Gillam S, Snelgrove-Clarke E.

229 Woodend AK.

230 Berling E(1), McLeskey C(2), O'Rourke M(2)(3), Pennock RT(4).

Grönqvist H(1), Olsson EMG(1), Johansson B(1)(2), Held C(1)(3)

(4), Sjöström
J(1)(5), Lindahl Norberg A(1)(6), Hovén E(1), Sanderman R(7)(8),
van Achterberg
T(9), von Essen L(1).
231

232 Gouvea JS(1), Sawtelle V, Geller BD, Turpen C.

233 Da Vico L, Ciompi M, Schininà F, Sogaro E, Mannelli W, Cortini S.

234 Kröger E(1), Dekiff M(1), Dirksen D(1).

235 da Silva KV(1), Monteiro AR.

Pacho C(1), Domingo M(2), Núñez R(3), Lupón J(4), Moliner P(2),
de Antonio M(5),
González B(2), Santesmases J(6), Vela E(7), Tor J(1), Bayes-Genis
236 A(8).

de Jesus MC(1), Figueiredo MA, Santos SM, do Amaral AM,

Rocha Lde O, Thiollent
MJ.
237

238 Shen Y(1), Zheng W(1), Yao Y(1), Wang D(1), Lv G(1), Li C(1)(2).

239 Coindard G(1).

240 Famenka A(1).

Soukup T(1), Murtagh G(2), Lamb BW(3)(4), Green JSA(#)(5),

241 Sevdalis N(#)(1).

Siribaddana P(1), Hewapathirana R(2), Sahay S(3), Jayatilleke

A(1), Dissanayake
242 VHW(2).

Eveillard M(1), Ruvoen N(2), Lepelletier D(3), Fradet S(4),

Couvreur S(5),
243 Krempf M(2), Magras C(3).

244 McMahon KD(1), Martin HG, Hugenholtz P.

245 MacDonnell JA(1).

Yassi A(1), Spiegel JB(2), Lockhart K(1), Fels L(3), Boydell K(4),
246 Marcuse J(3).

247 Christensen BJ(1), Hillersdal L(2), Holm L(1).

248 Barbosa LH(1), Pinheiro MH.

249 Brahmi SA(1), Ziani FZ(2), Seddik Y(1), Afqir S(1).

 Levett J.
250

Villeval M(1), Bidault E, Gaborit E, Grosclaude P, Haschar-Noé N,

Lang T; groupe
251 AAPRISS

252 Sommer M(1).

253 Cavalcante MT(1), Vasconcellos MM.

254 Lurie SJ(1), Fogg TT, Dozier AM.

255 Waterbor JW(1), Heimburger DC, Fish L, Etten TJ, Brooks CM.

256 da Motta LB(1), de Aguiar AC.

257 Albert M(1), Paradis E(2), Kuper A(3).

258 Casassus J.

Körfgen A(1), Keller L(2), Kuthe A(3), Oberrauch A(4), Stötter

259 H(5).

260 Thomlinson R.
261 dos Santos MC(1), Leite MC.

Parzeller M, Amendt J, Zehner R, Toennes SW, Kettner M,

262 Bratzke H, Verhoff MA.

263 Goldman M(1).

264 Scheirton LS

265 Wilder-Smith OH(1), Möhrle JJ, Dolin PJ, Martin NC.

Holmwood J(1).
266
267 Yegros-Yegros A(1), Rafols I(2), D'Este P(3).

Iliffe S(1), Wilcock J(1), Drennan V(2), Goodman C(3), Griffin

M(1), Knapp M(4),
Lowery D(5), Manthorpe J(6), Rait G(1), Warner J(7).
268

Grüne-Yanoff T(1).
269
 Lambert RD(1), Monnier-Barbarino P.
270

Johannes GJ(1).
271

272 Moutet M, Guisado H(1), Butel J(2), Vuagnat H(3), Zulian G(4).

Lehmkuhl G(1), Petermann F, Warnke A.

273

274 Couturier Y(1).

Ives J(1), Owens J(2), Cribb A(2).

275
 Essén B(1), Mosselmans L(1).
276

277 Xie Z(1), Duan X(1), Ouyang Z(1), Zhang P(1).

278 Fuscella MA(1), Borges BC, Pinheiro FH, Costa Ido C.

279 Hernández-Lemus E.
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280 Mygind E(2).

van Alphen HJM(1), Waninge A(2)(3), Minnaert AEMG(4), van

der Putten AAJ(4).
281

282 Antepohl W(1), Herzig S.

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Iudici A(1), De Donà D(2), Faccio E(1), Neri J(1), Rocelli M(1),
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284

Hitziger M(1), Berezowski J(2), Dürr S(2), Falzon LC(3)(4),

Léchenne M(5)(6),
Lushasi K(7), Markosyan T(8), Mbilo C(5), Momanyi KN(4),
Özçelik R(2), Prejit
285 N(9), Zinsstag J(5)(6), Rüegg SR(1).

286 Thierau D.

287 Schmitt TG(1).

288 Adams J(1), Light R(2).

Golden TL(1), Tetreault L(2), Ray CE(3), Kuge MN(4), Tiedemann

A(5), Magsamen
S(5).
289

Erdmann AL(1), Schlindwein BH, de Sousa FG.

290

291 Meili R(1), Fuller D, Lydiate J.

292 Weel AN(1).

293 Sarrazin F.
294 Knaup P(1), Dickhaus H.

295 Hunt M

296 Bursztyn M(1), Purushothaman S(2).

297 Miranda MC(1), Palma GI, Jaramillo E.

298 Iltis AS(1).

299 MacIntosh-Murray A(1), Perrier L, Davis D.

 Urquhart R(1), Grunfeld E, Jackson L, Sargeant J, Porter GA.
300

301 Iatridou D, Bravo A, Saunders J.

302 Rodrigues AC(1), Vieira GL, de Torres HC.

303 Thies KC(1), Nagele P.

304 da Motta LB(1), Caldas CP, de Assis M.

305 Marx MA(1), Glaser RL(1), Moran CE(1), Tucker KP(1).

Hoeks TW(1), van Rossum HJ.

306

Ziegler S(1), Wahedi K(1), Stiller M(1), Jahn R(1), Straßner C(1),
Schwill S(1),
Bozorgmehr K(1)(2).
307

308 Schall VT(1).

 Ristescu AI(1)(2), Pintilie G(1), Moscalu M(3), Rusu D(2), Grigoras
309 I(1)(2).

310 Huang Y(1), Zhang Y(1)(2), Youtie J(3), Porter AL(4), Wang X(1).

Valentini V, Abrahamsson PA, Aranda SK, Astier A, Audisio RA,

Boniol M, Bonomo L, Brunelli A, Bultz B, Chiti A, De Lorenzo F,
Eriksen JG, Goh V, Gospodarowicz MK, Grassi L, Kelly J,
Kortmann RD, Kutluk T, Plate A, Poston G, Saarto T, Soffietti R,
Torresin A, van Harten WH, Verzijlbergen JF, von Kalle C,
311 Poortmans P.

312 Gewin V.

313 Liu HY(1).

314 Edwards JB, Stanton PE Jr, Bishop WS.

315 Gros H(1)(2), Sander E(3), Thibaut JP(4).

Mihai M(1), Manole A, Dascălu CG, Manole M, Petrariu FD,

316 Moraru D.

317 Matinvesi S.
 Lindsey L(1), Rathbone AP(2).
318

319 da Silva RP(1), Rodrigues RM.

Ferreira SR(1), Olschowsky A.

320

Mourão CA 2nd(1), de Sá JR, Guedes OM, Dib SA.

321

Borquez R(1)(2), Aldunce P(2)(3), Adler C(4).

322
323 Prenestini A(1), Sartirana M(2), Lega F(3)(4).

324 Ryan MM(1), Walker M, Scaia M, Smith V.

325 Liu J(1), Han X(1), Lu Y(1), Wang S(1), Zhao D(1), Li C(2).

Wintermute EH(1), Cisel M(2), Lindner AB(1).

326

Dai C(1), Zhou H(1), You X(1), Duan Y(2), Tu Y(3), Liu S(1)(4),
Zhou F(5), Hon
LK(6).
327
 Wang S(1), Gong M(1), Han X(1), Zhao D(1), Liu J(1), Lu Y(1), Li
C(2), Chen
B(3).
328

329 Merrill J(1), Hripcsak G.

330 Frey U.

331 Schwille P.

332 Stadler H.

333 Rylance R(1).

Fauriel I(1), Moutel G, François I, Montuclard L, Hervé C.

334
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Mazon L(1), Trevizan MA.

336

337 Boon WH.

338 Théodoridou ZD(1), Koutsoklenis A, del Cerro M, Triarhou LC.

339 Lepovetsky BC(1).

340 Carceller-Maicas N.

341 Frazzetto G(1).

Pétré B(1), Kirkove D(1), de Andrade V(2), Crozet C(2), Toro-

Arrocet D(2),
Margat A(2), Gagnayre R(2).
342
343 Pilon AF(1).

344 Merchán-Hamman E(1).

345 de Melo-Martin I, Fins JJ.

Crabtree SA(#)(1)(2)(3)(4), White DA(#)(5)(6), Bradshaw CJA(#)

(7)(8), Saltré
F(#)(7)(8), Williams AN(9)(10)(11), Beaman RJ(12), Bird MI(#)(13)
(12), Ulm
346 S(#)(13)(14).

347 Bessner D.

348 Vidal C.

349 Elmqvist N, Ebert DS.

350 Galindo MB(1), Goldenberg P.

351 Knerr S(1), Fullerton SM.

352 Schwytzer FX.

353 Giani U(1).

Ortega A(1), Pineau A, Boniffay J, Benois-Pineau J, Autret JP,

354 Larousse C.

355 Winter A(1).

356 Cramet S(1).

 Gau R, Noble S, Heuer K, Bottenhorn KL, Bilgin IP, Yang YF,
Huntenburg JM, Bayer JMM, Bethlehem RAI Rhoads SA,
Vogelbacher C, Borghesani V, Levitis E, Wang HT, Van Den
Bossche S, Kobeleva X, Legarreta JH, Guay S, Atay SM,
Varoquaux GP, Huijser D/C, Sandström MS, Herholz P, Nastase
SA, Badhwar A, Dumas G, Schwab S, Moia S, Dayan M, Bassil Y,
Brooks PP, Mancini M, Shine JM, O'Connor D, Xie X, Poggiali D,
Friedrich P, Heinsfeld AS, Riedl L, Toro R, Caballero-Gaudes C,
Eklund A, Garner KG, Nolan CR, Demeter DV, Barrios FA,
Merchant JS, McDevitt EA, Oostenveld R, Craddock RC, Rokem
A, Doyle A, Ghosh SS, Nikolaidis A, Stanley OW, Uruñuela E;
357 Brainhack Community.

358 Safjan M(1).

359 Popescu R(1), Ciardiello F(2), Stahel R(3); ESMO Executive Board.

360 Mantz JM(1), Bastian B.

361 Burgess MM(1), Flagler EA, Dalla-Longa VA.

362 Koch U.

363 Schnyder U(1), Valach L, Hofer D.

364 Voelckel J.

365 Sobral DT
 ARTIGOS - 01-07-2021
DESCRITORES: Multidisciplinarity OR Interdisciplinarity OR Transd
CRITÉRIOS: Artigos; Originais em português, inglês ou espanhol; Estudos teóricos, empíricos e de revi

Título Ano

Multidisciplinarity, interdisciplinarity and

transdisciplinarity in health research, services, education
and policy: 1. Definitions, objectives, and evidence of
effectiveness. 2006

Multidisciplinarity, interdisciplinarity, and

transdisciplinarity in health research, services, education
and policy: 2. Promotors, barriers, and strategies of
enhancement. 2007

Neuropsychopathology of amyotrophic lateral sclerosis 2019

Multidisciplinarity, interdisciplinarity, and

transdisciplinarity in health research, services, education
and policy: 3. Discipline, inter-discipline distance, and
selection of discipline. 2008
The urgent need for integrated science to fight COVID-19
pandemic and beyond. 2020

Generalists or Specialists? Interdisciplinarity in, and

Scientific Development of, Public Health in Germany 2015

Interprofessionality as the field of interprofessional

practice and interprofessional education: an emerging
concept. 2005

Occupational therapy in oncology: experiences in

academic practices and literature review 2018
Transdisciplinary Generalism: Naming the epistemology
and philosophy of the generalist. 2021

Limits and possibilities for teaching and learning about

breastfeeding. 2019

Interdisciplinarity in research on health issues 2019

Space and place for health and care. 2020

Effects of interprofessional education for medical and
nursing students: enablers, barriers and expectations for
optimizing future interprofessional collaboration - a
qualitative study. 2018

Interdisciplinary optimism? Sentiment analysis of Twitter

data. 2019

Pharmacy Practice and Education in Finland. 2019

Teaching Health and Human Rights in a Globalised
Classroom. 2019

The role of mainstreamness and interdisciplinarity for the

relevance of scientific papers. 2020

Sharon Stephens Brehm (1945-2018). 2019

Interdisciplinarity in medical education research: myth

and reality. 2020

Grand challenges for medical physics in radiation

oncology. 2020
Interdisciplinarity and impact: distinct effects of variety,
balance, and disparity. 2015

Interdisciplinarity in German academic Plastic Surgery -

irrelevant or forward-looking? 2019

Exploring the role of interdisciplinarity in physics: Success,

talent and luck. 2019

Characteristics of research on child labor in Latin America. 2019

Pharmacovigilance as Scientific Discovery: An Argument
for Trans-Disciplinarity. 2019

Ethics Across the Curriculum: Prospects for roader (and

Deeper) Teaching and Learning in Research and
Engineering Ethics. 2019

Bioethics in Italian Medical and Healthcare Education. A

Pilot Study. 2019

Human Health-Environment Interaction Science: An

emerging research paradigm. 2020
A Transdisciplinary Approach to Student Learning and
Development in University Settings. 2020

Creative Polymathy and the COVID-19 Crisis. 2020

The Psychiatric Neuromodulation Unit: Implementation

and Management. 2018

The development of transversal competence of health

service managers. 2019
La crítica y la educación médica: hacia un conocimiento
liberador. Parte II. 2019

A challenge based learning experience in forensic

medicine. 2019

Supporting sustainability initiatives through

biometeorology education and training. 2017
Multidisciplinarity in health promotion: a bibliometric
analysis of current research. 2018

"Imagine Neuro-Oncology"- a one week course with

medical and technical students: students' reflections
about multidisciplinarity and its practical relevance. 2020

Interdisciplinarity as a strategy for the prevention of

systemic arterial hypertension in children: a systematic
review 2017

The need for multidisciplinarity in specialist training to

optimize future patient care. 2017
Advancing research transdisciplinarity within our
discipline. 2014

Rethinking interdisciplinarity: Proposing a multilayered

model. 2020

Safety and quality in surgery: surgeons' perception in

Brazil. 2019

A Framework to Guide Undergraduate Education in

Interdisciplinary Science. 2019
Organization of healthcare in multiple sclerosis. 2018

Interdisciplinarity and health: bibliographic study 2003

Multidisciplinarity, education, and training in pediatric

oncology-hematology 2015

Next generation of network medicine: interdisciplinary

signaling approaches. 2017
Psychotherapy or medication for depression? Using
individual symptom meta-analyses to derive a Symptom-
Oriented Therapy (SOrT) metric for a personalised
psychiatry. 2020

Medical students as global citizens: a qualitative study of

medical students' views on global health teaching within
the undergraduate medical curriculum. 2019

Problematizing assumptions about interdisciplinary

research: implications for health professions education
research. 2019
Salutogenesis: The Book’s Editors Discuss Possible
Futures. 2016

Transdisciplinarity and microbiology education. 2012

Gender Analysis for One Health: Theoretical Perspectives

and Recommendations for Practice. 2019

Opening up disruptive ways of management in cancer

pain: the concept of multimorphic pain. 2019

Searching for Models for Psychological Science: A Possible

Contribution of Simulation. 2020
Benefits and Challenges of Interdisciplinarity in CSCL
Research: A View From the Literature. 2021

Pathology on the edge of interdisciplinarity. A historical

epitome. 2011

Interdisciplinary Work Is Essential for Research on

Puberty: Complexity and Dynamism in Action. 2019

Multidisciplinarity and multimedia in quality of care--

education. 1995

A conceptual model of the social-ecological system of

nature-based solutions in urban environments. 2021
Open up: a survey on open and non-anonymized peer
reviewing. 2020

Personality from a cognitive-biological perspective. 2014

Editorial: Molecular, Cellular and Pharmaceutical Aspects

of Biomaterials in Dentistry and Oral and Maxillofacial
Surgery. International Cooperation, Translational
Research and Transdisciplinarity. 2017

What if there were no universities? 2017

Transdisciplinarity in Research: Perspectives of Early

Career Faculty. 2018
Interdisciplinarity and the undergraduate biology
curriculum: finding a balance. 2004

Collaboration, interdisciplinarity, and the epistemology of

contemporary science. 2015
Science, Technology, and Human Health: The Value of STS
in Medical and Health Humanities Pedagogy. 2019

CEdRIC: Strategy for Patient Education During COVID-19

Triage. 2020

Community-based research in therapeutic patient

education: practices and contributions. A literature
review 2017

Measuring national capability over big science's

multidisciplinarity: A case study of nuclear fusion
research. 2019
Quality management in surgery: improving clinical and
surgical outcomes. 2020

Interdisciplinarity to reconstruct historical introductions:

solving the status of cryptogenic crayfish. 2016

Leveraging Interdisciplinary Education Toward Securing

the Future of Connected Health Research in Europe:
Qualitative Study. 2019
Uniting the Pre-Health Humanities with the Introductory
Composition Course. 2017

Engaging the Struggle for Decolonial Approaches to

Teaching Community Psychology. 2018

Education and Training in Global Occupational Health and

Safety: A Perspective on New Pathways to Sustainable
Development. 2018

A perspective on Chiropractic Councils on Education

accreditation standards and processes from the inside: a
narrative description of expert opinion: Part 1: Themes. 2019
The Rising Challenge of Training Physician-Scientists:
Recommendations From a Canadian National Consensus
Conference. 2018

Disciplinary boundaries and integrating care: using Q-

methodology to understand trainee views on being a
good doctor. 2019

Educational needs in gastrointestinal cancer: a consensus

position paper from the ESMO Gastrointestinal Cancer
Faculty. 2019
Fostering social innovation and building adaptive capacity
for dengue control in Cambodia: a case study. 2020

Consistency between provision, outcomes and

functioning needs in statutory documents for young
children with developmental disabilities in England. 2021
Interdisciplinarity and internationalization: two
challenging aspects of nursing research. 2014

Interdisciplinarity in nursing education and research. 2012

Current status of medical technology. 2006

On the road to 'research municipalities': analysing
transdisciplinarity in municipal ecosystem services and
adaptation planning. 2018

Pain management for older care receivers in the

ambulatory care setting 2020

Art and the theatre of mind and body: how contemporary

arts practice is re-framing the anatomo-clinical theatre. 2010

Quality of life of medical students in Brazil. A comparative

study. 2019
Profile of the research production in Human and Social
Sciences in Health and researchers' perceptions: strides,
limits, and challenges 2020

Human rights approach to health. 2002

The culture of scientific research. 2015

"It just magically happened overnight!" - support for the

digitalization of medical teaching provided by an
interdisciplinary e-tutor team. 2020
A conceptual framework for understanding the
perspectives on the causes of the science-practice gap in
ecology and conservation. 2018

What COVID-19 may teach us about interdisciplinarity. 2020

Transformative medical education: must community-

based traineeship experiences be part of the curriculum?
A qualitative study. 2020
Interdisciplinarity and innovation dynamics. On
convergence of research, technology, economy, and
society. 2011

Evaluation of an interprofessional service-learning

program among health profession students: the
experience of Grenoble Alps University 2020

Interdisciplinary interventions in the perioperative

rehabilitation of total laryngectomy: an integrative
review. 2020

Nursing education, the time of maturity 2020

Science Education in the Light of COVID-19: The

Contribution of History, Philosophy and Sociology of
Science. 2020
Analysing Institutions Interdisciplinarity by Extensive Use
of Rao-Stirling Diversity Index. 2017

Universities without Walls: A Blended Delivery Approach

to Training the Next Generation of HIV Researchers in
Canada. 2020

The Game of Science and Puzzles of Paradigm. 2021

The Interdisciplinarity of Collaborations in Cognitive
Science. 2017

Development of a Dutch intervention for obese young

children. 2017

Roots of Interdisciplinarity in European Medical

Informatics. 2019

A call for Applied Knowledge and Lived Interdisciplinarity

in the medical care of depressed employees: a cross-
sectional survey with German occupational physicians
and psychotherapists. 2018

Social representations of undergraduates about the

education through work for health program. 2018
Large-Scale Transdisciplinary Collaboration for Adaptation
Research: Challenges and Insights. 2018

What strategy should France implement for H2020? 2015

PLANETARY GRAND CHALLENGES: A CALL FOR

INTERDISCIPLINARY PARTNERSHIPS. 2019
Epistemology for interdisciplinary research - shifting
philosophical paradigms of science. 2019

The sociology of popular music, interdisciplinarity and

aesthetic autonomy. 2011

Education for a biobased economy: Integrating life and

social sciences in flexible short courses accessible from
different backgrounds. 2021
Research design: the methodology for interdisciplinary
research framework. 2018

Professional interaction in management of the triad:

Permanent Education in Health, patient safety and
quality. 2020

Youth sport injury research: a narrative review and the

potential of interdisciplinarity. 2021

Effects of EDTA on adsorption of Cd(II) and Pb(II) by soil

minerals in low-permeability layers: batch experiments
and microscopic characterization. 2020
Forming interdisciplinary expertise: one organization's
journey on the road to translational nanomedicine. 2012

The medical humanities: toward a renewed praxis. 2009

Training innovations in gastroenterology and educational

resources: a new vision of gastrointestinal education
across Europe. 2010

Multidisciplinarity: Philanthropy research is thriving. 2017

One Health/EcoHealth capacity building programs in

South and South East Asia: a mixed method rapid
systematic review. 2017
What if Discipline Is Not Interdisciplinary? The Case of
Social Psychology in India. 2019

For the Sciences They Are A-Changin': A Response to

Commentaries on Núñez et al.'s (2019) "What Happened
to Cognitive Science?". 2020

Cultivating Multidisciplinarity: Manufacturing and Sensing

Challenges in Cultured Meat Production. 2021

Better governance, better access: practising responsible

data sharing in the METADAC governance infrastructure. 2018
Improved Jayaweera-Mikkelsen model to quantify
ammonia volatilization from rice paddy fields in China. 2019

National Primary Health Care Policy: where are we

headed to? 2020

Sport science integration: An evolutionary synthesis. 2017

Au(2)Pt-PEG-Ce6 nanoformulation with dual nanozyme

activities for synergistic chemodynamic therapy /
phototherapy. 2020
The retention of physicians to primary health care in
Brazil: motivation and limitations from a qualitative
perspective. 2019

Interdisciplinary Collaboration between Natural and

Social Sciences - Status and Trends Exemplified in
Groundwater Research. 2017

Public Health as an Applied, Multidisciplinary Subject: Is

Research-Based Learning the Answer to Challenges in
Learning and Teaching? 2017
Crew resource management and simulator training in
acute stroke therapy 2016

Defining interdisciplinary research: conclusions from a

critical review of the
literature.
2007

Development of a measure to evaluate competence

perceptions of natural and
social science. 2019

Interdisciplinary research has consistently lower funding

success. 2016
Understanding the curriculum the light of training guiding
health in Brazil. 2016

Student Perceptions Related to Immediate Workplace

Usefulness of RN-to-BSN
Program Content.
2020

What is clinical nutrition? Understanding the

epistemological foundations of a
new discipline.
2015

Provision of genetic services in Europe: current practices

and issues.
2003
Overcoming Biases Together: Normative Stakes of
Interdisciplinarity in
Bioethics.
2020

Strategies for Developing Students' Empathy and

Awareness for the Needs of
People with Disabilities: Contributions to Design
Education. 2018

Interdisciplinary Research in Artificial Intelligence:

Challenges and
Opportunities.
2020

Inter-disciplinarity in sport sciences: The neuroscience

example.
2017

Biomedical informatics--a confluence of disciplines? 2011

Understanding the key processes of excellence as a
prerequisite to establishing
academic centres of excellence in Africa. 2011

Evaluating a dialogue-based approach to teaching about

values and policy in
graduate transdisciplinary environmental science
programs.
2018

Wildlife health investigations: needs, challenges and

recommendations. 2013

Interdisciplinarity research based on NSFC-sponsored

projects: A case study of
mathematics in Chinese universities.
2018
The contradictory contexts of interdisciplinarity 2012

Lessons learned in the pursuit of a dream. 2014

Interdisciplinary education and authentic development.

2021

Long-distance interdisciplinarity leads to higher scientific

impact. 2015

Successful ageing: a historical overview and critical

analysis of a successful
concept. 2014
Poetry as a Creative Practice to Enhance Engagement and
Learning in Conservation
Science. 2018

Interdisciplinary research training in a school of nursing. 2011

Competencies of therapeutic radiographers working in

the linear accelerator
across Europe: A systematic search of the literature and
thematic analysis. 2020

The need for European OneHealth/EcoHealth networks. 2019

Reflections on the education of health professionals 2011

Promoting recovery-oriented practice in mental health
services: a
quasi-experimental mixed-methods study.
2013

PRIMARY CARE INTERVENTIONS FOR PEDIATRIC

OVERWEIGHT OR OBESITY 2015

Clinical informatics: a workforce priority for 21st century

healthcare. 2011

The role of schools of public health: learning from history,

looking to the
future. 2009
Learning to look from different perspectives - what can
dental undergraduates
learn from an arts and humanities-based teaching
approach?
2017

Evaluation of the Value of Contrast-Enhanced Ultrasound

(CEUS) within Radiology
Departments in Germany.
2017

What is a microbiologist? A survey exploring the

microbiology workforce. 2015
Feasibility, acceptability and effectiveness of integrated
care for COPD
patients: a mixed methods evaluation of a pilot
community-based programme. 2017

Evolution of Interdisciplinarity in Medical Informatics in

Europe: Patterns from
Intertwining Histories. 2020

Interdisciplinary Approaches to Examining Postdisaster

School Recovery. 2018
Interdisciplinarity and nursing: "everything is everything,"
or is it? 2001

Nursing in the hospital accreditation process: practice and

implications in the
work quotidian.
2012
Anatomy meets dentistry! Linking anatomy and clinical
practice in the
preclinical dental curriculum.
2016

Establishing an Interdisciplinary Compulsory Elective

Subject 'Spine' in the
Curriculum of the University Study Course of Human
Medicine.
2018

Multidisciplinary approach in urology. Educational aspect 2019

First Dutch Consensus of Pain Quality Indicators for Pain

Treatment Facilities. 2016
Child development and early intervention centers 2012

Structuring a palliative care service in Brazil: experience

report. 2014

Positioning Animal Welfare in the One Health Concept

through Evaluation of an
Animal Welfare Center in Skopje, Macedonia.
2018

Perceptions of dental schools from within and outside the

university. 2004
The Relevance of Salutogenesis to Social Issues Besides
Health: The Case of
Sense of Coherence and Intergroup Relations.
2016

Bioethics and the argumentative legacy of atrocities in

medical history:
Reflections on a complex relationship. 2021

A crisis in chronic pain care: an ethical analysis. Part

three: Toward an
integrative, multi-disciplinary pain medicine built around
the needs of the
patient. 2008

Transdisciplinarity and the new production of knowledge.

Patient-centered boundary mechanisms to foster
intercultural partnerships in
health care: a case study in Guatemala. 2017

Integrated oncogeriatric approach: a systematic review

of the literature using 2012

Family health nursing: a response to the global health

challenges. 2013
A transdisciplinary model for public health research 2013

A comparative study of primary care health promotion

practices in
Florianópolis, Santa Catarina State, Brazil, and Toronto,
Ontario, Canada 2018

Interprofessional education: training for healthcare

professionals for teamwork
focusing on users 2013

Building the capacity to solve complex health challenges

in sub-Saharan Africa:
CARTA's multidisciplinary PhD training. 2016

Merging reflective inquiry and self-study as a framework

for enhancing the
scholarship of teaching.
2002

Interdisciplinarity: Less vague please. 2015

Evaluating research and impact: a bibliometric analysis of
research by the
NIH/NIAID HIV/AIDS clinical trials networks.
2011

Acceptance of the Implementation of Standardised

Patient Education Programmes
by the Multidisciplinary Rehabilitation Team Using the
Example of a Back School
- A Qualitative Study 2016

Child and Adolescent Psychiatry (CAP) in the "Heidelberg

Curriculum Medicinale"
(HeiCuMed)--practice-oriented learning in the reformed
course of studies 2009

Advancing the multi-disciplinarity of parasitology within

the British Society
for Parasitology: studies of host-parasite evolution in an
ever-changing world.
2018
Development of transdisciplinarity among students
placed with a sustainability
for health research project.
2008

The challenges of interdisciplinary education and its

application on teaching
ergonomics.
2012

A measure of knowledge flow between specific fields:

Implications of
interdisciplinarity for impact and funding. 2017

Disciplinarity and sport science in Europe: A statistical and

sociological study
of ECSS conference abstracts.
2017
Prenatal diagnosis: a plea for multidisciplinarity,
education and training. 1997
Developing Confidence in Uncertainty: Conflicting Roles
of Trainees as They
Become Educators in Veterinary and Human Medicine.
2015

Beyond the Cell: Using Multiscalar Topics to Bring

Interdisciplinarity into
Undergraduate Cellular Biology Courses.
2016

Exercise therapy in medical rehabilitation: Study protocol

of a national survey
at facility and practitioner level with a mixed method
design. 2018

Interdisciplinarity: the right people, a supportive place,

and a program emerges. 2013
Indications and teaching of fertility preservation in the
surgical management of
gynecologic malignancies: European perspective. 2009

Advancing Pre-Health Humanities as Intensive Research

Practice: Principles and
Recommendations from a Cross-Divisional Baccalaureate
Setting. 2017

Two decades of bridging activities between

pharmacology, epidemiology and
public health in Spain 2015

The institutionalization of public health training and the

health sciences.
2002

Bridging the "two cultures" in ethnopharmacology:

barriers against
interdisciplinarity in postgraduate education.
2011
How do patients, politicians, physiotherapists and other
health professionals
view physiotherapy research in Switzerland? A qualitative
study.
2014

Interdisciplinarity in medical education on race. 2006

Interdisciplinary workshop in the philosophy of medicine:

medical knowledge,
medical duties. 2014

Structuring a palliative care service in Brazil: experience

report 2014

Transdisciplinarity in distance education: a new paradigm

in Nursing
education 2011

The pedagogical purposes of interdisciplinary social

science: a view from area
studies in the United States.
2015
Confined to a tokenistic status: Social scientists in
leadership roles in a
national health research funding agency.
2017

What promotes and inhibits cooperation in mental health

care across disciplines,
services and service sectors? A qualitative study.
2012

The Quest for System-Theoretical Medicine in the COVID-

19 Era. 2021
Competencies in implant therapy for the dental graduate:
appropriate educational
methods.
2009

The Work Disability Prevention CIHR Strategic Training

Program: program
performance after 5 years of implementation. 2009

Curriculum Development in Environmental Science: A

Case Study on Paradigm and
Institutions. 1999

Medical informatics is interdisciplinary avant la lettre. 2008

Multidisciplinarity in nursing research: a challenge for

today's doctoral
student.
2002
Interdisciplinarity or bust.
2006

A New Method for a Virtue-Based Responsible Conduct of

Research Curriculum:
Pilot Test Results. 2019

Fifteen Challenges in Establishing a Multidisciplinary

Research Program on
eHealth Research in a University Setting: A Case Study.
2017

A framework for analyzing interdisciplinary tasks:

implications for student
learning and curricular design. 2013

Multidisciplinary team in cardiac rehabilitation and

secondary prevention, from
the assessment to the education: an educational project 2014

3D printed simulation models based on real patient

situations for hands-on
practice. 2017
The family in mental health: support for clinical nursing
care 2011

Early Postdischarge STOP-HF-Clinic Reduces 30-day

Readmissions in Old and Frail
Patients With Heart Failure. 2017

Permanent education in nursing in a university hospital 2011

Phenoxazine-based Near-infrared Fluorescent Probes for

the Specific Detection of
Copper (II) Ions in Living Cells.
2020

Young medical oncologists: what training? For what

professional identity? 2014
ETHICAL REVIEW OF BIOMEDICAL RESEARCH IN BELARUS:
CURRENT STATUS, PROBLEMS AND
PERSPECTIVES.
2011

Degrees of Multidisciplinarity Underpinning Care Planning

for Patients with
Cancer in Weekly Multidisciplinary Team Meetings:
Conversation Analysis.
2021

Hybrid Doctors' Can Fast Track the Evolution of a

Sustainable e-Health
Ecosystem in Low Resource Contexts: The Sri Lankan
Experience. 2019

Integration of microbiology and infectious disease

teaching courses in an
interdisciplinary training programme (Master level)
centred on the 'One world,
one health' WHO concept.
2016

Integrating ecology into biotechnology. 2007

Enhancing our understanding of emancipatory nursing: a
reflection on the use of
critical feminist methodologies.
2014

Ethics in Community-University-Artist Partnered

Research: Tensions,
Contradictions and Gaps Identified in an 'Arts for Social
Change' Project.
2016

Working with a fractional object: enactments of appetite

in interdisciplinary
work in anthropology and biomedicine.
2017

Teaching ergonomics to undergraduate physical therapy

students: new
methodologies and impressions of a Brazilian experience.
2012

Medical oncology: is it a new medical speciality in Africa? 2017

Contributing to Balkan public health: a school for Skopje. 2002

An intervention research program (AAPRISS) to reduce

social inequalities in
health: methods and validation 2015

Human evolution across the disciplines: spotlights on

American anthropology and
genetics.
2012
Information technology for health education: two
revisions and a proposal 2007

Social network analysis as a method of assessing

institutional culture: three
case studies. 2009

An interdisciplinary cancer prevention and control

training program in public
health. 2002

New professional competences in the field of health and

the aging Brazilian
population: integrality, interdisciplinarity, intersectoriality 2007

Interdisciplinary promises versus practices in medicine:

the decoupled
experiences of social sciences and humanities scholars.
2015
Innovatory aspects of population education.
1985

Change in young people's minds - From categories

towards
interconnections between the anthroposphere and
natural sphere.
2017

Interdisciplinarity in the teaching of demography in North

America. 1983
The assessment of simulation practice learning in nursing
education as
feedback 2010

Interdisciplinary teaching and training - A medicolegal

specialty. 2017

Education in Medicine: Moving the Boundaries to Foster

Interdisciplinarity.
2016

Determinants of hospital ethics committee success. 1992

The management of chronic pain in Switzerland: a

comparative survey of Swiss
medical specialists treating chronic pain.
2001

Sociology's misfortune: disciplines, interdisciplinarity and

the impact of audit
culture. 2010
Does Interdisciplinary Research Lead to Higher Citation
Impact? The Different
Effect of Proximal and Distal Interdisciplinarity. 2015

Changing practice in dementia care in the community:

developing and testing
evidence-based interventions, from timely diagnosis to
end of life (EVIDEM).
2015

Models of Temporal Discounting 1937-2000: An

Interdisciplinary Exchange between
Economics and Psychology.
2015
Transdisciplinary training in reproductive health through
online
multidisciplinary problem-solving: a proof of concept. 2005

The 'national philologies' and the history of discipline

formation in the
humanities 2011

Interdisciplinarity in the hospital setting: between daily

challenge and group
stakes 2014

Research in child and adolescent psychiatry, promotion of

young academics and
publication practice 2009

An interprofessional or an interdisciplinary problem?

Distinctions to develop
an analytical scheme of interdisciplinarity based on the
case of a long-term
care hospital 2009

IEEN workshop report: Teaching and learning in

interdisciplinary and empirical
ethics.
2013
How to ensure policies and interventions rely on strong
supporting facts to
improve women's health: The case of female genital
cutting, using Rosling's
Factfulness approach.
2021

Quantitative Analysis of the Interdisciplinarity of Applied

Mathematics. 2015

A glimpse into the curricular format of comprehensive

care clinics in Brazilian
dental schools. 2013

Biological physics in México: Review and new challenges.

Education outside the classroom as upstream school
health promotion: 'adding-in'
physical activity into children's everyday life and settings.
2021

Development and process evaluation of a motor activity

program for people with
profound intellectual and multiple disabilities. 2021

Problem-based learning versus lecture-based learning in a

course of basic
pharmacology: a controlled, randomized study. 1999
Considerations on interdisciplinarity: theory and practice 1992

The Impact of Relational and Organizational-

Environmental Aspects in Hospital
Blood Collection: Clinical and Health Indications and New
Training Needs.
2021

System Thinking and Citizen Participation Is Still Missing in

One Health
Initiatives - Lessons From Fifteen Evaluations.
2021

Social work in geriatric clinics--between autonomy and

functional
organization 1998

EEE in changing times: new B/M study programs,

increasing specialization and
interdisciplinarity for fewer students.
2004
Mapping interdisciplinary fields: efficiencies, gaps and
redundancies in
HIV/AIDS research.
2014

The State of Music-Based Interventions for Mental Illness:

Thought Leaders on
Barriers, Opportunities, and the Value of
Interdisciplinarity.
2021

Knowledge production: a dialogue among different

knowledge 2006

Teaching social accountability by making the links:

qualitative evaluation of
student experiences in a service-learning project.
2011

Training of occupational physicians in The Netherlands

with regard to
occupational health services delivered to the population.
2001

Coordinating schooling, care and rehabilitation 2014

Perspectives of medical informatics: advancing health
care requires interdisciplinarity and interoperability.
Special topic on the occasion of the 35th anniversary of
the Heidelberg/Heilbronn curriculum of medical
informatics. 2009

Interdisciplinary Journal Club: an innovative tool for the

transfer of knowledge and the promotion of a culture of
interdisciplinarity. 2006
Interdisciplinarity: Topping the charts.
2015

Ethics review committees for human research: the

challenge of strengthening
this process in Colombia 2006

Look who's talking: the interdisciplinarity of bioethics and

the implications
for bioethics education. 2006

Research to practice in The Journal of Continuing

Education in the Health
Professions: a thematic analysis of volumes 1 through 24. 2006
Cross-disciplinary research in cancer: an opportunity to
narrow the
knowledge-practice gap.
2013

One Health Interdisciplinary Collaboration in Veterinary

Education
Establishments in Europe: Mapping Implementation and
Reflecting on Promotion.
2021

A proposal of continuing health education to update

health team professionals
in diabetes mellitus 2010

Advanced Trauma Life Support--a standard of care for

Germany? No substantial
improvement of care can be expected 2007

Training professionals for delivering ingreated health care

to the aged: the
interdisciplinary experience of NAI - UNATI/UERJ 2008
A creative model for an interdisciplinary approach to
service-learning. 2021

The impact of student ratings on a new course: the

general clerkship (ALCO).
1988

Health and medical care for refugees: design and

evaluation of a
multidisciplinary clinical elective for medical students. 2021

Environmental and health education for school-age

children: a transdisciplinary
approach. 1994
Preoperative Cognitive Impairment and the Prevalence of
Postoperative Delirium
in Elderly Cancer Patients-A Prospective Observational
Study.
2021

How Does National Scientific Funding Support Emerging

Interdisciplinary
Research: A Comparison Study of Big Data Research in
the US and China. 2016

Still a long way to go to achieve multidisciplinarity for the

benefit of patients: commentary on the ESMO position
paper (Annals of Oncology 25(1): 9-15, 2014). 2014
Interdisciplinarity: Artistic merit.
2013

The relationship between swift trust and interaction

behaviors on
interdisciplinary and non-interdisciplinary teams in
nursing education. 2021
Interdisciplinarity: the story of a journey.
1997

When masters of abstraction run into a concrete wall:

Experts failing arithmetic
word problems.
2019

Descriptive study on acute gastroenteritis in 3,883

patients admitted in "sf.
Maria" children hospital from Iaşi, Romania, between
2008 and 2013.
2014

Rehabilitation training in Finland.

1982
Beyond the numbers: Utilising existing textual data for
qualitative research in
pharmacy and health services research.
2021

Curricular change: a challenge for an undergraduate

nursing course 2008

Health integrated residency: interaction of different fields 2009

Glycemic control in adult type 1 diabetes patients from a

brazilian country
city: comparison between a multidisciplinary and a
routine endocrinological
approach. 2006

Resilience to climate change: from theory to practice

through co-production of
knowledge in Chile.
2017
Involving clinicians in management: assessing views of
doctors and nurses on
hybrid professionalism in clinical directorates.
2021

(un) Disciplining the nurse writer: doctoral nursing

students' perspective on
writing capacity.
2014

Isostructural Single- And Dual-Lanthanide Metal-Organic

Frameworks Based On
Substituent-Group-Modifying Tetracarboxylate Ligands
for Ratiometric Temperature
Sensing. 2021

A survival model for course-course interactions in a

Massive Open Online Course
platform.
2021

Silica colloids as non-carriers facilitate Pb(2+) transport in

saturated porous
media under a weak adsorption condition: effects of
Pb(2+) concentrations. 2020
Embedding Red Emitters in the NbO-Type Metal-Organic
Frameworks for Highly
Sensitive Luminescence Thermometry over Tunable
Temperature Range.
2021

Using social network analysis within a department of

biomedical informatics to
induce a discussion of academic communities of practice. 2008

Interdisciplinary prevention--a critical analysis of the

situation] 1985
Chemistry needed: synthetic biology as a new incentive
for interdisciplinarity. 2013

Handicap--negative variant of the "normal"--or else?

Comments on the problem of
attitude to deficits in rehabilitation and ethical principles 1992
Grant giving: Global funders to focus on
interdisciplinarity.
2015

The protection of persons and biomedical research in

France. A multicentre
study of 10 committees 2003
Nursing education in the light of the complexity paradigm 2007

Strengthening the interdisciplinary process in student's

research programs 2001

Medical school, interdisciplinarity, and the delivery of

health care in
Southeast Asia. 1978

An avant-garde professorship of neurobiology in

education: Christofredo Jakob
(1866-1956) and the 1920s lead of the National University
of La Plata,
Argentina. 2013

Extramural training and education programs of the

National Cancer Institute. 1986

Sharing Wisdom(s) to Enrich Knowledge: Working in a

Transdisciplinary Research
Team in Medical Anthropology. 2015
Teaching how to bridge neuroscience, society, and
culture. 2011

Learnings from Health Behavioural Survey Practices in

France and Belgium During
the First COVID-19 Stay-at-Home Order. 2021
Health for all by the year 2000-cultural handicaps and
possible solutions. 1990

Lessons from health education for HIV/AIDS prevention:

theoretical elements for
the construction of a new integrated practice 1999

Strangers no more: genuine interdisciplinarity. 2008

Landscape rules predict optimal superhighways for the

first peopling of Sahul. 2021

Organizing complexity: the hopeful dreams and harsh

realities of
interdisciplinary collaboration at the rand corporation in
the early cold war. 2015

The development of human resources in the Americas. 1 1984

Leveraging multidisciplinarity in a visual analytics

graduate course.
2012
Interdisciplinarity in nursing diploma programs: an
evolving process 2008

Transdisciplinary approaches to understanding and

eliminating ethnic health
disparities: are we on the right track? 2012

Education in environmental medicine: practical aspects 1996

Evolutionary epistemology and dynamical virtual learning

networks. 2004

Use of the CD-ROM "Tox-Didact" for teaching of

toxicology and pharmacology 2000

The future of medical informatics. Some perspectives of

intra- and
inter-institutional information systems. 2009

Early hospital care of the patient with multiple sclerosis 2015

Brainhack: Developing a culture of open, inclusive
community-driven neuroscience. 2021

Bioethics education in post-communist Poland 2005

Reply to the letter to the editor 'Still a long way to go to
achieve multidisciplinarity for the benefit of patients:
commentary on the ESMO position paper' by Valentini et
al. 2014

Two years' experience teaching medical ethics in a

hospital clinic course 1991

Point and counterpoint. Should HECs involved in case

review have a healthcare
ethics consultant?
1993

The tasks of a rehabilitation psychology in teaching,

services, and research
(author's transl) 1981

Trauma-related disorders in psychiatrists' and general

practitioners' private
practice in Switzerland.
1996
Plea in favor of an adapted medical education 1985

Interdisciplinarity in medical education: 3 aspects of

analysis 1990
 ARTIGOS - 01-07-2021
SCRITORES: Multidisciplinarity OR Interdisciplinarity OR Transdisciplinarity AND Curriculum
guês, inglês ou espanhol; Estudos teóricos, empíricos e de revisão de literatura; período da Graduação; Cursos da área da sa

Resumo

BACKGROUND/PURPOSE: Teamwork involving multiple disciplines is increasingly emphasized in health research, services, edu
multidisciplinary, interdisciplinary and transdisciplinary are increasingly used in the literature, but are ambiguously defined an
paper is the first of two in a series. It discusses the definitions, objectives, and evidence of effectiveness of such teamwork. M
literature review based on dictionaries, and Google and MEDLINE (1982-2006) searches. RESULTS: Multidisciplinarity draws o
disciplines but stays within their boundaries. Interdisciplinarity analyzes, synthesizes and harmonizes links between discipline
coherent whole. Transdisciplinarity integrates the natural, social and health sciences in a humanities context, and transcends
The objectives of multiple disciplinary approaches are to resolve real world or complex problems, to provide different perspec
comprehensive research questions, to develop concensus clinical definitions and guidelines, and to provide comprehensive h
disciplinary teamwork has both benefits and drawbacks. CONCLUSION: The three terms refer to the involvement of multiple d
the same continuum. The common words for multidisciplinary, interdisciplinary and transdisciplinary are additive, interactive
their own specific meanings, these terms should not be used interchangeably. The more general term "multiple disciplinary" i
nature of involvement of multiple disciplines is unknown or unspecified. While multiple disciplinary teamwork is appropriate
always necessary in every single project.

BACKGROUND/PURPOSE: Multidisciplinary, interdisciplinary and transdisciplinary teams are increasingly encouraged in health
and policy. This paper is the second in a series. The first discussed the definitions, objectives, and evidence of effectiveness of
This paper continues to examine the promotors, barriers, and ways to enhance such teamwork. METHODS: The paper is a lite
and MEDLINE (1982-2007) searches. "Multidisciplinarity", "interdisciplinarity", "transdisciplinarity" and "definition" were used
pertinent literature. RESULTS: The promotors of teamwork success include: good selection of team members, good team lead
team members, personal commitment, physical proximity of team members, the Internet and email as a supporting platform
support and changes in the workplace, a common goal and shared vision, clarity and rotation of roles, communication, and co
team members. The barriers, in general, reflect the situation in which the promotors are lacking. They include: poor selection
members, poor process of team functioning, lack of proper measures to evaluate success of interdisciplinary work, lack of gui
in research publications, language problems, insufficient time or funding for the project, institutional constraints, discipline co
communication between disciplines, and unequal power among disciplines. CONCLUSION: Not every health project needs to
Several questions can help in deciding whether a multiple disciplinary approach is required. If multiple disciplinarity is called f
multiple disciplinary teamwork are proposed. They can be summarised in the acronym TEAMWORK - Team, Enthusiasm, Acce
Workplace, Objectives, Role, Kinship.

Amyotrophic lateral sclerosis is a serious neuro-degenerative disease related to involvement of central motor neurons (cereb
neurons (anterior horn of the spinal cord and motor nuclei of the medulla). Clinical progression is marked by extensive paraly
frequently by respiratory failure. Specific nursing care is required at each stage of the illness.

BACKGROUND/PURPOSE: Multiple disciplinary efforts are increasingly encouraged in health research, services, education and
a series. The first discussed the definitions, objectives, and evidence of effectiveness of multiple disciplinary teamwork. The se
barriers, and ways to enhance such teamwork. This paper addresses the questions of discipline, inter-discipline distance, and
disciplinary collaboration. METHODS: This paper proposes a conceptual framework of the knowledge universe, based on a rev
on the Global Brain. These key papers were identified during a literature review on multiple disciplinary teamwork, using Goo
searches. RESULTS: A discipline is held together by a shared epistemology. In general, disciplines that are more disparate from
are more likely to achieve new insight for a complex problem. The proposed conceptual framework of the knowledge univers
subsystems, each containing a number of disciplines. The inter-discipline distance can guide us to select appropriate discipline
team. CONCLUSION: If multiple disciplinarity is called for, the proposed view of the knowledge universe as a series of knowled
and the place of health sciences in the knowledge universe, will help researchers, practitioners, and policy makers to identify
disciplinary efforts.
The COVID-19 pandemic has become the leading societal concern. The pandemic has shown that the public health concern is
but also affects society as a whole; so, it has also become the leading scientific concern. We discuss in this treatise the import
scientists together to find effective solutions for controlling the pandemic. By applying novel research frameworks, interdiscip
manage the pandemic's consequences and prevent recurrences of similar pandemics.

Interdisciplinarity is not only a constitutive element of public health; it also contributes significantly to the solution of comple
through the cooperation of different disciplines and professions can the diverse social and methodological-technical challeng
and evaluating health-related interventions be solved. In this context, public health in Germany is facing challenges in its furth
we discuss here. Firstly, there is a gap between aspiration and reality of interdisciplinary research and teaching of public healt
there is an increasingly difficult balance between professional breadth and specialisation in the university education of future

This paper proposes a new concept and a frame of reference that should permit the development of a better understanding o
development of a cohesive and integrated health care practice among professionals in response to clients' needs. The concep
"interprofessionality" and aims to draw a clear distinction with another concept, that of interdisciplinarity. The utilization of t
which originally concerns the development of integrated knowledge in response to fragmented disciplinary knowledge, has c
need a concept that will specifically concern the development of a cohesive practice among different professionals from the s
different organizations and the factors influencing it. There is no concept that focuses clearly on this field. Interprofessionality
determinants that influence interprofessional education initiatives as well as determinants and processes inherent to interpro
Interprofessionality also involves analysis of the linkages between these two spheres of activity. An attempt to bridge the gap
education and interprofessional practice is long overdue; the two fields of inquiry need a common basis for analysis. To this e
reference, an interprofessional education for collaborative patient-centred practice framework. The framework establishes lin
determinants and processes of collaboration at several levels, including links among learners, teachers and professionals (mic
organizational level between teaching and health organizations (meso level) and links among systems such as political, socio-e
(macro level). Research must play a key role in the development of interprofessionality in order to document these linkages a
they are proposed and implemented. We also believe that interprofessionality will not be pursued without the requisite politi

OBJECTIVE: To inquire about the training of occupational therapists in oncology in a university program, and to identify updat
training and professional practice.MATERIALS AND METHODS: Cross-sectional exploratory study, with a sample of 29 student
the National University of Colombia. Systematic review of literature 2010-2015 on occupational therapy interventions in onco
than a quarter of the students reported having received training on clinical management of this diagnosis, and on the interve
therapist with such cases (24.1%). Little more than this percentage (27.6%), has had users with cancer in their academic practi
national publications were found, although there were unpublished products from Colombian universities. Fifty-four internati
recovered, especially in rehabilitation, it followed by psychosocial and socio-occupational areas. The palliative care, the multi
experience of the patient in relation to the diagnosis and treatment, the humanized and integral care from the different areas
work with caregivers are considered as relevant issues in the oncological patient's approach.CONCLUSIONS: Reference points
therapy curriculum development and for professional updating processes, which are both competence of the academy and o
intervene in cancer not only during, but in the preparation to treatment and subsequently with survivors. Professional publica
making sure they provide powerful evidence of the impact of occupational therapy and oncological rehabilitation.
BACKGROUND: Transdisciplinary research and generalist practice both face the task of integrating and discerning the value of
and sectoral knowledge cultures. Transdisciplinarity and generalism also both offer philosophical and practical insights into th
axiology, and logic of seeing the 'whole'. Although generalism is a skill that can be used in many settings from industry to edu
the literature of the primary care setting (i.e., general practice or family medicine). Generalist philosophy and practice in the f
values whole person care that uses integrative and interpretive wisdom to include both biomedical and biographical forms of
researchers are often caught between reductionist (positivist) biomedical measures and social science (post-positivist) constr
Neither of these approaches, even when juxtaposed in mixed-methods research, approximate the complexity of the generalis
theoretically robust research methodology is needed that acknowledges the complexity of interpreting these ways of knowin
practice. METHODS: A conceptual review of literature to define the alignment between (a) the philosophy and practice of gen
both the practical (Zurich) and philosophical or methodological (Nicolescuian) schools of transdisciplinarity. RESULTS: The alig
transdisciplinarity included their broad scope, relational process, complex knowledge management, humble attitude to know
focus.CONCLUSION: The concurrence between these approaches to knowing is offered here as Transdisciplinary Generalism -
both primary care researchers and generalist clinicians to understand, enact, and research their own sophisticated craft of ma
knowledge.

OBJECTIVE: To point out limits and possibilities involved in the teaching and learning process of undergraduate students from
Higher Education Institution on breastfeeding. METHOD: Instantaneous photography study carried out in undergraduate cour
professors and students involved in the teaching and learning process on breastfeeding. For data collection, the Focal Group t
students and the semi-structured interview with the professors. The speeches were submitted to the thematic content analys
identified the thematic category: Limits and possibilities for the teaching and learning process on breastfeeding, from two sub
limitations of the courses; and Advances and obstacles in the relationship between theory and practice. FINAL CONSIDERATIO
workload deficit and professor-centered teaching made progress in learning about breastfeeding difficult, and interdisciplinar
process.

The text sets out to examine so-called "interdisciplinary" research practices when researchers work on health issues. The artic
approach, which departs from both a normative posture and a purely epistemological approach, instead opting to study an in
Based on an ANR report led by Trabal, Collinet and Terral (2014), the research presented mobilizes the latest developments in
forms of interdisciplinarity in two areas - doping and obesity. It appears that the research on doping is marked by strong asym
and that "true" interdisciplinarity is often postponed when it does not seem to lend itself to a simple mode of coordination. In
observe that practices are marked by staging and display work; the demand for interdisciplinarity is combined with a desire to
identity. In all cases, we were able to identify some trails that have been blazed to enable researchers to respond jointly to di
injunctions. The promise is an interesting figure that relies on a postponement of proof, made possible by weak codification o

Purpose: This discussion paper aims to contribute to a greater understanding of the state of the art of research engaged with
and place for health and care. Method: The authors, who represent a variety of academic disciplines, discuss and demonstrat
space and place in research in health and caring sciences building upon own work and experience. Results: To explore the con
health and care is a research pursuit of utmost importance, and should be made through transdisciplinary research collaborati
from various disciplines could be communicated to cultivate truly novel and well-informed research. Furthermore, engaging w
perceptions of space and place poses methodological challenges to overcome in future research on health and care. Conclusi
need for accelerating spatially informed research on health and care that is informed by current theories and perspectives on
transdisciplinary research collaborations are a means to achieving this.
BACKGROUND: To ensure high quality patient care an effective interprofessional collaboration between healthcare profession
Interprofessional education (IPE) has a positive impact on team work in daily health care practice. Nevertheless, there are var
implementation of IPE. To identify enablers and barriers of IPE for medical and nursing students as well as to specify impacts
'Cooperative academical regional evidence-based Nursing Study in Mecklenburg-Western Pomerania' (Care-N Study M-V) wa
explore, how IPE has to be designed and implemented in medical and nursing training programs to optimize students' impact
qualitative study was conducted using the Delphi method and included 25 experts. Experts were selected by following inclusi
every research question, one question particularly competent, (b) interdisciplinarity, (c) sustainability and (d) status. They we
Recruitment was based on existing collaborations and a web based search. RESULTS: The experts find more enablers than bar
and nursing students. Four primary arguments for IPE were mentioned: (1) development and promotion of interprofessional
acquirement of shared knowledge, (3) promotion of beneficial information and knowledge exchange, and (4) promotion of m
barriers of IPE are the coordination and harmonization of the curricula of the two professions. With respect to the effects of I
possible improvements on (a) patient level and (b) professional level. Experts expect an improved patient-centered care base
understanding and coordinated cooperation in interprofessional health care teams. To sustainably implement IPE for medical
needs endorsement by both, medical and nursing faculties. CONCLUSION: In conclusion, IPE promotes interprofessional coop
and the nursing profession. Skills in interprofessional communication and roles understanding will be primary preconditions t
centered care. The impact of IPE for patients and caregivers as well as for both professions now needs to be more specifically
intervention studies.

Interdisciplinary research has faced many challenges, including institutional, cultural and practical ones, while it has also been
even 'career suicide' for researchers pursuing such an education and approach. Yet, the propagation of challenges and risks c
anxiety and disempowerment in researchers, which we think is counterproductive to improving interdisciplinarity in practice.
'bright spots', which are examples of cases in which people have had positive experiences with interdisciplinarity, this study a
researchers on interdisciplinarity on the social media platform Twitter. The results of this study show researchers' many positi
of interdisciplinarity, and, as such, document examples of bright spots. These bright spots can give reason for optimistic think
many benefits for researchers' well-being, creativity and innovation, and may also inspire and empower researchers to strive
interdisciplinarity in the future.

The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU)
carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states
reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This pap
PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medic
diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course w
Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicine
Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in
(1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical scien
medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the p
basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medi
compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patien
of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education
significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutica
economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, te
skills", such as the pharmacist's professional identity and the role in society as a part of the healthcare system, critical and cre
skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are develop
subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are
level at the University of Helsinki.
This article outlines the importance of human rights in the health law curriculum. The author reflects on her experiences of te
Rights at the Faculty of Law, University of Copenhagen. Health and human rights, it is argued, can have important implication
health and the role of law. Namely, it underscores the obligations of states and the rights of individuals, as well as the need fo
respect rights. This approach prohibits health laws that discriminate or stigmatise. Furthermore, it is put forth that the growin
jurisprudence should be integrated into teaching. Equally, students should be prepared for the needs of the modern labour m
digitalisation, and to assess the human rights implications. Finally, educators must acknowledge and discuss the limitations of
equipped to address and solve challenges.

Is it possible to tell how interdisciplinary and out-of-the-box scientific papers are, or which papers are mainstream? Here we u
network, derived from all physics papers that were published in the Physical Review journals in the past century, to try to iden
of-the-box, or interdisciplinary. We show that the network clusters into scientific fields. The position of individual papers with
us to estimate their degree of mainstreamness or interdisciplinarity. We show that over the past decades the fraction of main
fraction of out-of-the-box decreases, and the fraction of interdisciplinary papers remains constant. Studying the rewards of p
absolute citations, both, mainstream and interdisciplinary papers are rewarded. In the long run, mainstream papers perform
in terms of citation rates. We conclude that to avoid a unilateral trend towards mainstreamness a new incentive scheme is ne

Presents an obituary for Sharon Stephens Brehm (1945-2018). Brehm was president of the American Psychological Associatio
address was titled "Looking Ahead: The Future of Psychology and APA" (see the July-August 2008 issue of American Psycholog
presidential term, she worked to increase diversity, interdisciplinarity, and internationalization in psychology. Major initiative
integrative health care, math and science education, and institutional review boards. Sharon was a writer of the first order. Sh
chapters, and articles, including wellreceived social psychology textbooks prepared with Saul Kassin and Steven Fein. One boo
foundational The Application of Social Psychology to Clinical Practice (1976), which played a key role in inspiring interest in th

The medical education (Med Ed) research community characterises itself as drawing on the insights, methods, and knowledge
research domains (e.g. Sociology, Anthropology, Education, Humanities, Psychology). This common view of Med Ed research
narrative used by leading Med Ed departments and research centres to describe their activities as "interdisciplinary." Bibliom
method of investigating scholarly communication to determine what knowledge is valued, recognized, and utilized. By empiri
knowledge production in Med Ed research draws from multiple disciplines and research areas, or whether it primarily draws o
internally within the field of Med Ed, this article explores whether the characterisation of Med Ed research as interdisciplinary
analysis of 1412 references from research articles published in 2017 in the top five Med Ed journals was undertaken. A typolo
was inductively developed. Findings show that the field of Med Ed research draws predominantly from two knowledge cluste
cluster (made of clinical and health services research), which represents 41% of the references, and the Med Ed research clus
the references. These two clusters cover 81% of all references in our sample, leaving 19% distributed among the other knowl
disciplinary, interdisciplinary and topic centered research). The quasi-hegemonic position held by the Applied Health and Med
the other sources of knowledge to a peripheral role within the Med Ed research field. Our findings suggest that the assumptio
interdisciplinary field is not convincingly supported by empirical data and that the knowledge entering Med Ed comes mostly
domain.

Medical physics has made considerable contributions to recent advances in radiation oncology. Medical physicists are key pla
radiation oncology context due to their unique skill sets, flexibility, clinical involvement and intrinsic translational character. T
widespread adoption of "high-tech" radiotherapy has led to an increased need for medical physics involvement. More recent
towards an era of "precision oncology". These changes have opened new challenges for the definition of the professional and
responsibilities of medical physicists. In this paper, we have identified four grand challenges of medical physics in radiation on
volume definition, (2) adoption of artificial intelligence and automation, (3) development of predictive models of biological eff
and (4) need for leadership. New visions and suggestions to orientate medical physics to successfully face these new challeng
that the scientific and professional challenges of our times are pushing medical physicists to accelerate toward multidisciplina
expected to innovatively drive interactions and collaborations with other specialists outside radiation oncology while the radi
central. Medical physicists will retain strong and pivotal roles in quality, safety and in managing ever more complex technolog
require medical physicists to continuously update skills and innovate education, adapt curricula to include new fields, reinforc
and spirit of innovation. These challenges require visionary and open leadership, which is able to merge established roles with
medical physics should increasingly contribute.
Interdisciplinary research is increasingly recognized as the solution to today's challenging scientific and societal problems, but
interdisciplinary research and scientific impact is still unclear. This paper studies the association between the degree of interd
citations at the paper level. Different from previous studies compositing various aspects of interdisciplinarity into a single indi
uncover distinct dimensions of interdisciplinarity corresponding to variety, balance, and disparity. We estimate Poisson mode
robust standard errors to analyze the divergent relationships between these three factors and citations. We find that long-ter
increase at an increasing rate with variety, (2) decrease with balance, and (3) increase at a decreasing rate with disparity. Furt
also affects the process of citation accumulation: (1) although variety and disparity have positive effects on long-term citation
short-term (3-year) citations, and (2) although balance has a negative effect on long-term citations, its negative effect is insign
findings have important implications for interdisciplinary research and science policy.

BACKGROUND: Plastic and Reconstructive surgery is able to treat patients from head to toe, whereby it can preserve, reform
functional or aesthetic unions. This kind of expertise is appreciated by other medical specialties and is part of high performan
clinics. However the standing of academic Plastic Surgery is particularly difficult. In this study we highlight the academic and c
German academic Plastic Surgery.METHODS: By creating a questionnaire we evaluated educational assignments of academic
interdisciplinary surgical performance at German university hospitals.RESULTS: In 12 of 36 university hospitals there is no kind
There are 11 university clinics, 5 departments, 4 sections and 4 consultants with Plastic Surgery expertise. 13 university cente
of them are integrated in the educational curriculum with high discrepancy (2-12 hours per semester). Discrepancy seems no
independence or team size. 10 of 13 university center wants to augment educational efforts. In 2015 participating 13 universi
interdisciplinary patients. In 1165 cases there was no invoicing of services.CONCLUSION: Plastic Surgery is an integral part of h
g. in traumatological, oncologic or infectious cases. The complex reconstructive procedures are completing successful therapy
invoice these services limits the development of academic Plastic Surgery.In 12 of 36 university hospitals exists no kind of Plas
Surgery is no integral part in university education order defined by the medical approbation order (ÄApprO). However integra
interdisciplinary responsibility in the common university curriculum will be a forward looking appreciation of Plastic Surgery.

Although interdisciplinarity is often touted as a necessity for modern research, the evidence on the relative impact of sectoria
science is qualitative at best. In this paper we leverage the bibliographic data set of the American Physical Society to quantify
physics, and that of talent and luck in achieving success in scientific careers. We analyze a period of 30 years (1980-2009) tagg
means of the Physics and Astronomy Classification Scheme (PACS), to show that some degree of interdisciplinarity is quite he
measured as a proxy of either the number of articles or the citations score. We also propose an agent-based model of the pub
dynamics which reproduces the trends observed in the APS data set. On the one hand, the results highlight the crucial role of
real scientific research; on the other, they shed light on a counterintuitive effect indicating that the most talented authors are
successful ones.

O presente estudo analisou as características da produção científica sobre trabalho infantil na América Latina, de 2004 a 2014
trabalhos, nas bases de dados LILACS e SciELO. Os artigos foram categorizados com base nos conceitos de campo e agentes so
destacando os produtores, os locais de publicação, os objetos e discursos. Observou-se um crescimento da produção no perío
2006. O Brasil ocupou a posição dominante na produção científica com 80,7% do total, seguido da Colômbia, Argentina e Méx
majoritariamente de abordagem qualitativa (55,3%) e metade dos artigos está indexada em revistas Qualis B1 ou superior. Ap
entanto, receberam financiamento. Os produtores são de origens diversas, com a participação de psicólogos (26,3%), enferm
(13,2%). Os estudos estão situados em subáreas das Ciências Humanas, constituídas pelos discursos da Psicologia Social e do
Saúde com destaque para os estudos epidemiológicos, pautados nos conceitos da enfermagem do trabalho e na subárea de C
os estudos econômicos. Observou-se que os objetos de estudos relacionados ao trabalho infantil focam seu interesse na relaç
educação, o trabalho e a assistência social, com pouca interdisciplinaridade nas publicações.
Pharmacovigilance currently faces several unsolved challenges. Of particular importance are issues concerning how to ascerta
communicate the best evidence to assist the clinical choice for individual patients. Here, we propose that these practical chal
deeper fundamental issues concerning the epistemology of pharmacovigilance. After reviewing some of the persistent challen
suggestions in the current pharmacovigilance literature, we support the argument that the detection of potential adverse dru
a serendipitous scientific discovery. We further take up recent innovations from the multidisciplinary field of serendipity rese
networks, diversity of expertise, and plurality of methodological perspectives for cultivating serendipitous discovery. Followin
how pharmacovigilance could be systematized in a way that optimizes serendipitous discoveries of untargeted drug effects, e
application. Specifically, we argue for the promotion of a trans-disciplinary responsive network of scientists and stakeholders.
extending the involvement of stakeholders beyond the regulatory community, integrating diverse methods and sources of ev
ability of diverse groups to raise signals of harms that ought to be followed up by the network. Consequently, promoting a tra
pharmacovigilance is a long-term effort that requires structural changes in medical education, research, and enterprise. We s
changes, discuss to what extent they are already in process, and indicate the advantages from both epistemological and ethic

The movements to teach the responsible conduct of research (RCR) and engineering ethics at technological universities are o
the ethics across the curriculum (EAC) movement and could benefit from explicit alliances with it. Remarkably, however, not n
attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are
of EAC. The emergence of EAC efforts at two different institutions-the Illinois Institute of Technology and Utah Valley Univers
examples. The remarkably successful UVU initiative gave birth to EAC as a scholarly movement and to the associated Society
Curriculum. EAC initiatives at the Colorado School of Mines, however, point up continuing institutional resistances to EAC. Fin
successes and failures can draw some lessons for the future. One suggestion is that increasing demands for accountability and
what works in teaching and learning offers special opportunities.

BACKGROUND AND AIM OF THE WORK: Bioethics is relevant in healthcare and medical schools. However, unlike other foreign
has only been recently introduced, it is less extensively offered and no academic standards for bioethics education have been
at understanding whether university bioethics courses attendees appreciate and consider teaching strategies to be effective w
coherent didactic approach to the discipline and stimulate further discussion on ways to improve it. METHODS: A standardize
1590 students attending undergraduate degree programs in medicine and healthcare at four Italian universities. RESULTS: Th
(92.5%) had an interest in bioethics, considered it to be important for any life-sciences-related program (73.5%) and most hea
students (69.2%) suggested its teaching should be included in their curricula and made mandatory (66.3%) and continuous (5
clinical practice. Students consider bioethics as a care-integrated practice and appreciate teaching methods where it is integr
Conceptual specificity and interdisciplinarity may affect the learning process and contribute to enhance students' analytical sk
bioethics education should be revised to meet students' expectations and preferences. Its complex, multi-disciplinary and tra
bioethical education to be flexible and integrated among different disciplines, thus stimulating a broader critical capacity thro
interactive teaching methods for helping students better deal with bioethics-inherent difficulties and improve the learning pro

During recent decades, the growing interactions between human well-being and the environment have led to the developme
A number of disciplines have recognized the importance of the human-environment relationship in all aspects of human life f
social and political perspective. In conformity with this trend, we conducted a bibliometric review of scientific publications on
main research domains: human-centered and environmental-centered sciences. The aim is to provide a temporal and spatial
research domains have paired up and co-evolved along a common pathway towards a new research paradigm, named Human
Interaction Science (HHEIS). Our results revealed a constant growth over time in the scientific production concerning HHEIS. T
analyses showed a progressive overlapping of keywords among studies published in environmental and human health journa
keywords. As a statistical indicator of this trend, the similarity index showed an increase in the number of keywords for both r
country productivity, the US, UK and China are in the lead, while EU countries are the most interconnected. Our review demo
as a comprehensive paradigm encompassing research findings with implications for human and environmental interaction. An
HHEIS and the implications of current EU research-funding initiatives have been provided.
This article considers the opportunities and challenges of transdisciplinary research on student learning in university settings.
France that convened experts in education and psychology as well as higher education leaders, the term transdisciplinarity w
the structure of the university and its impact on teaching and learning were considered. We argue that to move beyond what
requires added insights from both the learning sciences and developmental sciences. In this article, these two areas are comb
higher education leaders. First, research is considered from the learning sciences on deep learning in relation to university lea
of work illustrates ways students need to be actively engaged in their learning and simultaneously frames teachers as facilitat
efforts rather than disseminators of static knowledge. Second, perspectives from the developmental sciences on processes of
focusing on adolescence and emerging adulthood. Here we highlight the importance of considering developmental systems a
organizing learning at universities in light of extensive research on adolescents and emerging adults. Third, we examine new h
that have focused on the importance of student engagement, integration and application of knowledge and the implications
higher education learning in more holistic ways, often at the national and transnational levels. In reviewing these three areas,
are made about the learner, the role of teachers and others in enhancing student learning, and the interaction between learn
learning takes place. We argue that while progress is being made in undergraduate reform efforts, implementation has been
important work will require further alignment of the sort Jantsch (1972) and Piaget (1972) claimed was central to transdiscipl
aligning these different areas through a systems approach that considers education as a purposeful human activity. This will i
from the learning and developmental sciences, as well as local, national and transnational efforts and learning communities t

It is increasingly argued that polymathy-vocational and avocational pursuits in multiple domains-is deeply associated with cre
its development enables the creation of important bridges between otherwise fragmented, dispersed sets of knowledge. Nev
in both industry and academia is still that of narrow specialization. In this paper, we argue that in the context of COVID-19 cri
transdisciplinary nature, the disciplinary approach of specialization is ill-suited to solve our increasingly complex problems, an
be a crucial asset in this regard. Drawing on different literature strands, we first examine the interplay between polymathy an
constructs in personality and temperament research. We then advance theoretical predictions regarding the relationship bet
resilience in the COVID-19 crisis. After that, we discuss learnable strategies that can be used in complex, uncertain and advers
associated with development of a more polymathic (broader, deeper and more integrated) set of knowledge. Later, we discu
better capitalize on the key features of polymathic thinking at the societal level. Finally, we conclude with a reflection on the
institutions for dealing with complex problems, and we underscore the crucial role of polymathic thinking in an increasingly c

The proven effectiveness of neuromodulation and stimulation techniques for the management of psychiatric disorders has br
innovation in psychiatry, given the high prevalence and high costs of treatment resistance. Although evidence-based guidelin
been implemented to improve the clinical efficacy, safety, and research procedures, practical suggestions on how to design a
unit (PNU) are not available in the scientific literature. In this contribution, we have combined the results of a literature searc
clinical psychiatrists, managers, and bioethicists who have had firsthand experience in building a PNU. Eleven key issues conc
management of a PNU were identified: general context, team composition, environment, basic technical equipment, clinical v
clinical population, education and training, interdisciplinarity, ethical aspects, regulatory and reimbursement issues, fund-rais
development. Moreover, a business plan comprising pragmatic solutions and recommendations for designing an efficient PNU

Em seus projetos pedagógicos, os cursos de gestão de saúde privilegiam a multidisciplinaridade, interdisciplinaridade, integra
principal mérito é problematizar as questões da saúde sob diferentes perspectivas teóricas. Analisar as questões da área da s
prismas não implica necessariamente no desenvolvimento de competências transversais. O desenvolvimento e a aplicação de
ir além da integração entre conteúdos curriculares e entre teoria e prática. Dependem de como os conhecimentos serão artic
organizacional, setorial e institucional e da coevolução entre essas competências e essas mudanças. Entende-se que a atuaçã
saúde é efetivamente transversal quando: (i) atua nas fronteiras organizacionais, fomentando a interação entre as organizaçõ
(ii) provê (e recebe) feedbacks para esses (desses) atores; e (iii) esses feedbacks auxiliam os tomadores de decisão a empreen
de modo a responder ao ambiente e a moldá-lo.
The critique of medicine begins at unveiling and specifying its network of predominant logics, ideas and practices: logics of dis
health-disease binomial; the natural history of the disease; the medicalization of social life; the dehumanizing technologizatio
reductionist suppressive medicine. It goes on to argue about its role as agents of domination of limitless profit interests and a
the health industry, justifying itself with the proposal of alternatives tending to overcome that network: transdisciplinarity an
hierarchical totality and interacting with its environment, with respect to disjunction and reductionism; the cultural history of
health-disease binomial and the dehumanizing technologization; good living, the search for spiritual, intellectual, moral and c
of human life, as an alternative to the medicalization and antidote of degrading traits and stimulating medicine of the endoge
organism whose foundation of possibility and credibility is the placebo effect as an alternative to suppressive therapy for non
conditions, based on the pharmacological effect with unfailing side effects. It concludes that without an education based on c
would hardly accompany and guide the various social groups in the search for an inclusive, pluralistic, egalitarian, fair, solidar
ecosystem world.

Learning about forensic sciences is a crucial part of the formation of professionals working in medicine and health areas; this
from legal-medical cases to forensic autopsies. However, knowledge of forensics by medical students is limited, because the t
fundamentals of procedures in this field. To develop the necessary skills, specific support, and targeted learning tasks should
integration of interdisciplinary work in processes, infrastructure, and equipment used in a high-quality-forensic investigation.
experience of the Crime Scene Investigation CSI Lab was a week-long activity using the pedagogical strategy of Challenge-Bas
problem that students need training in an authentic setting. The intervention, in September 2017, included 33 students from
medicine, law, and marketing. They participated in various learning settings in multidisciplinary teams and were challenged b
Institute for Forensic Sciences to analyze specific processes. The outcomes of the CSI Lab implementations provided evidence
from the experience. The results showed that 80% of the teams had an excellent approach to the solution, justification of the
assessment. However, only 60% achieved a solution that met the requirements. The educational process was assessed by the
educational strategy of the CSI Lab experience. The results indicated that 88.9% of the students believed that the experience
on forensic sciences. 73.1% thought that the design of the activities, visits, and plenaries added value to their academic traini
interesting. Regarding whether or not the activities helped the participants to understand and perform a legal-medicine inves
did help them recognize and understand the interventional areas and processes necessary for the investigation. CONCLUSION
acceptance of the context-rich design of the practical activities and educational experiences that were grounded in active lea
design is that the interactions and interdisciplinarity of the programs must be assessed, as these experiences could motivate t
social challenges of the 21st century.

The International Society of Biometeorology (ISB) has covered significant breadth and depth addressing fundamental and app
challenges in the last 60 years. Biometeorology is an interdisciplinary science connecting living organisms to their environmen
understanding of the existence and placement of this discipline within formal educational systems and institutions. It is thus d
members of the biometeorological community-especially the biometeorologists of the future-to help solve global challenges.
present, how we are training people to understand and think about biometeorology? We also ask: What are the current tools
biometeorologists might address future challenges? Finally, we connect these two questions by asking: What type of new tra
needed to better educate "biometeorologists of the future" to more effectively address the future challenges? To answer the
quantitative and qualitative evidence from an educationally focused workshop attended by new professionals in biometeorol
themes (thermal comfort and exposures, agricultural productivity, air quality, and urbanization) that biometeorologists are cu
expect to be important in the future based on their alignment with the United Nations Sustainable Development Goals. Revie
each of these thematic areas highlights a wide array of skill sets and perspectives that biometeorologists are already using. Cu
within the ISB have noted highly varying and largely improvised educational pathways into the field. While variability and imp
promoting flexibility, adaptation, and interdisciplinarity, the lack of formal training in biometeorology raises concerns about t
generations of scholars will identify and engage with the community of scholarship that the ISB has developed over its 60-yea
Health promotion (HP) is a relatively recent field that stems from, notably, public health, sociology, political science, psycholo
multidisciplinarity has contributed to HP's challenged institutionalization. Scholars have so far predominately explored HP's m
anecdotal approaches, limiting our understanding of the breadth and interplay of the disciplines constituting HP research. Th
contribute to a better understanding of HP's multidisciplinarity using a bibliometric approach. We developed a three-pronged
most cited journals within Health Promotion International; (ii) we asked an international panel of HP scholars (n = 27) to vote
to their work; (iii) we examined the most common words in article abstracts among journals which received the highest numb
correspondence analyses to examine similarities between HPI references, scholars' votes and abstracts' words. We found evid
across numerous disciplines but segregated into distinct subgroups with conflicting perspectives. We found that HPI was the o
as relevant by a majority (81% of participants). Multidisciplinarity is a key feature of HP. It can strengthen HP by enriching our
social issues from a variety of perspectives, but it may also divide experts into disciplinary silos. This may ultimately weaken it
contribution to public health. More academic venues and institutions should be developed to facilitate collaboration among H

Modern medicine requires tight multidisciplinary collaboration and communication among several technical disciplines. Neve
medical courses are rare and even less often scientifically evaluated. The aim was to evaluate an innovative neuro-oncology c
(MED) and students of science, technology, engineering, and mathematics (STEM) so that they learn and practice mutual und
cooperation. 10 MED and 9 STEM were trained together during a one-week-course on the topic of "brain tumor" in imaging, s
pathological diagnosis, and adjuvant therapy. Evaluation was undertaken via focus groups and accompanying questionnaires
acceptance, and multidisciplinary attitude. Students evaluated course structure, content, and multidisciplinary setting positive
motivation. However, the students sensed an "artificial dividing line" between both groups, which was conceptually encourag
subdivision into "monodisciplinary" seminars and during the preparation of presentations. Students' opinion of the concept w
learned about the challenges in finding a "common scientific language". Nevertheless, some criticisms were raised concerning
disciplines, which in part led to organizational changes. Even though the current reality may be reflected here, the goal of futu
should definitely be to dissolve this dividing line.

Foram avaliadas, sistematicamente, pesquisas que desenvolveram ações interdisciplinares em escolas, visando modificar os n
consumo de sal e/ou sódio por crianças. Foram incluídos estudos disponíveis nas bases de dados PubMed, ScienceDirect e Lila
chave: intervention study, nutrition intervention, school children, school health, blood pressure, sodium e salt. A busca incluiu
espanhol dos últimos 15 anos que tiveram como participantes crianças pré-escolares ou escolares. Com relação à mudança n
foram identificados sete trabalhos com resultados positivos e significativos e seis que não apresentaram alteração. Quanto à
alimentos com alto teor de sal e/ou sódio, quatro trabalhos apresentaram resultados positivos e significativos e um sem suce
intervenções que utilizam educação nutricional combinadas com atividade física predominam na literatura. Sendo que estas a
efetivas quando realizadas por um período longo de tempo.

Harmonious interactions between radiation, medical, interventional and surgical oncologists, as well as other members of mu
essential for the optimization of patient care in oncology. This multidisciplinary approach is particularly important in the curre
standard-of-care approaches to cancer treatment are evolving towards highly targeted treatments, precise image guidance a
Herein, we highlight the importance of multidisciplinarity and interdisciplinarity at all levels of clinical oncology training. Pote
career development pathways and suggested strategies to broaden clinical training and research are presented, with specific
trainee involvement in functional multidisciplinary teams. Finally, the importance of training in multidisciplinary research is di
that this awareness will yield the most fertile ground for future discoveries. Our key message is for cancer professionals to ful
trainees appreciate the importance of multidisciplinary research and practice.
Advancing biomedical knowledge is crucial to the understanding of disease pathophysiology, diagnosis, treatment, and the m
collaborative pursuits among basic and translational scientists, clinical researchers, and clinicians should advance biomedical
better medicine. The field of obstetrics and gynecology and its subspecialties has not escaped this problem. Obstetrics and gy
subspecialists have limited opportunities to interact with translational or basic investigators, and cross-fertilization and collab
by the current healthcare and funding climate. This opinion manuscript focuses on the field of maternal-fetal medicine, servin
the risks and opportunities that might exist within our obstetrics and gynecology academic community. A Pregnancy Task For
ways to overcome hurdles related to research training, and ensure a sufficient pool of physician-scientists pursuing pertinent
group discussed strategies to promote a culture of intellectual curiosity and research excellence, securing additional resource
current and next generation basic, translational, and clinical scholars to our field. Recommendations encompassed activities w
meetings, training initiatives, and additional funding opportunities. Inferences from these discussions can be made to all obst
subspecialty areas.

Background: One of the efforts that solve complex real-world problems is to use an interdisciplinary approach. However, the
disciplines and the absence of a theoretical model add to the difficulty of interdisciplinary activities. When interdisciplinary re
problem, they need to integrate several different disciplines. It seems the first step in interdisciplinary activities is to have a th
and examine by what content and method the processes of integrating and crossing the disciplinary boundaries are done. The
propose a new theoretical model for interdisciplinary development. It also show that a multilayered model can be formed ba
scientific disciplines. Methods: In this study, the critical review strategy of Carnwell and Daly has been used to synthesize the
databases. The method consists of 5 stages: defining the scope of the review, identifying the sources of relevant information,
writing the review, and applying the literature to the proposed study. Results: The results of this study showed for interdiscip
of disciplines must be broken. Therefore, we first began to explain the disciplinary boundaries in 13 levels, then, we proposed
by examining the views of the experts in this field and with the synthesis opinion of researchers of this study on each of the d
multilayered model. Conclusion: This model can effectively support interdisciplinary programs and can bring the goals of inter
practical reality.

OBJETIVO: avaliar a percepção dos cirurgiões, membros do Colégio Brasileiro de Cirurgiões (CBC), sobre temas de segurança e
base em Projetos do Ministério da Saúde (MS), do CBC, da Organização Mundial de Saúde (OMS) e do Colégio Americano de C
questionário com base nas iniciativas da OMS, do CBC e do ACS foi enviado pelo Survey Monkey a todos os sócios, ativos e nã
2018.RESULTADOS: responderam ao questionário 171 profissionais dentre os 7.100 sócios. Desses, a maioria (63,2%) declaro
indicaram conhecer o Projeto Cirurgia Segura do MS, 73,1%, o Manual do CBC e 14,6%, o Strong for Surgery do ACS. Entre os
73,1% disseram usá-lo como rotina e, entre os que conhecem o Manual do CBC, 46,2% usam-no. A maior parte dos cirurgiões
vivenciou falha cirúrgica grave, sendo aquelas relacionadas com material cirúrgico (49,7%) e presença de corpos estranhos (8
comuns. Houve opiniões distintas sobre a responsabilidade de conferência do checklist.CONCLUSÃO: a importância da segura
conhecida pelos cirurgiões, mas a prática é variada. Eventos adversos graves foram vivenciados por muitos cirurgiões, princip
material cirúrgico e corpos estranhos. O conceito de interdisciplinaridade parece não ser prática comum. Os dados indicam a
projetos de educação e a obrigatoriedade de auditorias.

An expanded investment in interdisciplinary research has prompted greater demands to integrate knowledge across disciplin
Change similarly made interdisciplinary expectations a key competency for undergraduate biology majors; however, we are n
meaning of interdisciplinarity, making this benchmark difficult to meet and assess. Here, we discuss aspects of interdisciplinar
address various institutional barriers to interdisciplinary work. In an effort to forge a unified path forward, we provide a work
science derived from both the perspectives of science faculty members and scientific organizations. We leveraged the existin
definition to build a conceptual model for an Interdisciplinary Science Framework to be used as a guide for developing and as
in undergraduate science education. We believe this will provide a foundation from which the community can develop learnin
measurements to help students meet the Vision and Change core competency of "tapping into the interdisciplinary nature of
The organization of healthcare for patients with multiple sclerosis (MS) has changed considerably over the past 15 years, with
networks providing a new impetus towards better coordination of healthcare through a multidisciplinary approach, and impro
for both patients and healthcare professionals. In this context, therapeutic educational programs (TEPs) for patients have plac
their own care pathway, thereby changing the doctor-patient relationship. Today, TEPs cover the various needs of patients in
they are medical, social or psychological. However, the arrival of a wide range of new medications, the complexity of therape
of risk increase the need for organized expertise via centers of resources and competencies (CRCs) for MS, approved since 20
National Neurodegenerative Diseases Plan (NDDP). This NDDP 2014-2019 provides an incentive to change the organization of
adapting it according to regional specificities and resources. Whatever the chosen system of organization, it should allow for a
multidisciplinary care pathway that is easily accessed by patients.

This is a bibliographic research which sought to achieve a better understanding of the interdisciplinarity theme. The complexi
and especially the health area nowadays has required the development of interdisciplinary teaching programs, with a view to
thinking and the formation of health professionals committed to social reconstruction. We examined literature for the meani
history and relations with Collective Health and the education of health professionals.

INTRODUCTION: According to the European Society of Pediatric Oncology (SIOPE) standard of care guidelines, high-quality ca
with cancer needs to be delivered by well-trained multidisciplinary teams in specialist centers working with designated shared
called hub-and-spoke model. The Diplôme Inter-Universitaire d'Oncologie Pédiatrique (DIUOP) is the only European training p
French for all physicians involved in care of patients with pediatric malignancies. In agreement with the SIOPE syllabus, the DI
courses (120h), on-site practical training in a specialist center, and a research project to be defended before an examining bo
received a questionnaire to describe their current professional position. A comprehensive PubMed analysis retrieved all pape
research projects.RESULTS: From 2000 to 2011, 290 physicians were trained: 242 pediatricians, 21 surgeons, and 19 radiation
specialty including imaging, hematology, and pathology. Ninety-two were initially trained outside of France: 50% in Europe (m
Switzerland), 42% in Africa and the Middle East, and 8% in South America. Of the 266 graduates, 74% answered the questionn
care of children and adolescents with cancer. Sixty-nine articles, i.e., one out of four research projects, were published in 34 j
factor of 3.5 (0-22.6), 85% in English.CONCLUSION: DIUOP is the only French-speaking European education program providing
professionalizing, and comprehensive multidisciplinary training program for French and international specialists taking care o
cancer.

In the last decade, network approaches have transformed our understanding of biological systems. Network analyses and visu
identify essential molecules and modules in biological systems, and improved our understanding of how changes in cellular pr
diseases, such as cancer, infectious and neurodegenerative diseases. "Network medicine" involves unbiased large-scale netw
data describing interactions between genes, diseases, phenotypes, drug targets, drug transport, drug side-effects, disease tra
drug discovery, network medicine exploits our understanding of the network connectivity and signaling system dynamics to h
novel, drug targets. Contrary to initial expectations, however, network approaches have not yet delivered a revolution in mol
we propose that a key reason for the limited impact, so far, of network medicine is a lack of quantitative multi-disciplinary stu
different backgrounds. To support this argument, we present existing approaches from structural biology, 'omics' technologie
lipidomics) and computational modeling that point towards how multi-disciplinary efforts allow for important new insights. W
breakthrough studies as examples of the potential of these approaches, and suggest ways to make greater use of the power o
reflects discussions held at an interdisciplinary signaling workshop which facilitated knowledge exchange from experts from s
in silico modelers, computational biologists, biochemists, geneticists, molecular and cell biologists as well as cancer biologists
BACKGROUND: Antidepressant medication (ADM) and psychotherapy are effective treatments for major depressive disorder
treatments differ in their effectiveness at the symptom level and whether symptom information can be utilised to inform trea
study synthesises comparative effectiveness information from randomised controlled trials (RCTs) of ADM versus psychothera
level and develops and tests the Symptom-Oriented Therapy (SOrT) metric for precision treatment allocation.METHODS: First
review and meta-analyses of RCTs comparing ADM and psychotherapy at the individual symptom level. We searched PubMed
Cochrane Central Register of Controlled Trials databases, a database specific for psychotherapy RCTs, and looked for unpublis
meta-analyses were applied on sum-scores and for individual symptoms for the Hamilton Rating Scale for Depression (HAM-D
Inventory (BDI) measures. Second, we computed the SOrT metric, which combines meta-analytic effect sizes with patients' sy
metric was evaluated using data from the Munich Antidepressant Response Signature (MARS) study (n = 407) and the Emory
Depression to Individual and Combined Treatments (PReDICT) study (n = 234).RESULTS: The systematic review identified 38 R
and 19 for quantitative inclusion at the sum-score level, and 9 and 4 for quantitative inclusion on individual symptom level fo
respectively. Neither meta-analytic strategy revealed significant differences in the effectiveness of ADM and psychotherapy a
measures. The SOrT metric did not show meaningful associations with other clinical variables in the MARS sample, and there
the metric for better treatment allocation from PReDICT data.CONCLUSIONS: This registered report showed no differences of
the treatment of MDD at sum-score and symptom levels. Symptom-based metrics such as the proposed SOrT metric do not in
treatments, but predictive value of symptom information requires further testing for other treatment comparisons.

BACKGROUND: There is increasing interest in global health teaching among medical schools and their students. Schools in the
considering the best structure, methods and content of global health courses. Academic work in this area, however, has tend
(specifying what global health teaching ought to look like) or descriptive (of a particular intervention, new module, elective, e
of studies have explored student perspectives on global health teaching, these have often relied on tools such as questionnai
evidence. This study instead used qualitative methods to explore medical student perspectives on global health in the contex
established in the core medical curriculum at a UK medical school.RESULTS: Fifth year medical students participated in a struc
semi-structured interviews designed to explore their knowledge and learning about global health issues, as well as their wide
and their relevance to professional development. While perspectives on global health ranged from global health 'advocate' to
acknowledged the challenges of prioritising global health within a busy curriculum.CONCLUSIONS: Students are highly alert to
issues that underpin global health. For some students, such interdisciplinarity is fundamental to understanding contemporary
others, global health is merely a topic of geographic relevance. Furthermore, some students appeared to accept global health
relevant to professionals working overseas, while others considered it to be an essential part of working in the globalised wor
medical professionals. Students also clearly noted that including 'soft' subjects and more discursive approaches to teaching an
in a programme where 'harder' forms of knowledge and didactic methods tend to dominate. This suggests that more work ne
relevance of global health to medical students at the very beginning of their studies.

This article critically examines three assumptions underlying recent efforts to advance interdisciplinary research-defined in th
collaboration between researchers across academic disciplines (e.g. Sociology, Psychology, Biology)-and examines these assu
professions education research (HPER). These assumptions are: (1) disciplines are silos that inhibit the free flowing of knowled
innovative thinking; (2) interdisciplinary research generates a better understanding of the world as it brings together research
expertise capable of tackling complex problems; and (3) interdisciplinary research reduces fragmentation across groups of res
boundaries. These assumptions are among the new beliefs shaping the contemporary academic arena; they orient academics
decisionstoward expanding interdisciplinary research and training, but without solid empirical evidence. This article argues th
adopted the premises of interdisciplinary research but has not yet debated the potential effects of organizing around these p
inspire members of the HPER community to critically examine the ubiquitous discourse promoting interdisciplinarity, and eng
future of the field informed by evidence rather than by unsubstantiated assumptions. For example: Should research centres a
encourage the development of interdisciplinary or disciplinary-trained researchers? Should training predominantly focus on m
draw more on disciplinary-based knowledge? What is the best route toward increasing the field's profile within academia and
and researchers to engage in HPER? These are questions that merit attention at the current juncture as the future of the HPE
in the present time.
The last chapter in the book is formed as a discussion among the editors of the future of salutogenesis. Four fundamental que
of the salutogenic orientation and basic ideas are discussed. The questions are: Is the future work on salutogenesis is in need
“health”? Do we think that salutogenesis is important to positive health developments, and not only to cope with stressful life
be lifted out of the misery thinking about health? Antonovsky made a proposition years ago. Salutogenesis should be a theory
happened? How can salutogenesis be more than an idea at the edge of the universe? Is there a future for salutogenesis in dis
Is there salutogenesis without sense of coherence? Is the sense of coherence without salutogenesis?

A graphical representation of the transdisciplinary pyramid, as a tool, helps us in the design of practical classroom activities th
microbiology, and, more generally, with biology. As regard to classroom implementation, we propose two main practical appr
can concretize/realize transdisciplinarity through a new design of the lesson, which shall rely on a team of four teachers/profe
from all the four levels of the pyramid. On the other hand, a class debate with a teacher–moderator shall be used as a Trojan
into the newly proposed point of view. The presence of four teachers/professors provides a rigorous study of the topics toget
quality transdisciplinarity. Conversely, the class discussion promotes student involvement and the development of critical tho
Journals (DOAJ)

One health emphasizes the interdependent health of humans, animals, and their shared environments and shows promise as
transdisciplinary approach to important ecohealth issues. Notably, research or programming explicitly examining the intersec
limited, although females represent half of the human population and play important roles in human and animal health aroun
gaps, scholars from the University of Wisconsin-Madison in collaboration with United States Department of Agriculture conve
"Women and One Health," in 2016. This paper outlines the workshop methods and highlights outcomes toward shared termi
frameworks from one health, gender analysis, and women in agriculture. Further, recommendations for education, policy, an
intersection of women's empowerment and one health are offered as important efforts toward the dual goals of gender equa
humans, animals, and their shared ecosystems.

PURPOSE: Following a series of articles reviewing the basics of cancer pain management, in this article, we develop the guidin
the concept of multimorphic pain and how to integrate it as the innovative cornerstone of supportive care in cancer.METHOD
literature analysis and clinical practice.RESULTS: This model aims to break with standard approaches, offering a more dynami
cancer pain as a singular clinical entity, taking into account its multimorphic characteristics (cancer pain experience can and w
aetiology, physiopathology, clinical presentation and consequences of pain) and the disruptive elements that can occur to infl
evolution, concomitant treatments, pain from associated diseases, comorbidities and complications, or modifications in the e
establishes the main key stages for interdisciplinary management of cancer pain: Early, personalised management that is targ
Identification, including in advance, of potential disruptive elements throughout the care pathway, using an exhaustive appro
pain, leading to patient and caregiver education; Optimal analgesic balance throughout the care pathway; Integration of this
supportive care model from the cancer diagnosis.CONCLUSIONS: Given the difficulties still present in the management of pain
often considered as a chronic condition, the concept of multimorphic pain proposes a practical, optimised and innovative app
ultimately, for patients experiencing pain.

The problem of the theoretical precariousness of psychology requires defining, at an epistemological level, its concepts and la
for finding core concepts and building more or less 'hard' theories. After reviewing some main aims and models of psychology
those of other sciences, the commentary deals with the possibility of simulating life as a tool for building evolutionary psycho
evolutionary and developmental robotics and the evo-devo models can simulate the simultaneous adaptation effects of the p
development of the embodied mind in response to the characteristics of the environment. The simulation using Artificial Inte
contribute significantly to the definition, experimentation, and validation of the models that make up the theories of psycholo
enhancing the interdisciplinarity with other sciences that study the same objects. Further studies, both epistemological and e
confirm whether this evo-devo approach can be integrated with "evolutionary psychology" and contribute to a unifying meta
science.
Computer-supported collaborative learning (CSCL) has a history of being interdisciplinary from its conception. Its beginnings h
scientists, psychologists, cognitive scientists, and educational researchers. These collaborations have been fruitful but have al
al., 2013). This article builds on the authors' extensive review of the CSCL literature to examine the nature of interdisciplinary
as well as an interdisciplinary CSCL workshop. Using a corpus of morethan 700 CSCL articles, we reported an updated analysis
used in CSCL research. In addition, bibliometric analyses examined journals that publish CSCL research and are cited by CSCL r
published in journals that are aligned with interdisciplinary research with large contributions from educational research follow
and social sciences. The contributions from domain knowledge journals are relatively weak. These analyses revealed disciplin
CSCL research and how they might differ across CSCL research clusters. Lastly, we provide a case example of a CSCL workshop
interdisciplinary nature of the field. Through these analyses we aim to characterize the benefits and challenges of interdiscipl
research. Interdisciplinarity has helped CSCL research to adopt multiple theories and methods to understand CSCL. While culti
to be mindful that research outcomes are exchanged and appropriated actively across participating disciplines so that our un
individual disciplines.

Pathology is a bridging discipline that involves both basic and clinical biomedical sciences. In this context, it includes both des
approaches, with the final goals of further understanding the anatomic and functional changes and underlying molecular eve
processes. Pathology studies mainly comprise macroscopic and microscopic examinations, and involve the visual recognition
tissues. In time elapsed to this end, it has adopted a dazzling array of methods and techniques from the most varied fields of
sciences in order to optimize tissue analysis, which will be summarized in this article.

Puberty is associated with changes in behavior and psychosocial well-being, and is important in lifelong health. We present fiv
interdisciplinary research that are important to puberty. A short history of philosophical issues instrumental in promoting ear
first presented. We discuss then what is hard and what is easy about interdisciplinary research, the purpose of which is to ale
opportunities for interdisciplinary research on puberty. Readers then are introduced to advances and obstacles in interdiscipl
Recommendations for tailoring graduate education toward interdisciplinarity are introduced. Finally, issues related to publica
and policy makers are described. The report concludes with a discussion of funding and policy issues.

Quality of care and quality of life are patient-centred, whereas medical education tends to be disease-centred. More patient-
necessary to optimise the quality of care for cancer patients. This demands new priorities in medical education, new concepts
responsibilities in medical care, and new complementary task definitions for the players involved. Goal setting and functional
innovations that can help introduce the patient-centred approach into medical practice. In the care of patients with cancer, th
patient, and family may change and diverge as the disease progresses, necessitating open discussion and bargaining. Function
quality of care can be defined differently at the four different levels of care--medical, nursing, cleaning/providing, and suppor
Instruments that maintain the focus of care on the patient's quality of life can help formalise the goal-setting process. Quality
should be adapted to the priorities of the clinical situation and implemented in basic practice routines. There is no single obje
score, and measuring instruments must take into account different quality of life options. Multidisciplinarity and multimedia e
appropriate learning instruments at the appropriate time for all those concerned.

This article provides a perspective on nature-based solutions. First, the argument is developed that nature-based solutions in
systems. Then, theoretical considerations relating to relational values, multifunctionality, transdisciplinarity, and polycentric g
Finally, a conceptual model of the social-ecological system of nature-based solutions is synthesised and presented. This conce
defines the social and ecological external and internal systems that make up nature-based solutions, and identifies theoretica
addressed at different stages of their planning and implementation The model bridges the normative gaps of existing nature-
could be used for consistent, comprehensive, and transferable comparisons internationally. The theoretical considerations ad
practitioners, policymakers, and researchers about the essential components of nature-based solutions. The conceptual mod
identification of social and ecological interconnections within nature-based solutions and the range of stakeholders and discip
BACKGROUND: Our aim is to highlight the benefits and limitations of open and non-anonymized peer review. Our argument i
responses to a survey on the reviewing process of alt.chi, a more or less open review track within the so-called Computer Hum
conference, the predominant conference in the field of human-computer interaction. This track currently is the only impleme
process in the field of human-computer interaction while, with the recent increase in interest in open scientific practices, ope
considered and used in other fields.METHODS: We ran an online survey with 30 responses from alt.chi authors and reviewers
using multiple-choice questions and Likert scales. Qualitative data were collected using open questions.RESULTS: Our main qu
respondents are more positive to open and non-anonymous reviewing for alt.chi than for other parts of the CHI conference. T
highlight the benefits of open and transparent academic discussions. The data and scripts are available on https://osf.io/vuw7
up work on http://tiny.cc/OpenReviews.CONCLUSION: While the benefits are quite clear and the system is generally well-like
remain reluctant to see it used in other venues. This concurs with a number of recent studies that suggest a divergence betwe
review process and its practical implementation.

The term "personality" is used to describe a distinctive and relatively stable set of mental traits that aim to explain the organi
personality that emerged in human psychology has been also applied to the study of non-human organisms from birds to hor
review the concept of personality from an interdisciplinary perspective, and point to some ideas that may be used for develop
theory of personality. Integrating theories and research findings from various fields such as cognitive ethnology, clinical psych
argue that the common denominator of various personality theories are neural systems of threat/trust management and the
behavioral dimensions. In this context, personality may be also conceived as a meta-heuristics both human and non-human o
predict the behavior of others. The paper concludes by suggesting a minimal computational model of personality that may gu

To a large extent, the pursuit of science takes place in universities. In this essay, I ask the following questions. Supposing there
all the knowledge mankind has ever collected and generated is somehow accessible, would we invent universities to make th
address the problems humanity faces? What should those universities perform, and what role would science play in such univ
those questions, I consider the nature of the problems dealt with by science, the knowledge needed to address those problem
the need for interdisciplinarity and the need to educate the leaders of the future, and finally, the boundaries of scientific know

BACKGROUND: Early career faculty experiences and perspectives on transdisciplinary research are important yet understudie
professors at 50 top-ranked social work programs completed an online survey assessing perspectives on the salience of trans
field, obstacles to or negative impacts of transdisciplinary training, and current environments. Content analysis and descriptiv
A large majority of all participants (N ¼ 118) believed that transdisciplinary research is important, that greater training is need
well prepared in related skill sets. They are expected to build cross-disciplinary collaborations, yet only a small minority believ
are nationally recognized as important collaborators, or that they are prepared to navigate tensions on research teams.CONC
framework of structural and training supports needed to realize transdisciplinary research in social work with relevance to oth

Over the last decades, science has grown increasingly collaborative and interdisciplinary and has come to depart in important
analyses of the development of science that were developed by historically inclined philosophers of science half a century ago
new account of the structure and development of contemporary science based on analyses of, first, cognitive resources and t
second of the distribution of cognitive resources among collaborators and the epistemic dependence that this distribution im
describe different ideal types of research activities and analyze how they differ. Finally, analyzing values that drive science tow
research activities, I shall sketch the main mechanisms underlying the perceived tension between disciplines and interdisciplin
redefinition of accountability and quality control for interdisciplinary and collaborative science.
As the number of medical and health humanities degree programs in the United States rapidly increases (Berry, Lamb and Jon
timely to consider the range of specific disciplinary (and multidisciplinary) perspectives that might benefit students enrolled in
discusses the inclusion of one such perspective from the field of Science and Technology Studies (STS.) The author asserts tha
medical and health humanities in four particular ways, by: (1) challenging the "progress narrative" around the advancement o
practice, (2) evaluating the meaning of technology, especially in how technology orients us towards sickness and how health t
social and cultural values, (3) assessing the plurality of biomedical epistemologies, rather than assuming biomedicine is one, c
that does not differ across contexts, and (4) critiquing bias in biomedical practice and science, especially in the marginalization
racial and postcolonial trajectories of contemporary biomedicine. The paper discusses the theoretical importance of these fou
and health humanities, as well as the venues for inclusion of STS within coursework and programming at Case Western Reser
comments on how programming at other institutions might be adapted to incorporate STS scholarship. By drawing on numer
anthropology, sociology, history, and the philosophy of science, this article seeks to open a conversation about the value of sc
to health humanities pedagogy.

The current coronavirus disease 2019 (COVID-19) pandemic is forcing healthcare systems around the word to organise care d
detection and effective triage and isolation of potentially infected and infectious patients are essential to preventing unneces
Since there are as yet no medications to treat or vaccines to prevent COVID-19, prevention focuses on self-management strat
education challenges for physicians doing triage and testing. This article describes a five-step process for effectively educating
suspected of being infectious and instructed to self-isolate at home. We are proposing the CEdRIC strategy as a practical, stra
patient education and health psychology science requirements. The main goal of the CEdRIC process is to give patients self-m
preventing complications and disease transmission. The COVID-19 pandemic is challenging clinicians to rapidly teach their pati
strategies while managing the inherent pressures of this emergency situation. The CEdRIC strategy is designed to deliver key i
standardize the discharge process. CEdRIC is currently being tested at triage centres in Belgium. Formal assessment of its imp

INTRODUCTION: Community-based research (CBR) in health involves both researchers and people concerned by the results o
empower populations, using their exposure to the phenomenon being studied as a starting point. The use of CBR in the field o
(TPE) is of interest, as the two share such characteristics as the desire to foster self-reliance and participation and a culture of
characterize CBR in the therapeutic patient education field.METHODS: A literature search on PUBMED using the keywords ?co
research?, ?patient education?, ?self-care? and ?self-management? retrieved 121 articles. The analysis looked at the type of
both the populations involved and the co-researchers, the collaborative actions (analysed using a grid from the literature), an
implementing these actions.RESULTS: Thirty-one studies were included. Ten consisted of methodological studies, which tende
collaborating with users in implementing TPE programmes compared to standard methods. The remaining 21 studies describe
execution of new educational programmes. We identified 5 collaborative actions that involved a preparatory phase of the res
actions that involved the prioritization, conduct, and analysis of the research and dissemination of the results. Preventive mea
methodological, organizational, ethical, and emotional difficulties.DISCUSSION: The 22 identified actions need to be confirme
grid could ultimately become a tool for guiding researchers for their researches within the CBR framework.

In the era of big science, countries allocate big research and development budgets to large scientific facilities that boost colla
capability. A nuclear fusion device called the "tokamak" is a source of great interest for many countries because it ideally gen
expected to solve the energy crisis in the future. Here, to explore the scientific effects of tokamaks, we map a country's resea
research with normalized revealed comparative advantage on five topical clusters-material, plasma, device, diagnostics, and s
dynamic topic model. Our approach captures not only the growth of China, India, and the Republic of Korea but also the decli
and the Netherlands. Time points of their rise and fall are related to tokamak operation, highlighting the importance of large
gravity model points out that two countries collaborate less in device, diagnostics, and plasma research if they have compara
topics. This relation is a unique feature of nuclear fusion compared to other science fields. Our results can be used and extend
policies for big science.
Quality is a term used by various specialists, from different perspectives, having as a common point to identify focuses that pr
institutional management. Quality processes allow us to improve assistance, reducing complication and death rates and redu
positive experience of the patient is highly valued and should be sought by all institutions. The benefits of quality procedures
of lower complication and mortality rates, cost reduction, uniformity of care, improved communication and opportunity for h
for financial investment by the institutions, but they can be converted in the future. The idea that these are just bureaucratic
individualistic attitudes are no longer part of safe medicine. The success of a quality process requires interdisciplinarity, integr
effective communication. The implementation of feasible attitudes should be sought, with a high adherence rate to seek patie
will address historical aspects, the requirements for the implementation of a quality program, the concepts of indicators and
quality in surgery, in addition to presenting benefits that such a program can offer to the surgeon and the institution.

Anciently introduced species can be confounded with native species because introduction pre-dates the first species inventor
collective memory of the introductions. The term 'cryptogenic species' denotes species of unknown or unclear status (native
territory, and disciplinary approaches are often insufficient for solving their true status. Here, we follow an integrative, multid
the status of a cryptogenic species, proposing that building on evidence from multiple disciplines can produce robust and clar
an exhaustive review of information on a putatively native crayfish (Austropotamobius italicus) in Spain. The reviewed inform
genetics and phylogeography, history, archaeology, linguistics, biogeography, ecology, symbiotic organisms and even gastron
knowledge produced by different scientific disciplines converges to indicate that A. italicus is a non-native species in Spain. Hi
identify the first introduction event: crayfish were shipped from Italy to Spain in 1588 as a diplomatic gift from Francesco I de
Spain. Previous discussions on the status of A. italicus focussed on inconclusive and often confusing genetic results and exclud
evidence available from other approaches and disciplines. Interdisciplinarity is an often-invoked but rarely implemented prac
environment that increasingly promotes narrow-focussed specialization. Our review shows that the integration of disciplines
approaches in solving scientific controversies. Our results have straightforward implications for strategies to conserve biologic
Europe, urging a debate on the appropriateness of devoting conservation efforts to non-native species.

BACKGROUND: Connected health (CH) technologies have resulted in a paradigm shift, moving health care steadily toward a m
approach. CH requires a broad range of disciplinary expertise from across the spectrum to work in a cohesive and productive
thisinterdisciplinary relationship at an earlier stage of career development may nurture and accelerate the CH developments
future health care.OBJECTIVE: This study aimed to explore the perceptions of interdisciplinary CHresearchers regarding the de
interdisciplinary education (IDE) module for disciplines currently engaged in CH research (engineers, computer scientists, hea
makers). This study also investigated whether this module should be delivered as a taught component of an undergraduate, m
facilitate the development of interdisciplinary learning.METHODS: A qualitative, cross-institutional, multistage research appro
involved a background study of fundamental concepts, individual interviews with CH researchers in Greece (n=9), and two str
sessions with CH researchers in Ireland (n=10/16). Thematic analysis was used to identify the themes emerging from the inter
feedback sessions.RESULTS: A total of two sets of findings emerged from the data. In the first instance, challenges to interdisc
including communication challenges, divergent awareness of state-of-the-art CH technologies across disciplines, and cultural
The second set of findings were related to the design for interdisciplinarity. In this regard, the need to link research and educa
practiceemerged as a key design concern. Positioning within the program context was also considered to be important with a
intervention to embed integration with later repeat interventions that maximize opportunities to share skills and experiences
raise and address challenges to interdisciplinary program design for CH based on an abductive approach combining interdiscip
education literature and the collection of qualitative data. This recipe approach for interdisciplinary design offers guidelines fo
innovators in the CH space. Gaining insight from CH researchers regarding the development of an IDE module has offered the
regarding the curriculum, timing, delivery, and potential challenges that may be encountered.
Drawing on my experiences at a teaching-focused university, I show how locating the health humanities in first-year or introd
improves learning and offers an economical, flexible, and far-reaching approach to bringing a health humanities education to
regardless of whether they aspire to careers in the health professions. In terms of improving learning, health humanities com
disciplinary aims of both fields. Accessible, relevant issues in the health humanities, such as interventions in health debates o
healthcare settings, nourish the cognitive and social conditions needed to develop college-level writing skills. The health hum
interdisciplinarity and suspending judgment also inform students' writing abilities. Composition trains students to write rheto
context, genre, mode, and other factors when addressing an audience. This approach to writing helps pre-health humanists c
compassionately about health topics as well as the larger issues they call into question. Because students enroll in health hum
an early, formative moment in their studies, they are poised to carry or "transfer" their knowledge to other courses, including
for the workforce.

Community psychology's history has traditionally been described within the context of U.S. history, silencing contributions fro
Americas, Asia, the Pacific Islands, and Africa. In a MA/PhD specialization in Community Psychology, Liberation Psychology, In
Ecopsychology at Pacifica Graduate Institute, we are attempting to steer into critical dialogues about modernity, coloniality, a
examining our curriculum and pedagogy, including our approaches to fieldwork and research. Turning to Indigenous psycholo
race theorists, and cultural workers within the U.S. and from the Global South, we are attempting to challenge coloniality in th
psychology, and in our own thinking and teaching to unmask hegemonic assumptions and open space for decolonial theory a
explore ways in which we are working with our graduate students and faculty to co-construct a decolonial curriculum that int
knowledges from historically silenced locations, as well as anti-racist and other decolonial praxes can co-exist and thrive.

The institution of specific Occupational Health and Safety (OHS) training programs open to international trainees from develo
European, American and Asian universities is now a well-established reality. Courses and seminars that focus particularly on t
approach and duration, have been held for years at these universities; these academic institutions have combined their poten
developing countries with the scheduling of interesting lectures and training activities, depending on the availability of funds
lodging costs. Interdisciplinarity is the key to the entire program and is its main strength, as the trainees have the opportunity
notions and methodological aspects of different disciplines (occupational health, industrial hygiene, safety management, ergo
firmly believe that these programs are a precious instrument for the training of occupational health professionals from low-in
able to address their choices correctly, hopefully achieving the goal of reducing the human costs of development.

BACKGROUND: The aim of this study was to report on key informant opinions of Councils on Chiropractic Education (CCE) reg
reporting on improving accreditation standards and processes for chiropractic programs (CPs).METHODS: This qualitative stud
structured interviews with key experienced personnel from the five CCEs in June and July of 2018. The interviews consisted o
range of issues surrounding accreditation, graduate competency standards and processes. All interviews were audio-recorded
transcripts were analysed to develop codes and themes using thematic analysis techniques assisted by NVivo coding software
COREQ guidelines for qualitative studies.RESULTS: Six themes were isolated from the interview transcripts; they were: profes
family; to focus on outcomes or be prescriptive?; more resources please; inter-profession integration; and CPs making ends m
need for CCEs standards and processes to improve interdisciplinarity while at the same time preserving the 'uniqueness' of ch
informants viewed CCEs as carrying out their functions with limited resources while simultaneously dealing with vocal dispara
views were observed on how CCEs should go about their business of assessing chiropractic programs for accreditation and re
An overarching confounder for positive changes in CCE accreditation standards and processes is the inability to clearly define
such as 'chiropractic' and its resultant scope of practice. This is said to be because of vocal, diverse and disparate interest gro
profession. Silence or nebulous definitions negotiated in order to allow a diversity of chiropractic practice to co-exist, appears
hindered the activities of CCEs. Recommendations are made including an adoption of an evidence-based approach to accredi
and the use of expertise from other health professions. Further, the focus of attention should be moved away from professio
protection of the public and the patient.
Physician-scientists are individuals who actively participate in patient care, have undergone additional research training, and
time to research. Physician-scientists are traditionally the primary catalysts in bridging the translational gap-that is, the failure
knowledge in the pathobiology of disease with advances in health care and health policy in a timely manner. However, there
training physician-scientists, and financial support for the physician-scientist is diminishing globally, causing the translational g
health care system and cultural and geographic diversity, Canada can serve as a unique case study in understanding how to a
national priority. To this end, a Canadian national consensus conference was convened to develop recommendations for train
supports for physician-scientists. Five recommendations were generated: (1) Establish an independent, national council whos
Canadian oversight of physician-scientist training programs; (2) develop capacity for funding and mentorship support for phys
coherent networks across a broad range of clinician-scientists, including physician-scientists, to reflect the unique cultural and
and to reflect the interdisciplinarity of health research; (4) ensure that medical school curricula integrate, as a core curriculum
the scientific basis of health care, including research methodologies; and (5) ensure that the funding of the physician-scientist
and distinct from the operational funding provided to the training program itself.

BACKGROUND: Rising numbers of patients with multiple-conditions and complex care needs mean that it is increasingly impo
specialty areas to work together, alongside other members of the multi-disciplinary team, to provide patient centred care. Ho
boundaries and silos within the medical profession may challenge holistic approaches to patient care.METHODS: We used Q m
postgraduate trainees (n = 38) on a range of different specialty programmes in England and Wales could be grouped based on
statements about 'being a good doctor'. Themes covered in the Q-set include: generalism (breadth) and specialism (depth), in
multidisciplinary team working, patient-centredness, and managing complex care needs.RESULTS: A by-person factor analysis
perspectives within our participant group (P-set). Despite high levels of overall commonality, three groups of trainees emerge
on being a good doctor. We describe the first group as 'generalists': team-players with a collegial and patient-centred approa
group of 'general specialists' aspired to be specialists but with a generalist and patient-centred approach to care within their s
groups can be contrasted to those in the third 'specialist' group, who had a more singular focus on how their specialty can he
Whilst distinct, the priorities and values of trainees in this study share some important aspects. The results of our Q-sort analy
helpful to understand the relationship between generalism and specialism as less of a dichotomy and more of a continuum th
secondary care settings. A nuanced understanding of trainee views on being a good doctor, across different specialties, may h
interdisciplinary working.

Gastrointestinal (GI) cancers are common in all parts of the world. Effective prevention and early detection of GI cancers are n
Therefore, it must be anticipated that the incidence and the mortality of GI cancers will remain high within the next decades.
Medical Oncology (ESMO) Gastrointestinal Cancer Faculty aims to increase the skills of medical oncologists and other disciplin
malignancies. We aimed to increase the survival chances for patients with GI cancers, augment their quality of life and enable
social and professional life during the period of survivorship. ESMO also aims to decrease the economic burden of GI cancer in
healthcare systems. Therefore, the ESMO Gastrointestinal Cancer Faculty initiated a consensus process based on the Delphi m
important educational needs of physicians who are concerned with GI malignancies. This paper summarises the process and i
mission of ESMO in education.
BACKGROUND: The social-ecological systems theory, with its unique conception of resilience (social-ecological systems & resi
operational framework that currently best meets the need for integration and adaptive governance as encouraged by the Sus
SESR accounts for the complex dynamics of social-ecological systems and operationalizes transdisciplinarity by focusing on co
co-creation, decentralized leadership and social innovation. Targeting Social Innovation (SI) in the context of implementation
diseases (VBD) control offers a low-cost strategy to contribute to lasting and contextualized community engagement in diseas
development in low and middle income countries of the global south. In this article we describe the processes of community
transdisciplinary collaboration underpinning community-based dengue management in rural primary schools and households
METHODS: Multiple student-led and community-based interventions have been implemented focusing on empowering educa
behavioral change and participatory epidemiology mapping in order to engage Cambodian communities in dengue control. W
significance of the participatory processes that have contributed to the design of SI products that emerged following iterative
stakeholders to address the dengue problem. RESULTS: The SI products that emerged following our interaction with commun
mosquito traps made locally from solid waste collections, 2) revised dengue curriculum with hands-on activities for transform
distribution systems led by community members, 4) co-design of dengue prevention communication material by students and
community mapping. CONCLUSIONS: The initiative described in this article put in motion processes of community engagemen
of dengue control interventions tools by community stakeholders, including school children. While the project is ongoing, the
implemented have contributed to the emergence of culturally relevant SI products and provided initial clues regarding 1) the
emerge, 2) specific mechanisms by which it happens and 3) how external parties can facilitate SI emergence. Overall there se
be made in supporting SI as a desirable outcome of project implementation towards building adaptive capacity and resilience
supporting this project implementation as an operational guiding document for other VBD adaptive management in the regio

BACKGROUND: It is widely accepted that early childhood intervention for children with disabilities should address the assessm
holistically.Documenting both assessment and intervention is important to support provision effectively. In England, the offici
needs and provision for children with special educational needs and disabilities is the Education Health and Care plan. This do
professional collaboration and a focus on children's holistic participation, rather than diagnosis.AIM: To examine the consiste
outcomes and needs of young children with disabilities in England, as described in their Education Health and Care plans. MET
children were examined and the relationships between documented needs, outcomes and provision actions analysed. RESUL
children's individual needs, than to their diagnoses, when needs are described in sufficient detail; interdisciplinarity leads to h
provision and outcomes. However, more needs to be done to support professionals in developing higher quality needs descri
collaborations. IMPLICATIONS: Training and interdisciplinarity with a common language between professionals have the pote
observed challenges regarding consistency between provision, needs and outcomes.

BACKGROUND: Medical Technology (MT) provides innovative instrumentation and methods designed for the purpose of impr
therapy and rehabilitation. MT rooting in science, engineering and the biosciences is characterized by its inter- and transdiscip
status of MT is described emphasizing the five aspects: (1) review of milestones, (2) the impact of MT on the health care syste
significance of MT, (4) the financial resources dedicated to research and development in MT, and (5) the challenges for educa
material used is a government issued survey on the situation of MT in Germany, data of health care authorities and congress
on Medical Physics and Biomedical Engineering 2005. RESULTS: The following fields of MT have emerged in recent years and
development: BioMEMOS, imaging technology, minimally invasive surgery, computer assisted diagnosis, therapy and treatme
health/telemedicine/ networking, and medical engineering for regenerative medicine. Development of MT is driven by the fo
individualized diagnosis enables better treatment, (2) MT enhances cost effectiveness in health care, (3) MT is an economic fa
cycles, a roughly 50% export share and a 6% growth rate in turnover during the last 10 years. A downward tendency of the do
challenge for appropriate measures in improving both the economic and the academic infrastructure, in particular by targete
and education. CONCLUSION: The impact of MT on prevention, diagnostics, therapy and rehabilitation is significant and still in
spreading in all medical areas, the high innovation rate, and the potential to improve health care, MT is considered one of the
future.
Transdisciplinary research and collaboration is widely acknowledged as a critical success factor for solution-oriented approach
sustainability challenges, such as biodiversity loss, pollution, and climate-related hazards. In this context, city governments' en
is generally seen as a key condition for societal transformation towards sustainability. However, empirical evidence is rare. Th
assessment of a joint research project on ecosystem services and climate adaptation planning (ECOSIMP) undertaken by four
municipalities. We apply a set of design principles and guiding questions for transdisciplinary sustainability projects and, on th
supporting university-municipality collaboration. We show that: (1) selecting the number and type of project stakeholders req
consideration of the purpose of societal actors' participation; (2) concrete, interim benefits for participating practitioners and
continuously discussed; (3) promoting the 'inter', i.e., interdisciplinary and inter-city learning, can support transdisciplinarity a
sustainability and long-term change. In this context, we found that design principles for transdisciplinarity have the potential
shortcomings, even when transdisciplinarity is not an explicit aim, and (5) address differences and allow new voices to be hea
guiding questions to address shortcomings and inspire reflexivity in transdisciplinary projects.

PAIN AND PAIN IMPACTS: Chronic pain experienced by care receivers who live in their own homes is an issue of great importa
intensity. The impacts of pain in this vulnerable group are manifested particularly in the form of marked adverse effects on m
activity.COMMUNICATING ABOUT PAIN IN AMBULATORY CARE SERVICES: Both physicians and staff of the ambulatory care se
too rarely about pain, its intensity and duration, with the pain-affected care receiver.MEDICATION-BASED PAIN THERAPY: The
provided by ambulatory care services for pain-affected care receivers needs to be checked to ensure that medication is appro
prescription of continuous and acute medication, and the clear information on dosage and dosing intervals is given on binding
charts.INTERDISCIPLINARY RESOURCES: Too little attention has been paid up to now to the challenges of interdisciplinary care
ambulatory care setting, although interdisciplinarity in pain management has long been a stated requirement. Multidisciplina
guidelines and standards is the key to appropriate pain management. The interface communication between professional gro
order to provide adequate care for the care receiver.

The correspondences and disparities between how artists and anatomists view the body have historically been a source of cre
this imaginative interdisciplinarity sustained and expressed in a contemporary context? In this review I suggest that contempo
body, and the corresponding biomedical and architectural spaces where the body is investigated, are engendering innovative
stimulate new relationships between art and anatomy. Citing a number of examples from key artists and referencing some of
research, I posit that creative cross-fertilization provokes a discourse between mediated public perceptions of disease, death
remains, and the contemporary reality of biomedical practice. This is a dialogue that is complex, rich and diverse, and ultimat
anatomy.

BACKGROUND: VERAS survey multicenter project, carried out in 2011-2012, evaluated the quality of life (QoL) of students fro
schools.AIM: To evaluate QoL of undergraduate medical students, taking Veras-q national data as comparison.MATERIAL AND
QoL of 197 medical students in a Brazilian private medical school at Salvador, Bahia, Brazil in 2014. Students in the first two ye
those in years three and four were grouped in Phase II. Those in the internship (fifth and sixth years) were grouped in Phase I
Phase I group had better QoL averages than those from Phase II. Phase I students presented significantly (p < 0.05) better sco
of Time domains. Compared to Phase II students, those in Phase III obtained better scores in the Physical and Environmental
significantly lower (p < 0.01) scores than male students in Physical, Psychological and Use of Time domains. Compared to the
students had higher (p < 0.01) scores in all domains, except for the Physical domain in Phase II (p < 0.4352).CONCLUSIONS: Th
quality of life than those surveyed in the national Veras-q study. Female students had lower scores. Adjusted schedules and lo
consequences of effective interdisciplinarity in curricular components, may have contributed to higher students' QoL;
This article aims to establish a profile of research production by professors in the field of Human and Social Sciences in Health
programs in Public Health, focusing on the period from 2004 to 2012 (three consecutive three-year of the assessment by the
Coordinating Board - CAPES), as well as the researchers' views of the publishing process and the main challenges. The data so
assessment notebooks from 2004 to 2012 and the research output recorded in the Curriculum Lattes database for 176 profes
accredited in the graduate studies programs in Public Health in the same period, obtained from the ScriptLattes tool. Online q
anonymously by 59 researchers, besides in-depth semi-structured interviews with 19 researchers from different generations,
authors' perceptions from both data sources on the field's recent situation. Research output in HSSH increased by 60.49% in t
25.22% in the production of books in the period studied (62.36% of the research output was published in the form of articles)
researchers did not increase during the period, which may be explained by the difficulty in accreditation in the graduate studi
pressure to publish. Researchers from the field expressed dissatisfaction with various aspects of the science publishing proces
assessment, including the push for "productivism", overlooking differences between areas in research production tempos and
compromise Public Health's inherent interdisciplinarity.

Adopting human rights approach to health carries many benefits, because it emphasizes the equality of all persons and their
foundation of the health care system. It also argues that promotion and protection of health are fundamentally important soc
on the needs of the most disadvantaged and vulnerable communities, balances individual needs with the common good, and
some practical issues, such as organization of interdisciplinary education and work, and different use of the language, which o
The relationship between human rights and health is a reciprocal one, and can be beneficial or harmful. For the relationship t
the differences between human rights and public health approach to health, centered around the perspective taking, attitude
professionals, need to be acknowledged and reconciled, and the need for interdisciplinarity adequately fulfilled.

In 2014, the UK-based Nuffield Council on Bioethics carried out a series of engagement activities, including an online survey to
and 15 discussion events at universities around the UK to explore the culture of research in the UK and its effect on ethical co
of research. The findings of the project were published in December 2014 and the main points are summarised here. We foun
in their work to find out more about the world and to benefit society, and that they believe collaboration, multidisciplinarity,
important for the production of high quality science. However, in some cases, our findings suggest, the culture of research in
does not support or encourage these goals or activities. For example, high levels of competition and perceptions about how s
and funding are reportedly contributing to a loss of creativity in science, less collaboration and poor research practices. The p
action for funding bodies, research institutions, publishers and editors, professional bodies and individual researchers.

Background: The forced and time-critical changeover to digital teaching and learning formats in the summer semester 2020 b
challenges for the teaching staff of the Faculty of Medicine at the University of Regensburg. Didactic and personnel support o
preparation, creation, and supervision of digital teaching materials became necessary. Project description: Since interdisciplin
in finding creative solutions, an interdisciplinary student e-tutor team was established at the Faculty of Medicine to support t
courses. After their initial basic training the e-tutors had regular team meetings and internal mini-training sessions to ensure t
development. The e-tutors could be "requested" by clinical teaching staff and then accompanied the respective course prepa
required. Results and discussion: Both clinical teachers and students perceived the student e-tutors' support to be very positi
interdisciplinarity of the team as an important learning resource and their work as an exciting and instructive task. Conclusion
positive experiences with the e-tutors, the faculty is striving to establish sustainable digital teaching and learning services in t
Applying scientific knowledge to confront societal challenges is a difficult task, an issue known as the science-practice gap. In
scientific evidence has been seldom used directly to support decision-making, despite calls for an increasing role of ecological
for a sustainable future. To date, multiple causes of the science-practice gap and diverse approaches to link science and practi
have been proposed. To foster a transparent debate and broaden our understanding of the difficulties of using scientific know
perceived causes of the science-practice gap, aiming to: (i) identify the perspectives of ecologists and conservation scientists o
the predominance of these perspectives over time and across journals, and (iii) assess them in light of disciplines studying the
making. We based our review on 1563 sentences describingcauses of the science-practice gap extracted from 122 articles and
scientists on how to classify these sentences. The resulting process-based framework describes three distinct perspectives on
knowledge and actors in the science-practice interface. The most common perspective assumes only scientific knowledge sho
a one-way knowledge flow from science to practice and recognizing flaws in knowledge generation, communication, and/or u
both scientists and decision-makers should contribute to support practice, perceiving a two-way knowledge flow between sci
knowledge-production/integration processes, which, for several reasons, are perceived to occur infrequently. The last perspe
assumes scientists should put their results into practice, but they rarely do. Some causes (e.g. cultural differences between sc
are shared with other disciplines, while others seem specific to Ecology and Conservation (e.g. inadequate research scales). A
of three general types of solutions, depending on whether the causal factor can (e.g. inadequate research questions) or canno
changed, or if misconceptions (e.g. undervaluing abstract knowledge) should be solved. The unchanged predominance of the
may be associated with the prestige of evidence-based conservation and suggests that debates in Ecology and Conservation l
disciplines towards bidirectional views ascribing larger roles to decision-makers. In turn, the two-way perspective seems prim
traditions historically isolated from mainstream conservation biology. All perspectives represented superficial views of decisio
limits to human rationality, complexity of decision-making contexts, fuzzy science-practice boundaries, ambiguity brought abo
types of knowledge use. However, joint knowledge-production processes from the two-way perspective can potentially allow
making processes, explicit discussions of values and multiple types of science use. To broaden our understanding of the interf
science-practice linkages, we argue for dialogue among different research traditions within Ecology and Conservation, joint kn
between scientists and decision-makers and interdisciplinarity across Ecology, Conservation and Political Science in both rese

BACKGROUND: There are shortcomings in medical practitioners' capacity to adapt to the particular needs of people experienc
vulnerability. Clinical traineeships create opportunities for the acquisition of knowledge, competencies, attitudes, and behavi
question the learnings to be made through classical clinical training pathways. This article explores the learnings gained from
a community-based clinical setting intended for patients experiencing social vulnerability and operating under an alternative
knowledge, there is little research intended to identify and understand what medical trainees gain from their experience in su
exploratory qualitative study is based on twelve interviews with practicing physicians who completed a traineeship at La Mais
and three interviews conducted with key informants involved in traineeship management. Based on Mezirow's theory of tran
were analyzed according to L'Écuyer's principles of qualitative content analysis. NVivo software was used.RESULTS: The main
traineeship are related to (1) greater awareness of beliefs, assumptions and biases through prejudice deconstruction, cultura
on own limitations, power and privileges; (2) the development of critical perspectives regarding the health care system; (3) a
practice involving a less stigmatizing approach, advocacy, empowerment, interdisciplinarity and intersectorality; and (4) stren
and future practice orientation including confirmation of interest for community-based practice, the identification of criteria f
setting, and commitment to becoming an actor of social change. Certain characteristics of the setting, the patients and the lea
shown to be factors that promote these learnings.CONCLUSIONS: This article highlights how a traineeship experience within a
clientele experiencing circumstances of social vulnerability and operating under an alternative paradigm presents an opportu
and health practice transformation toward renewed values of health equity and social justice. Our findings suggest medical tr
clinical settings are a promising lead to foster the development of fundamental learnings that are conducive to acceptable an
experiencing social vulnerability.
In the age of globalization, economic growth and the welfare of nations decisively depend on basic innovations. Therefore, ed
important advantage of competition in highly developed countries with high standards of salaries, but raw material shortage.
innovations will arise from problem-oriented research, crossing over traditional faculties and disciplines. Therefore, we need
dialogue to choose transdisciplinary problems (e.g., environment, energy, information, health, welfare) and to cluster new po
clusters of research during the excellence initiative at German universities are examples of converging sciences. The integratio
sciences as well as medicine can only be realized if the research training programs (e.g., graduate schools) generate a conside
multidisciplinary experience, international networking, scientific and entrepreneurial know-how, and personality developmen
is presented as an example of an interdisciplinary center of research and teaching at the Technical University of Munich.

OBJECTIVE: &#8220;Health service&#8221;, a French national service-learning program for health profession students, was la
developing knowledge and skills in health promotion and prevention. The purpose of this study was to assess the local implem
among medical, pharmacy, midwifery and physical therapy students at the Grenoble Alps University.METHODS: Relevant data
placement reports, the directors&#8217; feedback forms and an on-line questionnaire for students. We described the teams,
publics, the students&#8217; satisfaction and directors&#8217; satisfaction.RESULTS: 400 students participated in this service
medical students, 93 pharmacy students, 39&#160;midwifery students and 61 physical therapy students). 92&#160;teams to
including 90 secondary schools. 96.0% of the students were in interprofessional teams. Of 7,926&#160;people reached, 7,872
school pupils. The main issues addressed were the substance-use prevention program based on life skills development, Unplu
screen time and cyberstalking (17 schools).CONCLUSIONS: This program achieved interprofessional education and practice, w
activities. Interdisciplinarity was a core strength of the &#8220;Health service&#8221;. Areas for improvement were the com
reimbursement of transportation expenses.

The aim of this study was to use the scientific literature to identify interdisciplinary interventions for rehabilitation during the
patients who underwent total laryngectomy. We systematically researched controlled descriptors: laryngectomy, patient care
team/manpower, patient care team/methods, patient care team/utilization and rehabilitation. We performed a qualitative na
549 articles. Of these, 113 were duplicates, 398 were excluded during the analysis of the title and abstract, 1 was excluded fo
were excluded after reading the article in full, resulting in 33 included articles. The articles addressed different types of interd
vocal, olfactory, pulmonary and alimentary rehabilitation; comparisons of prosthetic devices; and descriptions of practices for
rehabilitation. Although the interventions found in the literature were effective in the rehabilitation of the total laryngectomi
interdisciplinarity was not evidenced but was highlighted in these studies as a factor for improvement in terms of practical as

The aim of this study was to use the scientific literature to identify interdisciplinary interventions for rehabilitation during the
patients who underwent total laryngectomy. We systematically researched controlled descriptors: laryngectomy, patient care
team/manpower, patient care team/methods, patient care team/utilization and rehabilitation. We performed a qualitative na
549 articles. Of these, 113 were duplicates, 398 were excluded during the analysis of the title and abstract, 1 was excluded fo
were excluded after reading the article in full, resulting in 33 included articles. The articles addressed different types of interd
vocal, olfactory, pulmonary and alimentary rehabilitation; comparisons of prosthetic devices; and descriptions of practices for
rehabilitation. Although the interventions found in the literature were effective in the rehabilitation of the total laryngectomi
interdisciplinarity was not evidenced but was highlighted in these studies as a factor for improvement in terms of practical as

In this position paper, I examine how the history, philosophy and sociology of science (HPS) can contribute to science educati
pandemic. I discuss shortcomings in the ways that history is often used in school science, and examine how knowledge of pre
teaching about COVID-19. I look at the potential of issues to do with measurement in the context of COVID-19 (e.g. measurem
introduce school students to issues about philosophy of science, and I show how COVID-19 has the affordance to broaden an
that students typically meet in biology lessons. COVID-19 also provides opportunities to introduce students to sociological wa
and questioning human practices. It can also enable students to see how science, economics and politics inter-relate. In the fi
that there are strong arguments in favour of an interdisciplinary approach in tackling zoonoses like COVID-19 and that there i
interdisciplinarity in school science lessons when teaching about socio-scientific issues and issues intended to raise scientific l
This paper shows how the Rao-Stirling diversity index may be extensively used for positioning and comparing institutions inte
decompositions of this index make it possible to explore different components of the diversity of the cited references in a cor
aims at demonstrating how these bibliometric tools can be used for comparing institutions in a research field by highlighting c
institutions strategies. To make the method available and easy to use for indicator users, this paper first recalls a previous res
Rao-Stirling index into multidisciplinarity and interdisciplinarity components, then proposes a new decomposition to further e
collaborations and finally presents an application to Neuroscience research in French universities.

(1) Background: Although HIV has not diminished in importance in Canada, the field of HIV research remains small, and the gr
pursue careers within it feel isolated and uncertain about their professional skills and opportunities. Universities Without Wa
to help redress these shortcomings. This paper presents a case study of UWW, a non-credit training program for emerging HI
particular, we focus on the possibilities of experiential learning via online and blended delivery. UWW uses both online and in
teach engaged scholarship, interdisciplinarity, community-based research (CBR), intervention research, and ethics. (2) Metho
elucidated the research question: "What are the factors that make Universities Without Walls a viable training environment i
field?" Focus groups were conducted with 13 UWW key stakeholders in 2012 during a program mid-point evaluation; in 2014
interviews with the three directors were conducted by a UWW fellow (the 4th author of this paper), and in 2019 the authors
anecdotal evidence, which had been incorporated as thick description. In addition, fellows' self-assessments via portfolio and
assessments were included. We also thematically analyzed 65 student self-reports (2009-2015). (3) Results and Discussion: Ea
months to one year and was comprised of: a) sustained mentorship from the co-directors (e.g., phone conversations, assistan
reference, etc.); b) fortnightly online webinars that aim to develop fellows' knowledge of community-based research (CBR), re
research, and interdisciplinary research; c) community service learning in the form of a "field mentoring placement"; d) face-t
fellows and mentors, most notably at the week-long culminating learning institute; e) a stipend for fellows to carry out their t
pedagogical framework features experiential learning, critical pedagogy, and heutagogy made manifest in the field mentoring
service learning), mentorship mediated by technologies, and in-person learning institutes. Our analysis showed that experien
UWW's a) transparency about its "implicit curriculum", the attitudes, values, character, and professional identity imparted in
overarching programmatic elements, such as commitment to diversity, the inclusion of those with lived experience, the flexib
procedures, interdisciplinary faculty, flexible team, administrative structure, and valuing of technology in conducting research
curriculum co-designing and co-teaching, and c) sustaining a community of practice. The main results reported in our case stu
outcomes" for UWW fellows, such as developing a "social presence" as a precursor to lasting professional connections; learni
based research, intersectionality, and interdisciplinarity by interacting online with persons living with HIV, leaders in the field,
(including nonprofit staff and policymakers). (4) Limitations: While fellows' self-evaluation data were collected by an independ
to the extent this was possible, the co-authors inevitably bring their preconceptions and positive biases to UWW's assessmen
function outside of traditional academic structures, it is unlikely that the UWW program could be transferred to a post-secon
UWW was also built for the socio-political environment of HIV health research. (5) Conclusions: The experiences of those invo
that explicit curricular components-such as interdisciplinarity, community-based research, intervention research, and applied
a blended delivery when combined with opportunities to apply the knowledge in ways, such as a field mentoring placement a
to this outcome, our case study describes that implicit curricular components in the formation of a professional-the sense of s
student, and community member-can also be delivered through a blended model. However, the tools and activities need to b
their context, while pushing their disciplinarian and professional boundaries.

Zagaria, Andó́ and Zennaro (in this issue) have offered that the discipline of psychology is fraught with conceptual chaos and a
have also assessed psychology to be a soft science, with much potential to be a hard science, should it allow itself to be unifie
evolutionary psychology. With this approach, psychology would transition from its pre-paradigmatic to a paradigmatic status.
question their premise, method and conclusion, and finally submit that the preoccupation with paradigm is connected with a
knowledge production. Psychological constructs are not ostensive in nature and cannot be treated as matter is in the hard sci
nor desirable. Additionally, such constructs are located in various theoretical perspectives, necessary to understand their mul
the proposal of evolutionary psychology as an alternative meta-theory. Psychology is essentially a human endeavor, and we m
follow the acultural Euro-American vision of positivist science, and instead build an enterprise that can be plural, contextually
complexity and interdisciplinarity needed to be truly successful at approaching the human condition.
We introduce a new metric for interdisciplinarity, based on co-author publication history. A published article that has co-auth
publication histories can be deemed relatively "interdisciplinary," in that the article reflects a convergence of previous researc
outlets. In recent work, we have shown that this interdisciplinarity metric can predict citations. Here, we show that the journa
contain collaborations that are relatively high on this interdisciplinarity metric, at about the 80th percentile of all journals acr
sciences. Following on Goldstone and Leydesdorff (2006), we describe how scientometric tools provide a valuable means of a
science in broader scientific work, and also as a tool to investigate teamwork and distributed cognition. We describe how dat
may facilitate this exploration without relying upon rapidly changing discipline and topic keywords associated with publication

The objective of this article is to provide insight in the five-step development process of the best evidence, best practice inter
children 'AanTafel!'. A set of requirements for intervention development was developed to guide the data inquiry: the use of
tailoring, multi-disciplinarity, duration/frequency and evaluation and monitoring. Step I retrieved evidence from clinical guide
review with meta-analysis (Step II) and an extended literature review (Step III). Evidence was consistent with regard to parent
including diet, physical activity and behaviour change techniques and tailoring to age. However, no evidence or inconsistent e
theory-basis, group-versus-individual sessions, face-to-face contact versus Internet-mediated contact, which disciplines to inv
as well as intervention duration and intensity. Hence, practice-based insights from parental interviews (Step IV) and involved
subsequently integrated to the intervention 'AanTafel!' (Step V). 'AanTafel!' is a multi-component, multi-disciplinary, family-b
specific intervention, which is tailored to individual children and families with a duration of 1 year, and using a combination o
as well as a Web-based learning module. Changes in scientific working principles with regard to data collection, reporting and
required. Practice and science may benefit from close collaboration in designing, implementing and evaluating interventions.
The roots of interdisciplinary of medical informatics are sought through the analysis of the themes approached by the pionee
included in the study comes mostly from "personal stories" of European these scientists collected by IMIA WG History as well
notes. Most researchers came from the technical-scientific field, but the double specialization was very common. The propor
approaches are discussed. The roots of medical informatics interdisciplinary were formed during the pioneering period, when
chapters of medical informatics took contour.

OBJECTIVES: To identify approaches for an effective patient-centred care of depressed employees, we investigated occupatio
psychotherapists' (PTs) knowledge about job stressors on the development of depression, application of this knowledge, inte
perceived barriers.STUDY DESIGN: A cross-sectional online survey.PARTICIPANTS: OPs (163; 48.5% male) and PTs (69; 43.5% m
on the survey out of 257 OPs and 112 PTs who started the survey. There have been 458 (OPs) and 821 (PTs) initial clicks.METH
were the importance ratings of specific job stressors, the frequency of asking patients about those stressors, the need for inte
well as perceived barriers for cooperation. We performed multivariate analysis of variance, intraclass correlation coefficients
order correlations.RESULTS: The achieved response rate for OPs was 56.1% and for PTs 13.6%. Both disciplines agreed on the
regarding depression (ICC=0.90; 95% CI: 0.54 to 0.98), but both ranked these factors differently from the current state of rese
application, OPs showed positive associations between the importance of job stressors and the frequency of asking employee
(rs=0.20, p=0.005)) and PTs for social stressors (eg, interpersonal conflicts (rs=0.38, p=0.001)). OPs (mean=3.41) reported a hi
interdisciplinary cooperation than PTs (mean=3.17; F(1,230)=7.02, p=0.009). Furthermore, cooperation was reported as diffic
barriers (eg, time restriction) as more hindering (mean=3.2) than OPs (mean=2.8; F(1,171)=8.16, p=0.005).CONCLUSIONS: Bot
relevance of job stressors as risk factors for depression, but should be encouraged to ask employees more frequently about th
interdisciplinary cooperation and possible barriers are discussed. It is crucial to emphasise the meaning of sufficient cooperati
improving patient-centred care especially for employees suffering from depression is necessary.

OBJECTIVE: analyze the social representation of undergraduates from the health area in which were scholars of PET-Saúde of
Aloísio Teixeira Campus about this program and its contribution to the respective professional training.METHOD: This is an ex
with a qualitative approach. A total of 38 undergraduates participated, and a professional socioeconomic questionnaire and s
used to collect data. To analyze the data, thematic content analysis was used.RESULTS: The results showed that PET-Saúde in
health professionals and community, seeking the interdisciplinarity and the interrelation of those involved, articulating the sc
common sense for the transformation of the health service.CONCLUSION: The program encourages population's empowerme
thinking of undergraduates and professionals about the health-disease process and acts as a source of transformations in the
in response to the demands of the Unified Health System (SUS).
An increasing number of research programs seek to support adaptation to climate change through the engagement of large-s
that span countries and continents. While transdisciplinary research processes have been a topic of reflection, practice, and r
trends now mean that the global change research community needs to reflect and learn how to pursue collaborative research
shares insights from a seven-year climate change adaptation research program that supports collaboration between more tha
practitioners across four consortia and 17 countries. The experience confirms the importance of attention to careful design fo
collaboration, but also highlights that this alone is not enough. The success of well-designed transdisciplinary research proces
by relational and systemic features of collaborative relationships. Relational features include interpersonal trust, mutual resp
systemic features include legal partnership agreements, power asymmetries between partners, and institutional values and c
large-scale collaborative science efforts, enablers of transdisciplinary collaboration include dedicated project coordinators, lea
availability of small amounts of flexible funds to enable nimble responses to opportunities and unexpected collaborations.

The initiation of Horizon 2020--the European Union's 8th Framework Programme for Research and Innovation, allotted a bud
an opportunity to review France's participation in previous Framework Programmes. Indeed, French participation does not m
importance or its financial investment. While France contributed 16.5 to 17% of the EU's 7th Framework Programme research
funding of coordinated projects in which French teams are participating stands at around 12.5 to 13%, a shortfall of 600 millio
depends on the type of activity, French participation in clinical research appears to be smaller than that of its neighbours, wit
calls for proposals. While France has many assets, which include the assured funding of clinical research, structured thematic
major national programmes, it suffers from the dilution of resources due to France's regional development policy, the lack of
ignorance of both the medical and scientific community and the institutions to which they belong as to how Horizon 2020 act
types of strategy to encourage proposals for coordinated clinical research projects or projects involving French teams, and to
applications: Broaden the vision of our children, students and colleagues, helping them to adapt to the globalisation of knowl
educational and professional lives. Recognise the value of European actions to influence the European landscape and change
project initiators by pooling skills within a limited number of expert centres designed to assist them in their funding applicatio
children, students and colleagues, helping them to adapt to the globalisation of knowledge throughout their educational and
the value of European actions to influence the European landscape and change mentalities. • Help and support project initiat
limited number of expert centres designed to assist them in their funding application.

Universities have traditionally been places where individual scholars work on individual topics, in individual disciplines, with in
large research institutions include all the major disciplines, faculty and students remain in their schools or colleges, rarely cros
Matters do not improve once knowledge is generated. Each discipline has its own journals, its own conferences, and its own p
academy was designed to support unparalleled expertise in specialized knowledge. However, universities are beginning to rea
challenges we face are systems problems and can only be solved by systems thinking and systems solutions. Climate change,
scarcity, and unsustainable population growth are just a few of the planetary health crises that require interdisciplinary partn
we are beginning to see early signs of a shift toward, and even normalization of, interdisciplinary collaboration. In fact, some
members from different fields as a stipulation for funding. Interdisciplinary research permits cross-field benefits in which the
knowledge sets is greater than the sum of its parts. Innovation increases and previously elusive solutions become possible. Th
closely aligns with the vision and mission of interdisciplinarity and offers a philosophical framework to guide teaching and res
In science policy, it is generally acknowledged that science-based problem-solving requires interdisciplinary research. For exa
funding programs such as Horizon 2020 that aim to stimulate interdisciplinary research. Yet the epistemological processes tha
interdisciplinary research are poorly understood. This article aims at an epistemology for interdisciplinary research (IDR), in pa
world' problems. Focus is on the question why researchers experience cognitive and epistemic difficulties in conducting IDR. B
literature it is concluded that higher-education is missing clear ideas on the epistemology of IDR, and as a consequence, on ho
that the lack of philosophical interest in the epistemology of IDR is due to a philosophical paradigm of science (called a physic
prevents recognizing severe epistemological challenges of IDR, both in the philosophy of science as well as in science educatio
alternative philosophical paradigm (called an engineering paradigm of science) entails alternative philosophical presuppositio
the aim of science, the character of knowledge, the epistemic and pragmatic criteria for accepting knowledge, and the role of
alternative philosophical paradigm assume the production of knowledge for epistemic functions as the aim of science, and int
theories, models, laws, and concepts) as epistemic tools that must allow for conducting epistemic tasks by epistemic agents, r
knowledge as representations that objectively represent aspects of the world independent of the way in which it was constru
of science involves that knowledge is indelibly shaped by how it is constructed. Additionally, the way in which scientific discip
knowledge is guided by the specificities of the discipline, which can be analyzed in terms of disciplinary perspectives. This imp
epistemic uses of knowledge cannot be understood without at least some understanding of how the knowledge is constructe
researchers need so-called metacognitive scaffolds to assist in analyzing and reconstructing how 'knowledge' is constructed a
this differently. In an engineering paradigm of science, these metacognitive scaffolds can also be interpreted as epistemic too
guide, enable and constrain analyzing and articulating how knowledge is produced (i.e., explaining epistemological aspects of
interdisciplinary research, metacognitive scaffolds assist interdisciplinary communication aiming to analyze and articulate how
knowledge.

This paper considers the impact of interdisciplinarity upon sociological research, focusing on one particular case: the academi
'Popular music studies' is an area of research characterized by interdisciplinarity and, in keeping with broader intellectual tren
offer significant advantages. As such, popular music studies is broadly typical of contemporary intellectual and governmental
way to research specific topics. Such interdisciplinarity, however, has potential costs and this paper highlights one of the mos
upon shared substantive interests and subsequent undervaluation of shared epistemological understandings. The end result i
within sociology itself, with residents of any particular ghetto displaying little awareness of developments in neighbouring ghe
ghetto, this paper considers some of the ways in which the sociology of popular music has been limited by its positioning with
environment and suggests two strategies for developing a more fully-realized sociology of popular music. First, based on the a
understanding of popular music shares much in common with a sociological understanding of everything else, this paper calls
research between sociologists of varying specialisms. The second strategy, however, involves a reconceptualization of the dis
argues that a sociology of popular music needs to accept musical specificity as part of its remit. Such acceptance has thus far
interdisciplinary context but also by the long-standing sociological scepticism toward the analysis of aesthetic objects. As such
intervention into wider debates concerning the remit of sociological enquiry, and whether it is ever appropriate for sociologic
consider 'internal' aesthetic structures. In relation to the specific case study, the paper argues that considering musical specifi
of a sociology of popular music, and some possibilities for developing a 'materialist sociology of music' are outlined.

To achieve ambitious 21st-century goals and deal with high-level complexity, a bio-based economy is required to cross the bo
integrate tools, language and knowledge drawn from different disciplines and sub-disciplines. The present contribution highli
scientists, policymakers and industrial stakeholders should work together to make this technological reversal real and feasible
theoretical and methodological integration, the paper underlines the necessity of developing a new and more flexible educati
facilitate interdisciplinary combination. Specifically, the experience of the summer school "Towards a bio-based economy: sci
education" organized by the University of Milano Bicocca in collaboration with Chalmers University is described. The results r
education programs likely to promote and guide society towards bio-based innovation.
Many of today's global scientific challenges require the joint involvement of researchers from different disciplinary backgroun
environmental sciences, climatology, medicine, etc.). Such interdisciplinary research teams face many challenges resulting fro
scientific culture. Interdisciplinary education programs are required to train truly interdisciplinary scientists with respect to th
competences. For that purpose this paper presents the Methodology for Interdisciplinary Research (MIR) framework. The MIR
help cross disciplinary borders, especially those between the natural sciences and the social sciences. The framework has bee
facilitate the design of interdisciplinary scientific research, and can be applied in an educational program, as a reference for m
interdisciplinary research, and as a tool to design such research in a process approach. It is suitable for research projects of di
complexity, and it allows for a range of methods' combinations (case study, mixed methods, etc.). The different phases of des
in the MIR framework are described and illustrated by real-life applications in teaching and research. We further discuss the f
design in landscape architecture, mixed methods research, and provide an outlook to the framework's potential in inclusive in
last but not least, research integrity.

OBJECTIVE: to understand how professional interaction takes place in the hospital organizational structure for the manageme
Health, to guarantee patient safety and the quality of nursing care.METHOD: this is a qualitative study, which used the structu
Theory as a methodological framework. 27 interviewers participated in the study, who made up four sample groups.RESULTS
subcategories were presented, representing the studied phenomenon and highlighting particularities of the public health syst
manager's support and management priority, the disposition of the organizational structure, the institutional culture, the exte
institution, and the nurses' initiative and leadership in the professional interaction for the management of the Permanent Edu
and quality of care triad, revealing the need for cultural change through interdisciplinarity.CONCLUSION: the professional inte
organizational structure requires the creation of new management models with an emphasis on more participative managem
care processes in hospital institutions.

To prevent sports injuries, researchers have aimed to understand injury aetiology from both the natural and social sciences a
methodologies. This research has produced strong disciplinary knowledge and a number of injury prevention programmes. Ye
be high, especially in youth sport and youth football. A key reason for the continued high injury rate is the development of inj
based on monodisciplinary knowledge that does not account for the complex nature of sport injury aetiology. The purpose of
outline an interdisciplinary research process to research the complex nature of sport injury aetiology. To support our propositi
review of existing youth football and youth sport injury research demonstrating an absence of paradigmatic integration acros
disciplines of biomedicine, psychology and sociology. We then demonstrate how interdisciplinary research can address the co
aetiology. Finally, we introduce the interdisciplinary process we have recently followed in a youth football injury research pro
necessary, particularly regarding the integration of qualitative and quantitative sport injury data, we propose that the pragma
process can be useful for researchers who aim to work across disciplines and paradigms and aim to employ methodological p

Ethylenediaminetetraacetic acid (EDTA) can serve as a washing agent in the remediation of low-permeability layers contamin
Therefore, batch adsorption experiments, where pure quartz (SM1) and mineralmixtures (SM2) were used as typical soil mine
layers, were implemented to explore the effects of different EDTA concentrations, pH, and exogenous chemicals on the HM-S
the EDTA concentration increased, it gradually cut down the maximum Cd adsorption capacities of SM1 and SM2 from approx
2660 to 1453 mg/kg; and the maximum Pb adsorption capacities of SM1 and SM2 were reduced from 660 to 306 mg/kg and 1
respectively. When the initial mole ratio (MR = moles of HM ions/sum of moles of HM ions and EDTA) was closer to 0.5, the e
effective. Additionally, EDTA worked well at pH below 7.0 and 4.0 for Cd and Pb, respectively. Low-molecular-weight organic
system mainly by bridging, complexation, adsorption site competition, and reductive dissolution. Cu2+, Fe2+ ions could signifi
adsorption onto SM2. Notably, there were characteristic changes in mineral particles, including attachment of EDTA and micr
connection, and smoother surfaces, making the specific surface area (SSA) decrease from 16.73 to 12.59 m2/g. All findings in
effectively and economically reduce the HM adsorption capacity of SMs at the reasonable MR value, contact time, and pH; ED
capacity of SMs not only by complexation with HM ions but also by decreasing SSA and blocking active sites. Hence, the acqu
study can help to promote the remediation of contaminated low-permeability layers in groundwater.
This paper provides a sociological account of how researchers of different disciplines become experts in translational nanome
the Nanotechnology Characterization Laboratory (NCL) at the National Cancer Institute (NCI), the author argues that the relati
disciplines involved in translational nanomedicine should be understood in the broader sociopolitical context of the boundary
industry, and government. This study suggests that the process of training the nanobio expert is not simply a process of inculc
of institution building. In the case of the NCL, sustaining the laboratory's existence at the interface between the university, in
informed how researchers practiced interdisciplinarity and cultivated their interdisciplinary expertise. It required mobilizing in
administrative/managerial strategies. Viewing the formation of a professional identity as a social process helps clarify the me
provides insight in evaluating the performance of interdisciplinary collaboration and the design of nanoscience education.

In this essay, I explore medical humanities practice in the United States with descriptions offered by fifteen faculty members w
electronic survey. The questions posed focused on the desirability of a core humanities curriculum in medical education; on t
that are found in such a curriculum; and on who should teach medical humanities and make curriculum decisions regarding c
conclude with a call for a renewed interdisciplinarity in the medical humanities and a move away from the territorial aspects
methods sometimes found in medical humanities practice.

To define a new educational strategy for the United European Gastroenterology Federation (UEGF) to be followed and implem
organized a consensus-based strategy meeting with stakeholders and key decision makers in European Gastroenterology on T
Gastroenterology and Educational Resources. In May 2010, in an 'open-face conference' at Starnberg, Germany, 59 specialist
hepatology, and related fields from 15 countries and 16 societies participated. Breakout sessions identified the key problem a
formulated statements subsequently voted upon in plenum. A majority of the formulated statements (59%) reached a strong
UEGF should focus are the future educational activities that include developing ways to advocate multidisciplinarity and integ
and specialties, ways to improve quality of care, and the development of training tools. The successful outcome of the Trainin
Gastroenterology and Educational Resources conference was achieved with the production of a strategy layout for new UEGF
was an agreement that improvement in topics related to multidisciplinarity and professionalism, which is crucial for further d
conference, such as that embodied by the Training Innovations in Gastroenterology and Educational Resources meeting, was
identifying the key problem areas in education and in formulating new strategies.

BACKGROUND: Although One Health (OH) or EcoHealth (EH) have been acknowledged to provide comprehensive and holistic
problems, like zoonoses and emerging infectious diseases, there remains multiple challenges in implementing them in a prob
the most commonly encountered barriers, especially in low- and middle-income countries, is limited capacity to undertake OH
was undertaken to conduct a situation analysis of the existing OH/EH capacity building programs, with a focused analysis of th
OH engagement, to help map the current efforts in this area.METHODS: A listing of the OH/EH projects/initiatives implement
East Asia (SEA) was done, followed by analysis of documents related to the projects, available from peer-reviewed or grey lite
data was extracted using a data extraction format, and a free listing of qualitative themes was undertaken.RESULTS: In SEA, 1
37 capacity building programs, were identified. In contrast, in SA, the numbers were 8 and 11 respectively. In SA, programs w
in program management, whereas, in SEA, the emphasis was on research. Two thirds of the programs in SEA had extensive O
one third of those in SA did. The target for the SEA programs was wider, including a population more representative of OH sta
reveal utilization of multiple approaches, usually in shorter terms, and are growing towards integration with the traditional cu
themes was lacking in SA programs. In both regions, the programs were driven by external donor agencies, with minimal loca
limited investment in research capacity building in both SA and SEA. The situation appears to be more stark in SA, whilst SEA
systematic investment and support to develop the OH/EH agenda and strategize capacity building in the core competencies. I
the disease emergence hotspots in these regions, there needs to be strategic funding decisions targeting capacity building in
especially related to transdisciplinarity, systems thinking, and adaptive management.
The present work highlight the missing picture of interdisciplinarity in Indian social psychology from a critical cultural perspec
psychologists' tried to inculcate the missing picture of 'indigenous perspective' from the cultural vantage point. The idea of th
problem with claimed indigenous status without critically handling the reified social categories such as social class, religion, ge
was handled to some extent in other disciplines but a deeper connection was not observed to be with the social psychology in
differences in the explanation of the same issues and the theoretical and methodological stance of these different disciplines
up with the meaningful construction.

A recent issue of Topics in Cognitive Science featured 11 thoughtful commentaries responding to our article "What happened
et al., 2019). Here, we identify several themes that arose in those commentaries and respond to each. Crucial to understandin
fundamental distinction between multidisciplinary and interdisciplinary endeavors: Cognitive science began (and has stayed)
failed to move on to form a cohesive interdisciplinary field. We clarify and elaborate our original argument and reiterate the i
evaluation of the current status of the field, which exhibits a marked disciplinary imbalance, a lack of a coherent conceptual c
consistent curriculum in the institutions that grant degrees in this domain. Half a century after the creation of cognitive scienc
to revisit goals and visions for how to best approach the ever-fascinating scientific study of the mind(s).

Meat cultivation via cellular agriculture holds great promise as a method for future food production. In theory, it is an ideal w
to the animals and sustainable for the environment, while keeping the same taste and nutritional values as traditional meat a
such as controlled fat content and absence of antibiotics and hormones used in the traditional meat industry. However, in pra
challenges, such as those associated with the upscale of cultured meat (CM). CM food safety monitoring is a necessary factor
regulatory compliance and consumer acceptance. To achieve this, a multidisciplinary approach is necessary. This includes ext
sensitive and specific analytical devices i.e., sensors to enable reliable food safety monitoring throughout the whole future fo
advanced monitoring options can help in the further optimization of the meat cultivation which may reduce the currently still
review presents an overview of the sensor monitoring options for the most relevant parameters of importance for meat culti
types of sensors that can potentially be used in CM production are provided and the options for their integration into bioreac
further improvements and more advanced integration approaches. In favor of the multidisciplinary approach, we also include
types, scaffolding options as well as imaging techniques relevant for CM research. Furthermore, we briefly present the curren
related regulation, societal aspects and challenges to its upscaling and commercialization.

BACKGROUND: Genomic and biosocial research data about individuals is rapidly proliferating, bringing the potential for novel
integration and use. The scale, pace and novelty of these applications raise a number of urgent sociotechnical, ethical and leg
methods of data storage, management and access. Although the open science movement advocates unfettered access to res
longitudinal cohort studies operate systems of managed data access, in which access is governed by legal and ethical agreem
research datasets and researchers wishing to make use of them. Amongst other things, these agreements aim to respect the
research participants who provided data and samples, as expressed in the consent process. Arguably, responsible data manag
and sample use are foundational to the consent process in longitudinal studies and are an important source of trustworthines
contribute data to genomic and biosocial research.METHODS: This paper presents an ethnographic case study exploring the f
governance infrastructure for Managing Ethico-social, Technical and Administrative issues in Data ACcess (METADAC), which
committee known as the METADAC Access Committee. METADAC governs access to phenotype, genotype and 'omic' data an
longitudinal studies.FINDINGS: Using the example of METADAC, we argue that three key structural features are foundational
sharing: independence and transparency; interdisciplinarity; and participant-centric decision-making. We observe that the int
is proactively working towards optimising the use of research data, integrating/linking these data with routine data generated
services and other administrative data services to improve the analysis, interpretation and utility of these data. The governan
assemblages will require a range of expertise from across a number of domains and disciplines, including that of study partici
decision-making bodies will be central to ensuring achievable, reasoned and responsible decisions about the use of these dat
described in this paper provides an example of how this could be realised.
Current estimates of China's ammonia (NH3) volatilization from paddy rice differ by more than twofold, mainly due to inappro
based measurements and improper assumptions within process-based models. Here, we improved the Jayaweera-Mikkelsen
the concentration of aqueous NH3 in ponded water by an activity coefficient that was determined based on high-frequency fl
station in Central China. We found that the improved JM model could reproduce the dynamics of observed NH3 flux (R2 = 0.8
original JM model without the consideration of activity of aqueous NH3 overstated NH3 flux by 54% during the periods of ferti
application. The validity of the improved JM model was supported by a mass-balance-based indirect estimate at Jingzhou stati
observations from the other five stations across China. The NH3 volatilization losses that were further simulated by the impro
wind speed were in general a half less than previous chamber-based estimates at six stations. Difference in wind speed betwe
the chamber and insufficient sampling frequency were identified as the primary and secondary causes for the overestimation
respectively. Together, our findings suggest that an in-depth understanding of NH3 transfer process and its robust representa
developing regional emission inventories and practical mitigation strategies of NH3.

O artigo analisa políticas recentes no campo da Atenção Primária à Saúde (APS) e suas possíveis implicações para o modelo as
Saúde (SUS). Inicialmente resgatam-se algumas das concepções que influenciaram os modelos de atenção no sistema público
a Estratégia Saúde da Família (ESF) apresenta as bases para reorientação das práticas assistenciais na atenção básica coerente
seguir, analisam-se elementos centrais de políticas federais recentes para a APS. Demonstra-se que as mudanças no modelo a
ameaças à multiprofissionalidade das equipes, prioridade ao pronto atendimento, centralidade no cuidado individual, enfraqu
territorial comunitário e cobertura por cadastramento, evidenciam redirecionamento da política de saúde, ferindo os princípi
integralidade e equidade no SUS.

The aim of the paper is to point out one way of integrating the supposedly incommensurate disciplines investigated in sports
principles can be found among apparently unrelated disciplines when the focus is put on the dynamics of sports-related phen
approaches that have recently changed research in biological and social sciences among others, offer key concepts to create a
language in sport science. This common language, far from being homogenising, offers key synthesis between diverse fields, r
theoretical and experimental pluralism. It forms a softly integrated sports science characterised by a basic dynamic explanato
dependent theoretical flexibility. After defining the dynamic integration in living systems, unable to be captured by structural
commonalities between the diversity of processes existing on different levels and time scales in biological and social entities.
drawing on some recent scientific contributions that use the same general principles and concepts, and diverse methods and
study different types of phenomena in diverse disciplines. We show how the introduction of the dynamic framework in sport
boundaries between physiology, biomechanics, psychology, phenomenology and sociology. The advantages and difficulties of
its consequences in research are also discussed.

Although synergistic therapy for tumors has displayed significant promise for effective treatment of cancer, developing a simp
build a multi-functional nanoplatform is still a huge challenge. By virtue of the characteristics of tumor microenvironment, suc
H2O2 overexpression, Au2Pt-PEG-Ce6 nanoformulation is constructed for collaborative chemodynamic/phototherapy of tum
nanozymes with multiple functions are synthesized in one step at room temperature. The photosensitizer chlorin e6 (Ce6) is c
nanozymes for photodynamic therapy (PDT). Interestingly, the Au2Pt nanozymes possess catalase- and peroxidase-like activiti
only can generate O2 for relaxation of tumor hypoxia and enhancement of PDT efficiency but also can produce ∙OH for chemo
addition, the high photothermal conversion efficiency (η = 31.5%) of Au2Pt-PEG-Ce6 nanoformulation provides the possibility
photothermal (PT) imaging guided photothermal therapy (PTT). Moreover, the presence of high-Z elements (Au and Pt) in Au
endows it with the ability to act as an X-ray computed tomography (CT) imaging contrast agent. All in all, the Au2Pt-PEG-Ce6
multimodal imaging-guided synergistic PTT/PDT/CDT with remarkably tumor specificity and enhanced therapy.
BACKGROUND: This study analyzed the reasons why physicians migrated from the Program to Value Primary Healthcare Profe
Médicos (More doctors) Program in 2015, opting to become physicians of the Primary Health Care.METHODS: The focal group
consisting of six doctors that made the option to remain in the PHC, being the results analyzed through content monitoring as
categories, which were identified as theme analysis.RESULTS: It was evidenced that the physician's retention on primary care
the acquisition of knowledge that is consistent with the context and the health needs of the population. Thus, appropriate co
management of the different biopsychosocial characteristics of the territories, in consonance with abilities that use the comm
patient as well as on the interdisciplinarity, producing health projects that include the uniqueness of the people, essential fac
of the work of these physicians, strengthened by the training component of the program. Personal factors related to the emp
care and the possibility of continuous improvement, besides the factors related to the adequate infrastructure and organizati
salary in keeping with the complexity of Primary Care, positively influenced the permanence of these professionals and were
and management in the health units they were related to. The bond created with the team and patients was a great satisfacti
being identified by them as a possibility to make a difference in the treatment process of patients, strengthening the promoti
health education.CONCLUSIONS: PROVAB had an unparalleled contribution to the qualification of care in Primary Health Care
new logic of medical training in Brazil. Its effective cooperation with the consolidation of the Mais Médicos Program, still in pr
resistance to the disarticulation and deconstruction of Unified Health System (SUS) which is in charge of public health in Brazi

Interdisciplinary collaboration, particularly between natural and social sciences, is perceived as crucial to solving the significan
However, despite the need for such collaboration being expressed more frequently and intensely, it remains unclear to what
actually takes place, what trends and developments there are and which actors are involved. Previous studies, often based on
bodies of literature, partly observed an increase in interdisciplinary collaboration in general, but in particular, the collaboratio
explored. Other more qualitative studies found that interdisciplinary collaboration, particularly between natural and social sc
and obstacles abounded. To shed some light on the actual status and developments of this collaboration, we performed an an
articles on groundwater research. We first identified journals and articles therein that potentially combined natural and socia
groundwater research. Next, we analysed the disciplinary composition of their authors' teams, cited references, titles and key
detailed personal expertise in groundwater research and its interdisciplinary aspects. We combined several indicators develo
final classification of the degree of multidisciplinarity of each article. Covering the period between 1990 and 2014, we found t
multidisciplinary articles was in the low single-digit range, with only slight increases over the past decades. The interdisciplina
role compared to interdisciplinarity involving two or more researchers. If collaboration with natural sciences takes place, soci
often by economists. As a side result, we found that journals publishing multidisciplinary research had lower impact factors o
papers were cited much less than mono-disciplinary ones.

Public health education aims at enabling students to deal with complex health-related challenges using appropriate methods
understanding. Virtually all health-related problems in science and practice require the involvement of different disciplines. H
interdisciplinarity is only partly reflected in the curricula of public health courses. Also theories, methods, health topics, and t
side-by-side and not together. For students, it can become an insurmountable challenge to integrate the different disciplines
theories, methods, health topics, and their application ("vertical integration"). This situation is specific for education in public
other interdisciplinary fields as well. Several approaches are available to achieve the horizontal integration of different discipl
theories, methods, health topics, and their application. A curriculum that is structured by topics, rather than disciplines might
integrating different disciplines. Vertical integration can be achieved by research-based learning. Research-based learning pla
project at the centre of teaching. Students choose a topic and a research question, raise their own questions for theories and
cross the seeming chasm between science and practice. Challenges of research-based learning are enhanced demands on stu
design.
BACKGROUND: Time is of critical importance in acute stroke management. The establishment of thrombectomy now adds to
interdisciplinarity of the initial phase. In non-medical high-fidelity situations, such as aviation, crew resource management (CR
efficient. It has therefore also been implemented in professional cardiovascular life support training. In a setting where every
regular training of the high-fidelity stroke team could offer ways to improve treatment of acute stroke patients.OBJECTIVES: W
CRM-based stroke team with regular simulation training on the quality of care (e.g. door to needle time and thrombolysis rate
and perceived patient safety in the emergency department of a tertiary care neurocenter.MATERIAL AND METHODS: We imp
team consisting of 7 persons who are notified by a collective call via speed dial and conceived a simulator-based team trainin
members which we conduct at monthly intervals. We recorded door to needle times of all consecutive patients, staff satisfacti
the acceptance of this new learning format.RESULTS: This approach led to a relevant and sustained reduction of the mean do
30 min. It improved perceived patient safety in residents with professional experience of less than 2 years. There was a very h
stroke team training and staff and its usefulness was judged to be very high.CONCLUSION: Even though our data do not allow
outcomes to be inferred, the implementation of a CRM-based stroke team and simulator training has had multiple positive eff
satisfaction in the treatment of acute stroke patients.

OBJECTIVE: To summarize findings from a systematic exploration of existing literature and views regarding interdisciplinarity,
components of such work, and to propose a theoretically based definition of interdisciplinary research.DATA SOURCES/STUDY
sources were used: interviews with researchers from various disciplines, and a systematic review of the education, business, a
January 1980 through January 2005.STUDY DESIGN: Systematic review of literature, one-on-one interviews, field test (survey)
COLLECTION/EXTRACTION METHODS: We reviewed 14 definitions of interdisciplinarity, the characteristics of 42 interdisciplin
multiple fields of study, and 14 researcher interviews to arrive at a preliminary definition of interdisciplinary research. That de
by 12 individuals with interdisciplinary research experience, and their responses incorporated into the definition of interdiscip
paper.PRINCIPAL FINDINGS: Three key definitional characteristics were identified: the qualitative mode of research (and its th
existence of a continuum of synthesis among disciplines, and the desired outcome of the interdisciplinary research.CONCLUS
several fields did not provide a definition for interdisciplinary research of sufficient specificity to facilitate activities such as ide
competencies, structure, and resources needed for health care and health policy research. This analysis led to the proposed d
aid decision makers in funding agencies/program committees and researchers to identify and take full advantage the interdis
as a basis for competency-based formalized training to provide researchers with interdisciplinary skills.

Interdisciplinary scientific research teams are essential for responding to society's complex scientific and social issues. Percep
can inhibit the productivity of teams crossing traditional disciplinary boundaries. To explore these perceptual barriers, survey
competence were developed and validated with a population of earth scientists (n = 449) ranging from undergraduates throu
competence scales included three factors that we labeled as Perceived Respect (PR), Perceived Methodological Rigor (PM), an
Mann-Whitney U test revealed that earth scientists perceived social science/scientists as significantly less competent than na
multivariate multilevel analysis indicated that women perceived scientists as more intelligent than did men. Working with soc
earth science PhD changed earth scientists' perceptions of social science on multiple scales. Our study indicates that compete
multidimensional construct. Our results from earth scientists also indicate that perceptual barriers towards other scientific dis
further as interdisciplinarity in scientific research continues to be encouraged as a solution to many socio-scientific problems.

Interdisciplinary research is widely considered a hothouse for innovation, and the only plausible approach to complex problem
barrier to interdisciplinary research is the widespread perception that interdisciplinary projects are less likely to be funded th
However, this commonly held belief has been difficult to evaluate objectively, partly because of lack of a comparable, quantit
interdisciplinarity that can be applied to funding application data. Here we compare the degree to which research proposals s
biodiversity metric that captures the relative representation of different fields (balance) and their degree of difference (dispa
Council's Discovery Programme provides an ideal test case, because a single annual nationwide competitive grants scheme co
all disciplines, including arts, humanities and sciences. Using data on all 18,476 proposals submitted to the scheme over 5 con
successful and unsuccessful applications, we show that the greater the degree of interdisciplinarity, the lower the probability
impact of interdisciplinarity is significant even when number of collaborators, primary research field and type of institution ar
first broad-scale quantitative assessment of success rates of interdisciplinary research proposals. The interdisciplinary distanc
evaluation of trends in research funding, and could be used to identify proposals that require assessment strategies appropria
OBJECTIVE: To analyze Pedagogical Projects Courses (PPCs) from the healthcare field in light of the National Curriculum Stand
healthcare training.METHOD: Exploratory descriptive study of qualitative approach, in which were carried out analyzes of PPP
Medicine, Nutrition and Dentistry of a federal university in the Midwest region of Brazil. As technical analysis of documentary
analysis in the thematic mode.RESULTS: The analysis of PPC showed the general aspects of PPC as the course features the his
construction, professional skills and competences required for professional performance and the guiding principles of formati
professional practice, articulation theory/ practice, interdisciplinarity and ethical / social training.CONCLUSIONS: PPC presente
proposals set out in DCN and carry training policies in health in Brazil, providing adequate training for health professionals, th
and the National Health System.OBJECTIVO: Analisar os Projetos Pedagógicos de Cursos (PPC) da área da saúde à luz das Dire
(DCN) e das políticas indutoras de formação em saúde do Brasil.MÉTODO: Pesquisa descritiva exploratória de abordagem qua
realizadas análises dos PPC dos cursos de Enfermagem, Farmácia, Medicina, Nutrição e Odontologia de uma instituição federa
Centro-Oeste do Brasil. Como técnica de análises das fontes documentais, adotou-se a análise de conteúdo, na modalidade te
análises dos PPC evidenciaram os aspectos gerais dos PPC como as características do curso, o percursso histórico e sua constr
competências profissionais requeridas para o desempenho profissional e os princípios norteadores da formação caracterizado
profissional, articulação teoria/prática, interdisciplinaridade e formação ética/social.CONCLUSÃO: Os PPC apresentaram-se co
previstas nas DCN e com as políticas indutoras de formação em saúde do Brasil, proporcionando a formação adequada para o
demandas da população e do Sistema Único de Saúde.

BACKGROUND: Despite a national directive for associate degree in nursing (ADN) nurses to complete BSN degrees, there is lim
student perceptions of the value added by BSN education.PURPOSE: The purpose was to explore perceptions of immediate w
BSN content for ADNs.METHODS: Qualitative narrative data provided by 263 RN-BSN students in their final semester before g
analyzed. Students were asked, "How have you used what you are learning in the RN-BSN program at work?"RESULTS: Theme
research and evidence-based practice, leadership, professionalism, communication, intentional holistic caring, critical thinking
and quality improvement, interdisciplinarity, population-based care, and fiscal awareness.CONCLUSION: Results clarified cont
and provided insight into specific benefits that employers might expect to see when ADNs complete BSN-level education.

BACKGROUND: Although the therapeutic and economic efficacy of nutrition has been proven, optimal nutritional care is still s
ambulatory patients. Thus malnutrition is still highly prevalent. We identify as an underlying cause the absence of a common
nutrition as a discipline. The aim of this paper is to establish the epistemological foundations of clinical nutrition and to chara
AND RESULTS: From the standpoint of historical epistemology, we examine the historical conditions that determine i) the ma
nature and iii) domain of this science. Our hypothesis is that clinical nutrition as a science was formed in the second half of th
outcome of the integration of medicine and nutrition and underpinned by a primary transformation of the "nutrient" concept
the primary practical and research domain of knowledge.CONCLUSION: Clinical nutrition is an autonomous empirical science
basic and applied science. Its wide multi-disciplinarity guarantees its future.

This paper examines the professional and scientific views on the social, ethical and legal issues that impact on the provision o
Many aspects have been considered, such as the definition and the aims of genetic services, their organization, the quality as
well as the partnership with patients support groups and the multicultural aspects. The methods was primarily the analysis of
frameworks and other documents related to the organization of genetic services, mainly from Europe, but also from USA and
Then, the method was to examine the background data emerging from an updated report produced by the Concerted Action
as well as the issues debated by 43 experts from 17 European countries invited to an international workshop organized by the
Genetics Public and Professional Policy Committee in Helsinki, Finland, 8 and 9 September 2000. Some conclusions were iden
to arrive at outlines for optimal genetic services. Participants were concerned about equal accessibility and effectiveness of cl
assessment of services, professional education, multidisciplinarity and division of tasks as well as networking. Within Europea
organizational principles of prioritization, regionalization and integration into related health services would maximize equal ac
genetic actions. There is a need for harmonization of the rules involved in financial coverage of DNA tests in order to make th
Clear guidelines for the best practice will ensure that the provision of genetic services develops in a way that is beneficial to it
professionals or the public, especially since the coordination of clinical, laboratory and research perspectives within a single o
a degree of coherence not often found in other specialties.
The design of products for people with disabilities requires the understanding of a wide range of factors related to users' hea
expectations and preferences. Such multifactorial perspective is often perceived as beyond the reach by the students of both
it comprises knowledge from different areas such are not usually part of design curriculum as health, rehabilitation, compute
engineering. Here, we report on strategies for developing design students' empathy and awareness for the needs and expect
disabilities. By means of a combination of theoretical and practical approaches, a course on Inclusive Design was developed a
of the Bachelor Programme in Design at Sao Paulo State University (UNESP, Bauru campus, Brazil), with the collaborative parti
BAURU Rehabilitation Center. The final projects developed by the students were based on the demands presented by SORRI B
and results reveal that the theoretical-practical approach based on interdisciplinarity was shown to provide the design studen
ultimately, supports the quality decision-making in the design process. This paper describes the pedagogical approach, theore
activities developed during the Inclusive Design course. The challenges, benefits, results, and contributions of this experience
design education are also discussed.

The use of artificial intelligence (AI) in a variety of research fields is speeding up multiple digital revolutions, from shifting para
medicine and wearable sensing, to public services and education offered to the masses around the world, to future cities mad
autonomous driving. When a revolution happens, the consequences are not obvious straight away, and to date, there is no u
guide AI research to ensure a sustainable societal transition. To answer this need, here we analyze three key challenges to int
deliver three broad conclusions: 1) future development of AI should not only impact other scientific domains but should also
from other fields of science, 2) AI research must be accompanied by decision explainability, dataset bias transparency as well
methodologies and creation of regulatory agencies to ensure responsibility, and 3) AI education should receive more attentio
the educational and scientific communities. Our analysis is of interest not only to AI practitioners but also to other researcher
offers ways to guide the emerging collaborations and interactions toward the most fruitful outcomes.

Sport science is a relatively recent domain of research born from the interactions of different disciplines related to sport. Acco
of sport science ( http://sport-science.org ): "scientific excellence in sport science is based on disciplinary competence embed
its essence lies in its multi- and interdisciplinary character". In this respect, the scientific domain of neuroscience has been de
framework. Influenced by the apparent homogeneity of this scientific domain, the present paper reviews three important res
neuroscientific perspective. These topics concern the relationship between mind and motor action, the effects of cognition on
study of certain mental states (such as the "flow" effect, see below) and motor control issues to understand, for example, the
vertical squat jump. Based on the few extensive examples shown in this review, we argue that by adopting an interdisciplinar
emulate neuroscience in becoming a mono-discipline.

BACKGROUND: Biomedical informatics is a broad discipline that borrows many methods and techniques from other discipline
the character of biomedical informatics and to determine whether it is multi-disciplinary or inter-disciplinary; b) on the questi
informatics is more than the sum of its supporting disciplines and c) on the position of biomedical informatics with respect to
Inviting an international group of experts in biomedical informatics and related disciplines on the occasion of the 50th annive
in Medicine to present their viewpoints.RESULTS AND CONCLUSIONS: This paper contains the reflections of a number of the i
of biomedical informatics. Most of the authors agree that biomedical informatics is an interdisciplinary field of study where re
scientific backgrounds alone or in combination carry out research. Biomedical informatics is a very broad scientific field and sti
a constructive aspect (designing and building systems). One author expressed that the essence of biomedical informatics, as o
lies in the modelling of the biomedical content. Interdisciplinarity also has consequences for education. Maintaining rigid disc
allow for sufficient adaptability to capitalize on important trends nor to leverage the influences these trends may have on bio
therefore important for students to become aware of research findings in related disciplines. In this respect, it was also noted
scientific fields use different languages and that the research findings are stored in separate bibliographic databases makes it
connected findings will never be linked, despite the fact that these findings were published. Bridges between the sciences are
biomedical informatics.
BACKGROUND: Africa's economic transformation relies on a radical transformation of its higher education institutions. The es
education Centres of Excellence (CoE) across Africa through a World Bank support aims to stimulate the needed transformati
However, excellence is a vague, and often indiscriminately used concept in academic circles. More importantly, the manner in
achieve academic excellence is described inadequately. The main objective of this paper is to describe the core processes of e
establishing academic CoE in Africa.METHODS: The paper relies on our collaborative discussions and real-world insight into th
excellence, a narrative review using Pubmed search for a contextual understanding of CoEs in Africa supplemented by a Goog
in academic contexts.RESULTS: We identified three key, synergistic processes of excellence central to institutionalizing academ
leadership, knowledge management, and inter-disciplinary collaboration. (1) Participatory leadership encourages innovations
parts of the organization, and facilitates ownership as well as a culture of excellence. (2) Centers of Excellence are future-orie
seeking to achieve best practices, informed by the most up-to-date and cutting-edge research and information available. As s
centres facilitate the flow of knowledge within and outside the organization, or knowledge management, is critical to their su
on expertise from different disciplines and 'engaged' scholarship. This multidisciplinarity leads to improved research productiv
production of problem-solving innovations.CONCLUSION: Participatory leadership, knowledge management, and inter-discipl
prerequisites to establishing academic CoEs in Africa. Future studies need to extend our findings to understand the processes
competitiveness, institutionalization, and sustainability of academic CoEs in Africa.

This article discusses a formal evaluation of new curricular materials and activities designed to foster understanding of three k
sociopolitical constraints-related to values and policy in transdisciplinary environmental science. We begin by describing the t
thinking about the most appropriate ways to address them in the context of transdisciplinary environmental science. We then
curricular materials and activities focusing on these three issues that could be tailored for use in a wide range of graduate env
The curriculum was adapted by instructors for use in five graduate classes at two US universities, and we used a pre-test, pos
evaluate its effects on students' ethical reasoning about values and policy. The results of this evaluation suggest that our sem
curriculum enhances student awareness of and reasoning about values and policy in environmental research. We close with s
recommendations for transdisciplinary environmental science programs that are grounded in our experience with this curricu

In a fast changing world with growing concerns about biodiversity loss and an increasing number of animal and human diseas
need for effective wildlife health investigations including both surveillance and research is now widely recognized. However, p
knowledge acquired from studies related to domestic animal and human health can be on partly extrapolated to wildlife. This
and challenges inherent in wildlife health investigations, reviews important definitions and novel health investigation method
strategies for effective wildlife health surveillance programs. Impediments to wildlife health investigations are largely related
ecological characteristics of wildlife populations and to limited access to investigation materials. These concerns should not b
it is imperative that they are considered in study design, data analysis and result interpretation. It is particularly crucial to rem
does not begin in the laboratory but in the fields. In this context, participatory approaches and mutual respect are essential. F
and open minds are necessary because a wide range of tools and knowledge from different fields need to be integrated in wil
research. The identification of factors contributing to disease emergence requires the comparison of health and ecological da
geographical regions. Finally, there is a need for the development and validation of diagnostic tests for wildlife species and fo
population densities. Training of health professionals in wildlife diseases should also be improved. Overall, the article particul
wildlife health investigations: communication and collaboration; use of synergies and triangulation approaches; investments f
collection of metadata; and harmonization of definitions and methods.

We investigate the interdisciplinarity of mathematics based on an analysis of projects sponsored by the NSFC (National Natur
The motivation of this study lies in obtaining an efficient method to quantify the research interdisciplinarities, revealing the re
patterns of mathematics discipline, giving insights for mathematics scholars to improve their research, and providing empirica
Our data set includes 6147 NSFC-sponsored projects implemented by 3225 mathematics professors in 177 Chinese universitie
departments. We propose the weighted-mean DIRD (diversity of individual research disciplines) to quantify interdisciplinarity
matrix computation method, discover several properties of such a matrix, and make the computation cost significantly lower
method. Finally, we develop an automatic DIRD computing system. The results indicate that mathematics professors at top n
exhibit strong interdisciplinarity; mathematics professors are most likely to conduct interdisciplinary research involving inform
department), computer science (research area), computer application technology (research field), and power system bifurcati
direction).
The benefits of interdisciplinary approaches in patient care, research and education are quite obvious and set the trend for m
In order to achieve sustained success, however, there are numerous risks of interdisciplinary collaboration that have to be co
leads to an increasing degree of specialization and consequently to a greater experience of specialists in highly specific proced
accompanied by a loss of experience of those who do not perform these procedures anymore. Not least, due to the high spec
profession is changing from generalist to specialist. Hence, the education of young physicians, students and researchers has t
remains unanswered if these changes contribute to the decline in the number of applicants in surgery. In conclusion, the risks
of interdisciplinarity can be counteracted with simple principles of fair and cooperative partnership.

CONTEXT: The author describes a career in which he combined clinical surgery with the formal study of medical education. In
embarked on this career track, it was an uncommon pathway. Over the last 30 years there has been an exponential increase i
who have made medical education their principal academic focus. This paper provides examples from the author's personal s
that experience.PROCESS: The author outlines his experience of attaining formal training in education and concludes that this
element in his pursuit of a career in health education research. The author describes his involvement in the transition from pa
performance-based testing in high-stakes examinations. He describes the development of a research centre in health profess
establishment of a simulation centre. The author's experiences in the development of an examination intended to measure te
surgical safety checklists and in the elaboration of a programme in competency-based education are discussed.DISCUSSION: T
the lessons learned in the course of his career in medical education. He argues that successful enterprises in scholarship in m
the product of interdisciplinarity. He describes the power of a joint venture between a university and an academic hospital. H
footprint of an emerging centre is critical. He discusses the importance of graduate studentship in an emerging discipline and

Whereas economists do not traditionally address social harmony, and sociologists or political scientists do not usually tackle e
interaction of social harmony and economic development has recently become an object of intense concern. In their aim to f
uprooted cultural values, the authors of this research note suggest an educational approach to promote the concept and the
refer to as authentic development. They propose interdisciplinary courses that include notions of history, sociology and econo
based on two main resources: (1) a textbook providing a broad historical survey tracing the development of 28 nations in the
parameters related to the extent of social interaction and income generation.  Students carry out digital and group research a
that generate social harmony, economic well-being and a better balance between them. The authors have already piloted the
secondary schools in Antigua, Guatemala with 50 students aged 17-19. Most of them are now enrolled at local universities, bu
their performance will only emerge over time.

Scholarly collaborations across disparate scientific disciplines are challenging. Collaborators are likely to have their offices in a
different conferences, and publish in other venues; they might speak a different scientific language and value an alien scientifi
detailed analysis of success and failure of interdisciplinary papers--as manifested in the citations they receive. For 9.2 million
papers published between 2000 and 2012 we show that the majority (69.9%) of co-cited interdisciplinary pairs are "win-win"
cite them have higher citation impact and there are as few as 3.3% "lose-lose" relationships. Papers citing references from su
(in the conceptual space of the UCSD map of science) attract the highest relative citation counts. The findings support the ass
research is more successful and leads to results greater than the sum of its disciplinary parts.

Since the late 1980s, the concept of 'successful ageing' has set the frame for discourse about contemporary ageing research.
reception to John W. Rowe and Robert L. Kahn's launch of the concept of 'successful ageing' in 1987, this article maps out the
discussions that have emerged from the interdisciplinary field of ageing research. These include an emphasis on interdisciplin
biology, psycho-social contexts and lifestyle choices; the experiences of elderly people; life-course perspectives; optimisation
the importance of individual, societal and scientific conceptualisations and understandings of ageing. By presenting an accoun
interpretations and critiques of the concept, the article unfolds the practical and normative complexities of 'successful ageing
Creativity is crucial to the capacity to do science well, to communicate it in compelling ways, and to enhance learning. Creativ
enhanced to strengthen conservation science professionals' efforts to address global environmental challenges. We explore h
approach that can further conservation scientists' engagement and learning. We draw on evidence from peer-reviewed litera
integrating science and poetry, and to ground our argument for the growth of a science-poetry community to help conservati
creative practices as a component of professional development. We present examples from literature as well as two short po
draw on when considering writing poetry, or deciding on forms of poetry to include, in their practice. Opportunity exists to gr
further our understanding of what such initiatives can offer.

Although interdisciplinarity has become a favored model of scholarly inquiry, the assumption that interdisciplinary work is int
without training is short-sighted. This article describes the implementation of an interdisciplinary research training program w
describe the key elements of the program and the challenges we encountered. From 2007-2010, eleven trainees from 6 discip
the program and 7 have completed the program; the trainees have published 12 manuscripts and presented at 10 regional or
challenge has been to sustain and "push the envelope" toward interdisciplinary thinking among the trainees and their mentor
not revert to their "safer" disciplinary silos. This training program, funded by National Institute of Nursing Research (NINR), ha
within the school of nursing and across the entire University campus, and is recognized as a high quality research training pro
exemplified by excellent applicants from a number of disciplines.

INTRODUCTION: The literature identifies various competences required for therapy radiographers (TR), however, these are va
different publications. The aim of this study was to identify the competences required by therapy radiographers practising on
European setting, according to published literature.METHODS: A systematic approach was performed to find relevant literatu
scrutinised for competences practised by linac TRs. Thematic analysis was performed to organise the competences according
170 competences were generated based on the assessment of 28 publications. The competences were organised in themes,
treatment", "verification of patient setup", "patient care" and "teamwork and multidisciplinarity". The competences of the th
encompass multiple themes, evidence of the complexity of the role of these professionals.CONCLUSION: Radiographers acros
highest standards to ensure the best care possible is given to patients, irrespective of the country the radiographer trained in
movement of professionals across countries. The competences identified can be used as reference for the design of academic
across Europe.

Elaborating from the European One Health/Ecohealth (OH/EH) workshop that took place in fall 2016 and aimed to bring toge
explore collaborative potential, the creation of European networks focusing on the development of important OH/EH perspec
discussions at the end of some sessions, in particular: - A network on transdisciplinary One Health education. - A network inte
sciences in One Health/EcoHealth actions and networks. - A network aiming at translating research findings on the Environme
policy making, with a view to make healthy ecosystems a cost-effective disease prevention healthcare strategy. It was also su
Community of Practice could be initiated in order to support these several concrete networking initiatives, and to help to pro
emerging initiatives.

The objective of the present article is primordially to rise controversies about the education as a whole and the scientific know
foundations in the academic formation. Believing that the incessant search of the masters degree courses should not limit to
academic education. The methodological dynamics of the knowledge is questioned, as well as truth and knowledge. The hum
theme that has a tendency to the post-modern era, discussing the liquidity and human fragility. The complexity and interdisci
approach of the qualitative research was correlated to the human and existential issue. Besides other topics regarding educati
bioethics, viability of the uninterested research, mass production and theories well addressed, we aimed at showing that the
knowledge can create events so that the student becomes the subject, an individual with self-criticism and with dialectics pos
BACKGROUND: Recovery has become an increasingly prominent concept in mental health policy internationally. However, th
regarding organisational transformation towards a recovery orientation. This study evaluated the implementation of recovery
training across a system of mental health services.METHODS: The intervention comprised four full-day workshops and an in-t
supporting recovery. It was offered to 383 staff in 22 multidisciplinary community and rehabilitation teams providing mental h
contiguous regions. A quasi-experimental design was used for evaluation, comparing behavioural intent with staff from a thir
Behavioural intent was rated by coding points of action on the care plans of a random sample of 700 patients (400 interventio
three months after the intervention. Action points were coded for (a) focus of action, using predetermined categories of care
action. Qualitative inquiry was used to explore staff understanding of recovery, implementation in services and the wider syst
of the intervention. Semi-structured interviews were conducted with 16 intervention group team leaders post-training and an
undertaken.RESULTS: A total of 342 (89%) staff received the intervention. Care plans of patients in the intervention group had
with evidence of change in the content of patient's care plans (OR 10.94. 95% CI 7.01-17.07) and the attributed responsibility
2.95, 95% CI 1.68-5.18). Nine themes emerged from the qualitative analysis split into two superordinate categories. 'Recovery
describes the perception and provision of recovery orientated care by individuals and at a team level. It includes themes on c
language of recovery, ownership and multidisciplinarity. 'Systemic implementation', describes organizational implementation
hierarchy and role definition, training approaches, measures of recovery and resources.CONCLUSIONS: Training can provide a
instigating change in promoting recovery-orientated practice. However, the challenge of systemically implementing recovery
consideration of the conceptual elements of recovery, its measurement, and maximising and demonstrating organizational co

Obesity is a slow progressive chronic disease, for the complications as well as efficacy of the care. A long-term success require
diagno- sis that explores the various dimensions of the child and his family, thus allowing to define the care project. Both the
is based on the technics of therapeutic patient education and the parents' implication are the key factors for the success of th
assessment of competencies of parents and child to propose, according to child's situation, the best targeted management. T
step, in long-term concerted interdisciplinarity, with in each visit the possibility of choosing a new objective or reinforcing som
child, in combination with strategies that frequently involve the parents. Negotiation between caregiver(s), the child and his f
flexibility on both sides will allow to go forward together to reach the chosen aim.

This paper identifies the contribution of health and clinical informatics in the support of healthcare in the 21st century. Althou
health and clinical informatics workforce, there is widespread recognition that the health informatics workforce will require s
national eHealth work agendas. Workforce issues including discipline definition and self-identification, formal professionalisa
education, multidisciplinarity and interprofessional tensions, career structure, managerial support, and financial allocation pla
hindering the development of a workforce that is capable of realising the benefits to be gained from eHealth in general and c
As well as the national coordination of higher level policies, local support of training and allocation of sufficient position hours
by executive and clinical managers is essential to develop the health and clinical informatics workforce and achieve the antici
eHealth initiatives.

There is a broad consensus on the need for high-quality public health education and research to tackle the world's many publ
health education and research are delivered by a variety of institutions operating very different models, which collectively can
health. Given the importance of education and research to public health systems, it is surprising how little research has been
schools of public health in contributing to population health. In particular, it is notable there has been very little research on t
the different models of schools of public health that have evolved over the last 100 years. Thus, a historical perspective is cru
work has focused on US schools of public health. Although the evidence is patchy, a global overview of the history of schools
important themes: capacity building, multidisciplinarity and balancing teaching and research. Newer challenges and opportun
impact of climate change and developments in e-learning. Schools of public health have the potential to make a central contr
health practice in the twenty-first century.
By its nature, clinical teaching involves supporting small groups of dental students at the chairside as they treat their own pati
in this way enables observation at close quarters of the various stages of development from early novice, just commencing cl
those approaching qualification. The students' main concerns throughout are not primarily with the technical skills required, w
taught in the clinical skills laboratories, but dealing with the complex realities and ambiguities of clinical practice; the 'hidden
judgement calls, issues of communication and what it actually means to be professional. Yet, in an already packed curriculum
students develop these higher order skills. In an effort to improve clinical reasoning and interpretative skills, many medical sc
leading medical schools here in the UK now incorporate arts and humanities-based initiatives into their curricula. This allows
the objectivity of evidence-based medicine and the pluralism and subjectivity of the arts and humanities, providing a more ho
education that promotes a tolerance of ambiguity. In this paper, we describe a pilot programme which sought to explore the
context of dental education, and share early indicators that balancing interventions of this type with clinical sciences can enh
capabilities in their professional and personal development. We conclude that in today's complex world we must educate not
capability and that the interdisciplinarity afforded by the 'clinical humanities' is both a promising area for further educational
valuable addition to the curriculum.

Purpose Contrast-enhanced ultrasound (CEUS) has been established for many years and has become an increasingly importa
imaging of various organ systems. However, this modality is rarely performed by radiologists and is primarily employed by oth
of this questionnaire study is to present the current value of CEUS in radiology and to encourage reevaluation of the method
Materials and Methods 560 directors of radiology departments throughout Germany were contacted and given a 3-page que
included 37 questions on 5 different topics (general structures, CEUS and interdisciplinarity, CEUS in pediatric radiology, educ
development, outlook) to assess the value of ultrasound (US) and in particular CEUS in radiology. Results The response rate w
of the answers was performed, including subgroup analysis. Overall, it could be shown that CEUS is performed in comparative
(26.6 %), while the current value of the modality is given an average to high range of importance even by radiologists. More th
radiologists (54.9 %) would like this method to be included in the requirements catalog for the specialist examination. Conclus
questionnaire to evaluate CEUS within radiology departments in Germany had a very high response rate, which reflects the a
radiologists. There is a substantial discrepancy between the currently low utilization of CEUS in radiology and the high ranking
The analyses of the replies point out important aspects of professional policy regarding this topic within the radiology commu
response rate reflects the assessment of this topic by radiologists.. · The questionnaire study depicts the currently low use of
given a high range of importance by radiologists.. Citation Format · Graeter T, Kratzer W, Seufferlein T et al. Evaluation of the
Ultrasound (CEUS) within Radiology Departments in Germany. Fortschr Röntgenstr 2017; 189: 748 - 759.

Microbiology has a long tradition of making inspirational, world-changing discovery. Microbiology now plays essential roles in
some microbiologists raising concern over the apparent loss of identity. An electronic survey was undertaken to capture the s
scientific discipline) of people for whom microbiology forms a part of their profession, in addition to information regarding th
and year in which the degree was completed) and the sector in which they currently work. A total of 447 responses were coll
countries from which they gained their first degree. Biology was the most common first degree title (of 32 titles provided), wh
common scientific identity (of 26 identities provided). The data collected in this study gives a snapshot of the multidisciplinari
nature of the microbiology academic workforce. While the most common scientific identity chosen in this study was that of a
the microbiological workforce is contributed to by a range of different disciplines, highlighting the cross-cutting, multidisciplin
microbiology has within scientific endeavour. Perhaps, we should be less concerned with labels, and celebrate the success wi
delivered.
QUESTION UNDER STUDY: The aim of this study was to assess the feasibility, acceptability and effectiveness of a pilot COPD in
implemented in Valais, Switzerland.METHODS: The programme was adapted from the self-management programme Living W
following elements: self-management patient-education group sessions, telephone and medical follow-ups, multidisciplinary
professionals, and evidence-based COPD care. A process and outcome evaluation of the pilot phase of the programme was co
qualitative and quantitative methods. Reach (coverage, participation rates), dosage (interventions carried out), fidelity (delive
stakeholders' acceptance of the programme were evaluated through data monitoring and conduct of focus groups with patie
professionals. Effectiveness was assessed with pre-post analyses (before and after the intervention). The primary outcome m
disease-specific quality of life (36-Item Short Form Health Survey, Chronic Respiratory Questionnaire); and (2) hospitalisations
exacerbations) in the past 12 months. Secondary outcomes included self-efficacy, number of exacerbations and exercise capa
comparisons were also made with patients from the Swiss COPD Cohort for three common outcome measures (dyspnoea [mM
exacerbations and smoking status).RESULTS: During the first 2 years of the programme, eight series of group-based education
patients with COPD in three different locations of the canton of Valais. Coverage objectives were achieved and attendance ra
high (83.6%). Patients' and healthcare professionals' reported a high degree of satisfaction, except for multidisciplinarity and
Exploration of the effectiveness of this pilot programme suggested positive pre-post results at 12 months, with improvement
quality of life, self-efficacy, exercise capacity, immunisation coverage and Patient Assessment of Chronic Illness Care score. No
number of hospital admissions, differed significantly after 12 months. We observed no differences from the control group.CO
demonstrated the feasibility and acceptability of the programme and confirmed the relevance of mixed method process evalu
programme implementation. The introduction of multidisciplinary teams in a context characterised by fragmentation of care
challenge in the programme implementation and could not be achieved as expected. Despite this area for improvement, pati
effectiveness results confirmed the benefits of COPD integrated care programmes emphasising self-management education.

The IMIA History project book we are co-editing with colleagues from the IMIA History Working Group includes histories of ea
and healthcare informatics, as described by a sample of pioneers and experts, detailing how their own ideas developed from
the field at the beginnings of their contributions to the field. Its contents serve as a preliminary guide for meta-analyses of ho
state their personal interdisciplinary origins from today's perspectives. In this short article we provide a brief preview of how
characteristics from individual histories can begin to shed light on processes of interdisciplinary evolution of medical informati

This perspectives article uses a postdisaster school recovery research domain to examine two tenets of interdisciplinary resea
formulation and synthesis. Advancing interdisciplinary knowledge requires a "roadmap" of commonalities between disciplina
interest. Four school recovery domains-child trauma, educational learning outcomes, school safety, and household and comm
to highlight common frameworks for IDR. A case study is also used to illustrate the value of interdisciplinary research and mix
including statistics, geospatial analysis, and spatial statistics, for answering questions regarding how school contexts and locati
patterns.

The aim of this study was to investigate the role and influence of nursing in the hospital accreditation process. It is a qualitativ
hospital of Belo Horizonte. The study subjects were nine nurses and 15 nursing technicians. Data collection was through semi
were subjected to content analysis. The results showed that the role of the nursing team in the accreditation involves care, ad
research issues. The study subjects presented different perceptions regarding the influence of the accreditation process in the
personal growth and valorization of the curriculum were highlighted as well as negative aspects such as stress and little profe
it is necessary that the professionals understand the logic of the process and act with a view to the interdisciplinarity and ove
care, thus achieving integral healthcare and the quality of care desired.
BACKGROUND: Establishing a strong link early on between preclinical coursework and the clinical context is necessary for stu
the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. O
the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interd
on "Palpation of the Head and Neck Muscles" and to measure the learning outcomes.METHODS: For the curricular developm
module, Kern's 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by a
randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four lea
(1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured c
used to measure and compare learning outcomes.RESULTS: The two-way variance analysis demonstrated that participation in
statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107
who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training ea
significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning o
were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it
the learning objectives defined in this study.CONCLUSIONS: The "Palpation of the Head and Neck Muscles" interdisciplinary sk
anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinica
e-learning tool (e-module) improved the learning effect.

PURPOSE OF THE STUDY Back pain and pathologies of the spine are among the main reasons why people consult a doctor, bo
paediatricians, as well as, specifically, orthopaedists, surgeons, and neurosurgeons. This involvement of different faculties cal
interdisciplinary co-operation. In order to mediate these aspects of spine-specific diagnostics, therapy, and research to studen
promote up-and-coming specialists, the compulsory elective subject 'Spine' was established. MATERIAL AND METHODS From
the winter semester of 2014, the compulsory elective subject 'Spine' was offered to interested students in the 7th semester o
medicine. The maximum number of participants per course was 16. Each course lasted four weeks. The subjects taught cover
deformities, and destruction in the specialist disciplines of orthopaedics, traumatology, neurosurgery, and rehabilitation med
technology and the local musculoskeletal and biomechanical research institute were integrated into the course. Various teach
including problem oriented learning, seminars, observation or consultation, and internship. At the end, the course was evalua
learning success, knowledge gain, satisfaction, and interdisciplinarity. Participants were compared with all students of the sem
structured clinical examination (OSCE). RESULTS Forty-eight students took part in the compulsory elective subject 'Spine'. The
was given a positive rating in all fields. In the learning success control, all of the students had good to very good results. Stude
subject performed significantly better in the objective structured clinical examination (OSCE) (p ≤ 0.001). The compulsory elec
offered in the curriculum with a slightly altered schedule. CONCLUSIONS In view of the high prevalence of patients with back
importance in terms of healthcare policy and social relevance, our experience leads us to recommend the general integration
subject in the study of human medicine. Key words:elective subject, spine, students, spinal disorders.

Currently, thorough understanding of multidisciplinary approach is required in all areas of healthcare, including education, sc
dedicated to the actual problem of interdisciplinary communications in current educational process in the Medical University

BACKGROUND: There is a general consensus about the need to define and improve the quality of pain treatment facilities. Alt
recommendations to improve the quality of pain practice management have been launched, provision of appropriate pain tre
quality of facilities varies widely. The aim of the study was to develop an expert-agreed list of quality indicators applicable to
was also intended to be used as the basis for a set of criteria for registered status of pain treatment facilities.METHODS: The U
Maastricht at the Department of Anesthesiology and Pain Management of the Maastricht University Medical Center conducte
collaboration with the Board of the Pain Section of the Dutch Society of Anesthesiologists (NVA).RESULTS: Twenty-five quality
relevant to 2 types of pain treatment facilities, pain clinics and pain centers. The final expert-agreed list consisted of 22 qualit
domains: supervision, availability of care, staffing level and patient load, quality policy, multidisciplinarity, regionalization, and
education.CONCLUSIONS: This set of quality indicators may facilitate organizational evaluation and improve insight into servic
of patients, pain specialists, and other healthcare professionals. Recommendations for improvements to the current set of qu
2014 the process of registering pain treatment facilities in the Netherlands started; facilities can register as a pain clinic or pai
INTRODUCTION: Child development and early intervention centres (CDIAT) are centres with interdisciplinary characteristics w
children under 6 years of age with developmental disorders or at risk of developing them.DEVELOPMENT: The main goal of th
and diagnosis of developmental disorders (TD) in order to begin treatment and support and to counsel the family when the fi
disorders appear or situations of risk are suspected. The concept of CDIAT is based on a broad concept of 'developmental diso
conditions such as Cerebral Palsy or Learning Discapacity but also difficulties of differing degrees in all developmental fields, b
language, cognitive, behavioural or emotional. The most specific characteristics of a CDIAT are its interdisciplinarity, coordina
the area and community involvement.CONCLUSIONS: A CDIAT, with its interdisciplinary and highly specialised team, becomes
professionals in the area when they suspect the presence of developmental disorders, giving better opportunity for more inte
the onset of family advice and intervention at a very early age, when definite diagnosis is often difficult.

BACKGROUND AND OBJECTIVES: in Brazil, palliative care (PC) is not properly structured and that reality transforms this theme
therefore, initiatives become relevant in this context. This paper aims to share the experience that occurred in an oncology re
Maranhão and present initiatives that helped in the development of PC Service.EXPERIENCE REPORT: the hospital had an out
without specialized beds. The terminally ill patients stayed in common wards, which caused much unrest. A sensitization proc
through initiatives, such as a photo contest called Flashes of Life and a ward called Room of Dreams, designed in partnership
the Universidade Estadual do Maranhão. The process culminated in the granting of wards to the PC and in the commitment o
the hospital, to run the project.CONCLUSION: this experience was a reproducible local initiative for the establishment of PC in
initiatives are valuable in Brazil because they favor a significant number of patients and show its effectiveness in practice to g
structure a PC service, it is essential to establish priorities that include the assignment of drugs for management of symptoms
multidisciplinarity, sensitization and education of professionals.

The Animal Welfare Center (AWC) in Macedonia was established in 2009. The objectives of the center are animal welfare (AW
public awareness of AW, and increasing cooperation between the stakeholders. One Health (OH) was not the major focus of t
rather, a focus that evolved recently. The objective of this study was to evaluate the AWC from the OH perspective as an exam
AW within the overall OH concept. Three types of evaluation were performed: (1) assessment of OH-ness, by quantitative me
and infrastructural aspects of the AWC; (2) impact evaluation, by conducting quantitative surveys on stakeholders and studen
evaluation, using semi-quantitative evaluation of the links of cooperation between the AWC and the stakeholders in society b
(Cooperation, Activities, Communication, and Agreement) scoring system. Results for the OH-ness of the AWC showed relativ
planning and working and middle scores for OH learning and sharing dimensions, i.e., dominance of the operational over infra
The impact evaluation of the AWC shows that familiarity with the OH concept among stakeholders was low (44% of the respo
commonality among stakeholder's interest about AW and OH. According to the stakeholders' and students' opinions, the influ
Environmental, and Human Health is relatively high (in the upper third of the 1-10 scale). The transdisciplinary evaluation of t
of transdisciplinarity work by the AWC, with a higher focus on the Universities and Research Institutions and some governmen
with the Non-Governmental Organizations and Professional Associations (Chambers), e.g., the Veterinary Chamber in Macedo
indicated that the AWC's work is closely dedicated to improving animal, environmental, and human health and has a consider
stakeholders in the society. This study describes the significant role and importance that AW has in OH.

Perceptions of dental schools held by high-level administrators of their parent institutions and officials in the local community
influence the future of dental education. The intent of this investigation was to gain a preliminary knowledge of such percepti
United States and to use this information to formulate hypotheses that can provide the basis for further targeted investigatio
in decision making and planning processes within dental schools. Interviews with university administrators, executive director
and state government officials in seven areas of the United States were conducted. The hypotheses drawn from these intervi
generally too insular and need to interact more with their parent institutions and external community; 2) dental schools need
continually get the message of the value of their services out to the public and political constituencies; and 3) multidisciplinar
units are important to university administrators but largely outside the concerns of those external to the university. We sugge
the basis of subsequent, more targeted, follow-up investigations with the intent of formulating specific recommendations for
This chapter aims to raise some new directions in the framework of the salutogenic paradigm developing the possibility of its
that salutogenic questions should be asked not only about health and well-being, but also in the context of other aspects of li
this chapter, we review the very few studies related to the connections between sense of coherence, social relations, and inte
includes a discussion of theoretical and methodological challenges in these new directions of research in the framework of sa

Slippery slope-, taboo-breaking- or Nazi-analogy-arguments are common, but not uncontroversial examples of the complex re
and the various ways of using historical arguments in these debates. In our analysis we examine first the relationship between
both as separate disciplines and as argumentative practices. Secondly, we then analyse six common types of historical argum
slope-, analogy-, continuity-, knockout/taboo-, ethical progress- and accomplice-arguments), some as arguments within the a
others as arguments within political and public debates over bioethical issues. We conclude by suggesting to bioethicists to be
arguments as socially and culturally embedded practices of critical reflection of power, medical and government paternalism
More interdisciplinarity between ethicists and medical historians is needed to appropriately rationalize and understand the d

A number of variables have contributed to the current crisis in chronic pain care and are affected by, and affect, the philosoph
the socio-economic climate of the American healthcare system. Thus, we posit that managing the crisis in chronic pain care in
upon the development of a multi-focal healthcare paradigm that more thoroughly enables and fortifies research, its translatio
and the implementation of, and support for, both the curative and healing approaches in medicine in general, and pain care s
necessitate re-examination, if not revision of the health care system and its economics. The ethical imperative to consider an
edge diagnostic and therapeutic technologies in pain medicine is obligatory. However, "supply side prudence" is of little value
lacking. Revisions to health insurance plans advocated by the in-coming administration seek to create uniformity in basic hea
assessment of the clinical effectiveness (versus merely cost) of treatments, including those that are "high tech." These plans a
more complete ability to deliberatively work with physicians to access those services and resources that maximize health func
given these revisions, authentic pain care must take into account the interactive contexts of the painient individual. The biops
pain management may have significant practical and ethical worth in this regard. A system of pain treatment operating from
necessitates integrative multi-disciplinarity. We propose a tiered, multi-disciplinary paradigm based upon the differing needs
establishing such a system does not guarantee access, and distribution of these services and resources requires economic sup
are more broadly available (i.e., supplied), and afforded as needed and wanted (i.e., demanded). Toward this end, we posit th
more fully integrate 1) education, 2) multi-disciplinary care (including re-vivification of MPCs), 3) policies that allow financial s
the latitude to access and utilize such expanded resources appropriately to meet identified medical needs, and 4) medico-leg
protect and enable patients and physicians. The proposed changes comport with a number of ethical systems in that they sup
of the profession and allow for a richer, more finely grained articulation of clinical and ethical responsibilities within the scope
and sub-specialty practices.
BACKGROUND: Up to one half of the population in Africa, Asia and Latin America has little access to high-quality biomedical s
health systems. Medical pluralism is thus in many developing countries the rule rather than the exception, which is why the W
calling for intercultural partnerships to improve health care in these regions. They are, however, challenging due to disparate
trust that hamper understanding and collaboration. We developed a collaborative, patient-centered boundary mechanism to
to foster intercultural partnerships in health care. To assess its impact on the quality of intercultural patient care in a medical
we conducted and evaluated a case study.METHODS: The case study took place in Guatemala, since previous efforts to initiat
partnerships in this country were hampered by intense historical and societal conflicts. It was designed by a team from ETH Z
the National Cancer Institute of Guatemala, two traditional Councils of Elders and 25 Mayan healers from the Kaqchikel and Q
implemented from January 2014 to July 2015. Scientists and traditional political authorities collaborated to facilitate worksho
patient referrals, which were conducted jointly by biomedical and traditional practitioners. The traditional medical practices w
as were the health-seeking pathways of patients, and the overall impact was evaluatedRESULTS: The boundary mechanism w
barriers of access for indigenous patients in the biomedical health system, and in building trust between doctors and healers.
reduction of stereotypical attitudes towards traditional healers, improved biomedical procedures due to enhanced self-reflec
traditional health care due to refined diagnoses and adapted treatment strategies. In individual cases, the beneficial effects o
remarkable, and the doctors continued to collaborate with healers after the study was completed. Comparison of the two ling
the outcomes are highly context-dependent.CONCLUSIONS: If well adapted to local context, patient-centered boundary mech
partnerships by creating access, building trust and fostering mutual learning, even in circumstances as complex as those in Gu
patient-centered boundary mechanisms is thus a promising approach to improve health care in medically pluralistic developin

OBJECTIVES: The purpose of this study was to provide a more precise definition of an integrated oncogeriatric approach (IOG
analysis.DATA SOURCES: The literature was reviewed from January 2005 to April 2011 integrating three broad terms: geriatric
and integrated care delivery models.STUDY ELIGIBILITY CRITERIA: Citation selection was based on: (1) elderly cancer patients
disease management and (3) case studies, intervention studies, assessments, evaluations and studies. Inclusion and exclusion
course of the literature search.INTERVENTIONS: Initiatives in geriatric oncology that relate to oncology services, social suppor
services for elderly cancer patients.PARTICIPANTS: Elderly cancer patients aged 70 years old or more.STUDY APPRAISAL AND
concept analysis method was used for this study. The analysis was carried out according to thematic analysis based on the ele
Model.RESULTS: The search identified 618 citations. After in-depth appraisal of 327 potential citations, 62 articles that met ou
included in the analysis. Three IOGA main attributes were identified, which constitute IOGA's core aspects: geriatric assessme
and treatment outcomes. The IOGA concept comprises two broad antecedents: coordinated healthcare delivery and primary
Regarding the consequents of an integrated approach in geriatric oncology, the studies reviewed remain inconclusive.CONCLU
the pioneering character of the multidimensional IOGA concept, for which the relationship between clinical and organisationa
and contextual antecedents, on the other, is not well understood. We have yet to ascertain IOGA's consequents. IMPLICATIO
clearly a need for a whole-system approach to change that will provide direction for multilevel (clinical, organisational, strate
interdisciplinary practice, education and research.

The European Family Health Nursing Project is a revitalized World Health Organization initiative led by the University of the W
countries include Armenia, Austria, Germany, Italy, Poland, Portugal, Romania, Slovenia, and Spain. European Union Lifelong
in 2011 to facilitate a consistency of approach in the development of a definition of family health nursing, required core comp
consequent education and training requirements. Global health challenges have informed the development of the project: in
the increasing incidence in noncommunicable diseases that are currently the main cause of death, and the significant progres
systems have developed to meet the demands in relation to access and equality of health services. Governments and policy m
workforce based on the principles of teamwork and interdisciplinarity while recognizing the core contribution of the "speciali
care setting.
Human resources education for health workers has been predominantly discipline-oriented and fragmented, influencing rese
scientific output. Several authors argue that university education should transition from disciplinarity to transdisciplinarity. To
underpinnings for this subject of international interest, a literature search was conducted in the PubMed, EBSCO, and SciELO
terms "transdisciplinary and translational research" in Spanish and English. The majority of authors believe that identifying pr
perspectives by specialists and community members and leaders will be conducive to more effective intersectoral interventio
organizational change to reshape reshaping work styles and self-organizational forms of scientific activity. Finally, a transdisci
research has been proposed that is based on traditional project design tools, but with variations borrowed from a complex sy

The study aimed to compare the experiences with the organization of universal public healthcare systems in relation to health
units in Florianópolis, Santa Catarina State, Brazil, and Toronto, Ontario, Canada. This was a descriptive exploratory study with
primary care units. Data were collected with semi-structured interviews containing questions on health promotion practices,
Florianópolis and 10 in Toronto. The data were discussed using thematic analysis, identifying the practices, difficulties, and fa
the two cities, 60% of health professionals and health administrators had not received any specific knowledge on health prom
for health promotion skills, health professionals in Toronto identified them with autonomy and social determinants, while in F
to health education and community participation. In both cities, health promotion practices are targeted to individual and col
motivation to act comes from interdisciplinarity and the demands raised by the population. Health promotion is a relevant fo
individual and community autonomy, in light of social determinants. Such practices aim at comprehensive health for the com
the teams that still conduct disease-centered activities. Resources are limited, requiring inter-sector actions to improve qualit
the hegemonic model, and progress is needed to achieve a positive approach to health and social determinants.

The theoretical constructs of interprofessional education (IPE) are analyzed based on two reviews of the literature, taking the
healthcare professionals in Brazil into consideration. Three types of training are identified: uniprofessional, multiprofessional
predominance of the first type. The first occurs among students of the same profession, in isolation; the second occurs amon
professions, in parallel without interaction; and the third involves shared learning, with interaction between students and/or
fields. The distinction between interprofessionalism and interdisciplinarity is highlighted: these refer to integration, respective
and disciplines or fields of knowledge. Through the analysis presented, it is concluded that in the Brazilian context, IPE (the ba
is still limited to some recent initiatives, which deserve to be investigated.

OBJECTIVES: To develop a curriculum (Joint Advanced Seminars [JASs]) that produced PhD fellows who understood that healt
determinants within complex environments and that approaches from a range of disciplines is required to address health and
Consortium for Advanced Research Training in Africa (CARTA). We sought to attract PhD fellows, supervisors and teaching fac
into the program.METHODS: Multidisciplinary teams developed the JAS curriculum. CARTA PhD fellowships were open to aca
institutions, irrespective of primary discipline, interested in doing a PhD in public and population health. Supervisors and JAS f
CARTA institutions. We use routine JAS evaluation data (closed and open-ended questions) collected from PhD fellows at eve
cohort, and an external evaluation of CARTA to assess the impact of the JAS curriculum on learning.RESULTS: We describe ou
its centrality to an appreciation of multiple disciplines, and illustrate how it promotes working in multidisciplinary ways. CART
supervisors and JAS teaching faculty from across a range of disciplines. Evaluations indicate PhD fellows have a greater appre
than their own are important to understanding health and its determinants and an appreciation and capacity to employ mixe
research.CONCLUSIONS: In the short term, we have been effective in promoting an understanding of multidisciplinarity, resul
from beyond their discipline of origin. This curriculum has international application.

This article provides a model for improving teaching practice and developing new knowledge about teaching. The reflective se
pedagogical inquiry is rooted in reflective inquiry and self-study as found in nursing and education literature, respectively. The
a mechanism by which they can better understand themselves as teachers and how their teaching affects students. Essential
interdisciplinarity and collaboration. Using the framework outlined in this article will help establish reflective self-study resear
inquiry and further the dialogue on teaching in higher education.
Evaluative bibliometrics uses advanced techniques to assess the impact of scholarly work in the context of other scientific wo
relative scientific contributions of research groups or institutions. Using publications from the National Institute of Allergy and
HIV/AIDS extramural clinical trials networks, we assessed the presence, performance, and impact of papers published in 2006
we sought to expand traditional bibliometric analyses beyond citation counts to include normative comparisons across journa
authorship across the networks, and assess the inclusion of publications in reviews and syntheses. Specifically, we examined t
networks in terms of the a) presence of papers in the scientific journal hierarchy ranked on the basis of journal influence mea
publications on traditional bibliometric measures, and c) impact of publications in comparisons with similar publications world
fields. We also examined collaboration and interdisciplinarity across the initiative, through network analysis and modeling of
we explored the uptake of network produced publications in research reviews and syntheses. Overall, the results suggest the
recognized work, engaging in extensive interdisciplinary collaborations, and having an impact across several areas of HIV-rela
limitations of the approach for evaluation and monitoring research initiatives are discussed.

AIM: The transfer of standardised patient education programmes into practice is a complex process with a multitude of influe
relate among others to the organisation and individuals (e. g., practitioner, patient). Knowledge about individual factors regar
education programmes in the German rehabilitation system is scarce. The aim of this study is to explore the acceptance of tra
implementation of a standardised back school and to derive facilitators and barriers to the implementation of patient educati
Semi-structured guideline-based interviews were conducted in 10 rehabilitation clinics. The sample consisted of 46 trainers (2
psychologists, 21 physio-/exercise therapists and 3 occupational therapists with a mean age of 41. The opinions of the trainer
components of back schools in general, their opinions about the new curriculum, their expectations on its implementation, an
implementation and requests to the project team were explored as indicators for acceptance. The data were analysed with a
analysis.RESULTS: 6 main categories comprising 136 subcategories were created and 729 quotations coded. Regarding the ce
be covered by back schools, back-friendly behaviour was addressed most often. Opinions regarding the new curriculum were
approval of content and methods was highlighted and the similarity with existing offers in the clinics as well as the structure o
positively. The trainers expected an increased patient orientation and personal development as well as a common, coherent l
Difficulties were anticipated regarding time and personnel as well as therapy and appointment planning and also regarding th
patients. A wish for communication, education of trainers and feedback was directed at the project team.CONCLUSION: The s
acceptance of programme implementation and central components of modern patient education programmes among trainer
facilitators and barriers has been investigated and might contribute to further development of implementation interventions.
considering those factors play a central role.

To improve medical studies, the Medical School of the University of Heidelberg introduced in 2001 a new modular, topic-orie
approximately 260 students with a special focus on multi-disciplinarity, thus breaking the seal of traditional disciplines. The ne
Curriculum Medicinale--HeiCuMed) introduced new methods of teaching and in addition to the traditional examinations, dev
clinical-practical, respectively communication skills, such as the Objective Structured Clinical Examination (OSCE). Child and A
greater importance within the new curriculum and courses are now mandatory. Particularly the new methods of teaching pro
studies in Child and Adolescent Psychiatry even more attractive to students and to strengthen the position of the discipline w

The study of parasites typically crosses into other research disciplines and spans across diverse scales, from molecular- to pop
notwithstanding promoting an understanding of parasites set within evolutionary time. Today, the 2030 Sustainable Develop
much of contemporary parasitological research, since parasites can be found in all ecosystems, blighting human, animal and p
the multi-disciplinary nature of parasitological research, the 2017 Autumn Symposium of the British Society for Parasitology w
forum for novel exchange across medical, veterinary and wildlife fields of study. Whilst the meeting was devoted to the topic
foster mutualism, the antithesis perhaps of parasitism, by forging new academic connections and social networks to exchange
celebrated the longstanding career of Professor David Rollinson, FLS in the award of the International Federation for Tropical
spanning 40 years of parasitological research. Indeed, David has done so much to explore and promote the fascinating biolog
by the 15 manuscripts contained within this Special Issue.
Transdisciplinary education on sustainability for health has been primarily developed in high-income countries, yet the need i
research and human resource investments remains urgent. Little empiric documentation of the facilitators and barriers to tra
countries has been described. We assessed transdisciplinary learning among students of different disciplines collaborating wi
for health research project. Six undergraduate students from four different disciplinary backgrounds were incorporated throu
provincial university academic supervisors. Learning was fostered and monitored through participant observations by a field s
was evaluated through subsequent in-depth interviews and visualization methods. Academic supervisor key informant and co
aided triangulation. Qualitative data were analyzed using indicators of transdisciplinary thinking. Principal factors facilitating t
interaction with social actors, the integration of work with other disciplines, the use of alternative research techniques and m
support of the field supervisor. Inhibiting factors included the existence of rigid academic rules, lack of training of the academ
research methods, and social pressures to implement unidisciplinary foci. At the end of their link with the project, students ha
outcomes and attitudinal values relevant to sustainable development for health. In countries with limited investments in rese
development, transdisciplinary approaches with social actors and engaged researchers can sensitize new professionals trainin
contexts to the ecological-social-health problems faced by poor majorities and encourage their subsequent work on sustainab

The education in Brazil is still strongly based on traditional teaching methods that reinforce a passive attitude of the student.
guidelines indicate the need for more liberating and interdisciplinary methodologies, there are few actions for change. Within
appears as an important tool to help the creation of a new thinking in education, proposing the connection between the part
this way leading the student to develop a more critical and reflective thinking about the reality of the community where he liv
ergonomics as a scientific discipline that looks for the interactions among humans and other elements of a system in order to
overall system performance, interdisciplinary has become essential in this process. The aim of this study was to discuss the ed
interdisciplinarity and their applicability in the teaching of ergonomics in the context of Brazil.

Encouraging knowledge flow between mutually relevant disciplines is a worthy aim of research policy makers. Yet, it is less cle
promote cross-disciplinary knowledge flow and whether such research generates particularly influential knowledge. Empirica
identify knowledge-flow mediating research and how to provide support for this research. This study contributes to addressin
new way to identify knowledge-flow mediating research at the individual research article level, instead of at more aggregated
articles that link two mutually relevant disciplines in three ways-aggregating, bridging, and diffusing. We then examine the lik
receive subsequent citations or have funding acknowledgments. Our case study of cognitive science and educational research
articles that aggregate knowledge from multiple disciplines are cited significantly more often than are those whose reference
single discipline. Interestingly, the articles that meet the criteria for being considered knowledge-flow mediators are less likel
reported acknowledgements, than were those that did not meet these criteria. Based on these findings, we draw implications

Abstracts of European College of Sports Science conferences (1995-2014) are studied. The number of abstracts has been incre
This rise is in recent years largely due to extra-European countries. The magnitude and accumulation of the different topics of
operational criterion determines four stages of evolution of a topic: social network, cluster, specialty, and discipline. The scien
be classified as disciplinary or non-disciplinary. The disciplinary part is more important but has been less dynamic recently. Th
science is then explored through a multidimensional scaling of the topics based on the keywords used in the abstracts. Three
and humanities, sports medicine and physiology, and biomechanics and neurophysiology. According to the field theory of Bou
habitus are distinguished. The logic of academic disciplinary excellence is the consequence of the autonomy of this scientific fi
process, and barriers to entry. The distribution of scientific capital and professional capital is unequal across the three areas. B
strategies of academic disciplinary excellence are predicted in biomechanics and neurophysiology, subversion strategies of in
professional concerns can appear in the sports medicine and physiology area, and critical strategies of interdisciplinarity base
sciences and humanities. Moreover, additional tensions within these areas are depicted. Lastly methods based on co-citation
objects are proposed to find tangible patterns of multidisciplinarity confirming these strategies.
The important role of medical trainees (interns and residents) as teachers is increasingly recognized in veterinary and human
supported through adult learning programs or other preparatory training methods. To develop appropriate teaching program
teaching, more understanding is needed about the support required for the trainee's teaching role. Following discussion amo
education and veterinary and pediatric medicine, an experienced external observer and expert in higher education observed
veterinary and pediatric trainees in multiple clinical teaching settings over 10 weeks. Using an interpretative approach to anal
dynamics that could serve as the foundation for a new program to support clinical teaching: (1) Novice-Expert, recognizing tra
Collaboration-Individuality, recognizing the power of peer learning; (3) Confidence-Uncertainty, regarding the confidence to a
recognizing the ability to maintain a discrete role and yet synthesize knowledge and cope with complexity; and (5) Socializatio
selves. Trainees in veterinary and human medicine appeared to have similar needs for support in teaching and would benefit
faculty should provide written guidelines and practical teaching tips; set clear expectations; establish sustained support strate
impartial educator; identify physical spaces in which to discuss teaching; provide continuous feedback; and facilitate peer obs
veterinary clinical environments.

Western science has grown increasingly reductionistic and, in parallel, the undergraduate life sciences curriculum has become
While reductionistic approaches have led to landmark discoveries, many of the most exciting scientific advances in the late 20
disciplinary interfaces; work at these interfaces is necessary to manage the world's looming problems, particularly those that
processes but have ecosystem- and even global-scale ramifications (e.g., nonsustainable agriculture, emerging infectious dise
requires comprehending whole scenarios and their emergent properties as sums of their multiple facets and complex interrel
integrate several disciplines across multiple scales (e.g., time, organization, space). This essay discusses bringing interdisciplin
cellular biology courses through the use of multiscalar topics. Discussing how cellular-level processes impact large-scale phen
everyday life and unites diverse disciplines (e.g., sociology, cell biology, physics) as facets of a single system or problem, emph
core concepts in biology. I provide specific examples of multiscalar topics and discuss preliminary evidence that using such to
understanding of the cell's position within an ecosystem and how cellular biology interfaces with other disciplines.

BACKGROUND: The importance of physical activity and the orientation of exercise therapy in rehabilitation has changed for m
Exercise therapy is the most applied therapy form within multidisciplinary rehabilitation programs for almost all chronic healt
scientifically discussed need to refine exercise therapy, there is relatively little knowledge of how exercise therapy is actually c
describes the methodological procedure used in the project "Exercise therapy in medical rehabilitation: a survey at facility an
to take a national survey of exercise therapy in rehabilitation practice in Germany.METHODS: The project was implemented u
mixed method design. Quantitative and qualitative methods were integrated in two consecutive project phases. Phase 1 used
written survey of the heads of exercise therapy departments to compile a national overview of concepts and process features
individual rehabilitation facilities. Phase 2 recorded individual perspectives and opinions concerning exercise therapy goals, co
current developments in the rehabilitation context (e.g., physical activity promotion, interdisciplinarity, standardization) of ex
Over the course of two one-and-a-half day workshops, central themes were introduced and prepared with standardized writt
Phase 1 and combined with qualitative surveys using facilitated group discussions (focus groups in mixed methods design).DIS
generates a comprehensive picture of exercise therapy in medical rehabilitation at facility level and inserts further informatio
this context. The chosen methodology of a mixed method design combines the perspective of the facility with that of the pra
complex and multifaceted description of the status quo in exercise therapy practice and makes it possible to identify facilitato
refinement of exercise therapy in specific everyday rehabilitation. These findings form the basis for the systematic developme
in rehabilitation, in particular in terms of the refinement, implementation and dissemination of biopsychosocial concepts of e

This paper describes the St. Olaf College experience moving to a more interdisciplinary approach to student learning. The aut
context of the three “P”s of higher education—people, place, and program. The key for transformation resided in focusing on
doing, an interdisciplinary program emerged.
Young women affected by a malignant tumor have to cope, after the announcement of diagnosis, with the treatment and its
of them may definitively impact on their fertility potential. Especially in pelvic tumors, treatments are more or less mutilating
resection of pelvic organs or by destruction of their functioning after chemotherapy or radiation therapy. Surgeons are often
management of gynecologic tumors. It is important for them to be aware not only of the surgical techniques currently availab
well of their indications and limits, according to the tumor type or its treatment. This knowledge will enable them to deliver fa
couple, keeping in mind that, multidisciplinarity is of a paramount importance and referring a patient to a more experienced t
solution. Through a literature review, we report on the most recent results of the different options available today according
some opinions concerning indications, management, organization of care, and teaching of these techniques.

This essay argues that pre-health humanities programs should focus on intensive research practice for baccalaureate student
principles for implementing it. Although the interdisciplinary nature of health humanities permits baccalaureate students to u
natural sciences, social sciences, and humanities, pre-health humanities coursework tends to force students to adopt only on
Alternatively, an intensive research approach invites students to critically select and combine methods from multiple (and see
ask and answer questions about health problems more innovatively. Using the authors' experiences with implementing healt
research initiatives at The University of North Carolina at Chapel Hill, the authors contend that pre-health humanities program
multiple disciplinary research methods and their values; examine how health humanities research might transfer across discip
opportunities for funding, presenting, and publishing research. These recommendations have the potential to create unprece
for baccalaureate students as they prepare to enter careers within and beyond the allied health professions.

Unsurprisingly, disciplines such as epidemiology, public health and pharmacology have points of confluence. Consequently, in
organizations from these disciplines have collaborated on many different activities altogether. This article compiles two decad
these fields, coordinated by the Esteve Foundation. We discuss 20 collaborations, including face-to-face activities and joint pu
involved numerous institutions and over 1,000 professionals. Among other activities, we would like to stress the training activ
editing. In particular, we highlight the 32 editions of a training workshop on how to write a scientific article, which has been ru
present day. We conclude that collaborations between different institutions and professionals have acted and will continue to
disciplines and to contribute to scientific progress from a multidisciplinary perspective.

The health of the population is determined by a number of ecological determinants in addition to medical care. Therefore a c
social and political context in a society. With regard to the health care system, schools of public health as institutions for train
to focus on four main deficits in the area of information, prevention, social gradients, and the regulation of health care delive
comprises (a) training for research and services, (b) monitoring population health and setting of priorities, (c) applied research
the decision makers, and (e) intervention and public accountability. How to perform in these areas has to be related to basic e
equity, participation, subsidiarity, sustainability, and efficiency. Furthermore, international trends in modern education have t
European Union in the Bologna Declaration of 1999, with reference to academization and internationalization of advanced st
profile of modern schools of public health is characterized by their academic basis, interdisciplinarity, and multi-professionalit
Public Health is an equal merger of medical and social sciences, a predominantly postgraduate study program, an internation
government, local networks with service institutions, and a focus on contemporary health issues. In the former socialist econo
Europe a regional collaboration beyond borders (the concept of regionality) is apt to support the achievement of internationa
newly developing schools of public health.

As significant contributors to the generation, dissemination and publication of scientific knowledge, graduate students have c
publication trends and the future direction of ethnopharmacology. The rigid discipline-oriented framework of academia is oft
impeding interdisciplinarity, particularly for fields such as ethnopharmacology which span both the natural and social science
opportunities, funding eligibility periods, time-to-degree patterns and departmental expectations and requirements for gradu
natural sciences are considerably different than for those in the social sciences. Consequently, adequate acquisition of ethnog
compromised. Encouraging students to think across disciplines, cross-disciplinary collaboration, and flexibility in regards to th
imposed by departments and funding agencies would increase the likelihood of contextualizing bioscientific data with adequa
knowledge, and ultimately embrace the core objectives on which the JEP was conceived.
BACKGROUND: Since 2002, the professional education for Swiss physiotherapists has been upgraded to a tertiary educationa
need for research related to professional practice has become more salient. The elaboration of research priorities is seen as a
profession's needs, to help coordinate research collaborations and to address expectations regarding physiotherapy. There is
stakeholders' views with regard to physiotherapy research. The objective of this study was to investigate key stakeholders' op
physiotherapy in Switzerland.METHODS: Focus groups with patients, health professionals, researchers and representatives of
were conducted, and semi-structured interviews were conducted with politicians, health insurers and medical doctors from t
Switzerland. An interview guide was elaborated. Data were transcribed and analysed using inductive content analysis (Atlas-ti
groups and 23 interviews/written commentaries included 134 participants with various research experiences and from differe
were defined reflecting three themes: identity, interdisciplinarity and visibility. Stakeholders had positive views about the pro
physiotherapists' important role now and in the future. Yet, they also felt that physiotherapy was not sufficiently recognized i
enough. A stronger professional identity would be key to enhancing interdisciplinary work.CONCLUSIONS: Results of this qual
into key aspects for moving the physiotherapy profession forward. Identity is at the heart of physiotherapy, not necessarily in
in the definition of domains of competence and future positioning. Identity is also tightly connected to Interdisciplinarity as th
of the profession. Stakeholders outside the profession insist on the importance of visibility. The results of this study can help
future of physiotherapy and elaborate research priorities.

Race is important in medicine. In order to correct the inequality in healthcare racial minority people can expect to receive, a n
so that we can place our discourse in a productive arena. Most recommended solutions argue for increased education on "cu
physicians. Who will educate the educators? What rhetorical stance will work? A requirement for physicians to learn about cu
competence will not get us to fairness in medical care, independent of race. That's because race is not the problem. There's n
Other disciplines within academe must contribute to students' understanding and treatment of race in America if we are to se
medical care.
On 27 September 2013, the Centre for the Humanities and Health (CHH) at King's College London hosted a 1-day workshop on
Duties'. This workshop was the fifth in a series of five workshops whose aim is to provide a new model for high-quality, open
between medical professionals and philosophers. This report identifies the key points of discussion raised throughout the day
employed.

BACKGROUND AND OBJECTIVES: In Brazil, palliative care (PC) is not properly structured and that reality transforms this theme
therefore, initiatives become relevant in this context. This paper aims to share the experience that occurred in an oncology re
Maranhão and present initiatives that helped in the development of PC Service.EXPERIENCE REPORT: The hospital had an out
without specialized beds. The terminally ill patients stayed in common wards, which caused much unrest. A sensitization proc
through initiatives, such as a photo contest called Flashes of Life and a ward called Room of Dreams, designed in partnership
the Universidade Estadual do Maranhão. The process culminated in the granting of wards to the PC and in the commitment o
the hospital, to run the project.CONCLUSION: This experience was a reproducible local initiative for the establishment of PC in
initiatives are valuable in Brazil because they favor a significant number of patients and show its effectiveness in practice to g
structure a PC service, it is essential to establish priorities that include the assignment of drugs for management of symptoms
multidisciplinarity, sensitization and education of professionals.
This article aimed to reflect on the need of applying transdisciplinarity in distance education, since it presumes a new model,
transformation. The goal of distance education is the supportive use in virtual and interactive learning environments, allowing
media tools, in an organized manner, to the production, interaction and knowledge socialization elaboration. In Brazil, nursing
experiences in using distance education with promising results, demonstrating good acceptance on the part of students and i
learning process.

"Interdisciplinarity" is widely praised in modern academe for its apparent ability to generate important research results and c
innovation. This essay examines a crucial case of interdisciplinary work in the humanities and social sciences: the area studies
United States after World War II. Examining both celebrations and critiques of area studies, this essay concludes that the ente
contribution to national life not through the production of scholarship (the usual focus of historians of higher education) but t
undergraduate teaching and graduate training that expanded the geographic and linguistic horizons of American undergradu
section of the essay suggests the relevance of this pedagogical focus for contemporary debates about the future of area stud
The idea of interdisciplinarity has been taken up by academic and governmental organisations around the world and enacted
funding programs and higher education institutions. In Canada, interdisciplinarity led to a major transformation in health rese
federal government closed the Medical Research Council (MRC) and created the Canadian Institutes of Health Research (CIHR
vision and goals were innovative, as it sought to include the social sciences within its purview alongside more traditional heal
to which it has been successful in this endeavour, however, remains unknown. The aim of our study was to examine how CIH
inclusiveness and cooperation across disciplines were implemented in the agency's own organisational structure. We focused
representation on committees and among decision-makers between 2000 and 2015, one of the key mandates of CIHR being t
within its remit and support research in this area. We examined the composition of the Governing Council, the Institute Scien
College of Reviewers, and two International Review Panels invited by CIHR. We targeted these committees and decision-make
influence the field of Canadian health research through the decisions they make. Our findings show that, while CIHR was crea
support the entire spectrum of health-related research-including the social sciences-this call for inclusiveness has not yet bee
organisational structure. Social scientists, as well as researchers from neighbouring disciplines such as social epidemiology, he
humanities, are still confined to low levels of representation within CIHR's highest echelons. This imbalance limits social scien
in Canada and undermines CIHR's interdisciplinary ambition.

AIMS: To explore the practice of cooperation in mental health care across services and identify conditions that promote and i
Focus groups with relevant service providers were conducted in four exemplary regions in Germany (rural/ urban and East/W
content analysed.RESULTS: Seven central categories were deduced: (1) involved service providers, (2) comprehension, (3) rea
cooperation, (5) promoting and inhibiting conditions, (6) interdisciplinarity, and (7) regional and personal networks. Cooperati
rather than defined relations. Who is involved in cooperation depends on patients/clients needs and may vary from case to ca
have theoretical concepts of cooperation. Cooperation relies not only on personal contacts and knowledge between services
reimbursement and the social capital of the environment. In particular, cooperation with physicians was considered to be diffi
professionals. Physician's role models do not seem to include cooperation with other disciplines as a core task.CONCLUSIONS
regional and sustainable mental health networks have to be systematically implemented by providing leadership, time and re
meetings. Interdisciplinary cooperation practice should be part of the curricula of medical students and residents in psychiatr

Precision medicine and molecular systems medicine (MSM) are highly utilized and successful approaches to improve understa
treatment of many diseases from bench-to-bedside. Especially in the COVID-19 pandemic, molecular techniques and biotechn
proven to be of utmost importance for rapid developments in disease diagnostics and treatment, including DNA and RNA seq
with drugs and natural products and vaccine development. The COVID-19 crisis, however, has also demonstrated the need fo
transdisciplinarity and the limits of MSM: the neglect of the bio-psycho-social systemic nature of humans and their context as
therapeutic and population-oriented interventions. COVID-19 illustrates how a medical problem requires a transdisciplinary a
pathology, internal medicine, public health, environmental medicine, and socio-economic modeling. Regarding the need for c
different kinds of knowledge we suggest the application of general system theory (GST). This approach endorses an organism
disease, which according to Ludwig von Bertalanffy who was the founder of GST, we call Organismal Systems Medicine (OSM)
science offers wider applications in the field of pathology and can contribute to an integrative systems medicine by (i) integra
functional and structural differentially scaled subsystems, (ii) conceptualization of complex multilevel systems, and (iii) sugges
linear relationships underlying the observed phenomena. We underline these points with a proposal on multi-level systems p
neurophysiology, endocrinology, immune system, genetics, and general metabolism. An integration of these areas is necessar
mortality rates and polypharmacological treatments. In the pandemic era this multi-level systems pathology is most importan
their effectiveness, short-, and long-time adverse effects. We further argue that these conceptual frameworks are not only va
important to be integrated in a medicinal curriculum.
Modern dental education should have in on one hand the necessary education and training to make modern dentists capable
and individual preventive strategies, and on the other make them competent to satisfy current public demands to most patie
procedures most demanded by patients implant therapy has reached a clear pre-dominance. Although specialists have traditi
therapeutic procedure, in simple cases there is seldom need for extensive surgical procedures and therefore there is a clear n
in modern dental curricula. To facilitate the harmonisation and convergence of dental education in Europe, the Association fo
and DentEd have defined a set of competencies for the graduating dentist in the EU. Using the same framework, we herein de
in implant dentistry, within the different domains, for both the undergraduate and the postgraduate student. Within a contex
curriculum implant dentistry should be taught as part of the major and supportive competencies described with a strong emp
integration.

INTRODUCTION: The Work Disability Prevention (WDP) Canadian Institutes of Health Research (CIHR) Strategic Training Progr
is a unique program in the world. The main objective of this program is to help future researchers develop transdisciplinary kn
regarding WDP. The purpose of this paper is to present a descriptive portrait of the program's performance over the past 5 ye
alumni's perspectives on the WDP CIHR Training Program.METHODS: Data on the program's performance were collected from
records. The trainees' opinions on the WDP training program were obtained through focus groups and telephone interviews.
compiled and divided into themes to summarize the qualitative findings pertaining to each question.RESULTS: From 2003 to 2
sessions have been offered, involving 44 high-caliber applicants from nine countries, 34 mentors and collaborators, 29 guest s
Overall, trainees appreciated the networking, the opportunity to interact with people from different disciplines and countries
international perspective and uniqueness of the program. The least appreciated aspects concerned mainly the e-learning cou
information on optional courses. The coordination and logistics were judged appropriate and several topics were suggested t
quality.CONCLUSION: In general, the program implementation went well, with good participation from mentors, speakers and
was appreciated by the trainees and alumni. This paper underscores the importance of the international perspective, the tran
networking established through the program.

The case of "Environment and Development" at Leiden University, the Netherlands, offers an example of developing a new en
curriculum in a conservative, disciplines-oriented university context. The core of this history is the long-term struggle of envir
from the level of doing applied interdisciplinary studies and establish itself as a distinct body of knowledge with its own theor
own. The struggle itself as well as its final outcome, a "bidisciplinary" curriculum in which both environmental science and on
as disciplines (hence not environmental science as a mere "field of application") may be of value in other "classical" universiti
Environmental science; Curriculum; Interdisciplinarity; Universities

OBJECTIVE: To discuss the elements of interdisciplinary research and to analyze its contribution to (bio)medical informatics.M
'Informatics and Medicine - From Molecules to Populations' from K. A. Kuhn et al. in this issue of Methods of Information in M
of successfully established interdisciplinary research.RESULTS AND CONCLUSIONS: Medical informatics is an interdisciplinary
with successful interdisciplinary research already exists for many decades: Interdisciplinary research is not a category of resea
addressing a complex problem in society, involving the collaboration between and methods drawn from multiple disciplines.
personal interactions are critical for interdisciplinary research. Collaboration takes extra time to develop, to build consensus a
methodologies, languages, and each other's culture. Interdisciplinary research requires leaders with vision and expressive skil
institutional leadership is critical to the success of interdisciplinary groups. Interdisciplinarity begins in the classroom. Interdis
effective without interdisciplinary education. Researchers and teachers should immerse themselves in the culture of other dis
their work in terms understood by people outside their own discipline. Teams that perform interdisciplinary research should p
regularly, and recognize that it requires a commitment toward good communication and clear goals. Although much progress
research, basic monodisciplinary research is still required to advance the frontiers of scientific knowledge, such as in physics o

Doctorally prepared nurses entering today's research environment must be adept at transcending the research chasm that ex
within nursing and be prepared to play leadership roles in multidisciplinary and nursing research. In order to fulfill these roles
educated nurse scientists, doctoral students must be exposed to research from a multidisciplinary perspective and be able to
become familiar with the differences in design language. This paper compares research terminology across the disciplines of e
nursing based on a sample of four research textbooks. It is apparent that although similarities exist, there is also diversity in t
Doctoral students preparing for comprehensive examinations must avoid becoming caught up in semantics and instead focus
of the designs. With that knowledge, students will be not only more successful in their examinations but also more effective a
multidisciplinary research.
Drawing on Pennock's theory of scientific virtues, we are developing an alternative curriculum for training scientists in the res
(RCR) that emphasizes internal values rather than externally imposed rules. This approach focuses on the virtuous characteris
responsible and exemplary behavior. We have been pilot-testing one element of such a virtue-based approach to RCR trainin
sessions, modeled upon the approach developed by Toolbox Dialogue Initiative, that focus on a specific virtue, e.g., curiosity a
structured discussions, small groups of scientists explore the roles they think the focus virtue plays and should play in the pra
results have shown that participants strongly prefer this virtue-based model over traditional methods of RCR training. While w
that participation in these RCR sessions contributes to responsible conduct, these pilot results are encouraging and warrant c
virtue-based approach to RCR training.

BACKGROUND: U-CARE is a multidisciplinary eHealth research program that involves the disciplines of caring science, clinical
information systems, and medical science. It was set up from scratch in a university setting in 2010, funded by a governmenta
the research program, many challenges were faced. Systematic documentation of experiences from establishing new researc
scarce.OBJECTIVE: The aim of this paper was to describe the challenges of establishing a publicly funded multidisciplinary eHe
environment.METHODS: Researchers involved in developing the research program U-CARE identified challenges in the forma
reflecting on their experience of developing the program. The authors discussed the content and organization of challenges in
reached.RESULTS: The authors identified 15 major challenges, some general to establishing a new research environment and
multidisciplinary eHealth programs. The challenges were organized into 6 themes: Organization, Communication, Implementa
development, and Multidisciplinarity.CONCLUSIONS: Several challenges were faced during the development of the program a
were made. By sharing our experience, we hope to help other research groups embarking on a similar journey to be prepared
they are likely to face on their way.

The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls i
consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. W
can help support interdisciplinary design research. We developed this framework in an introductory physics for life sciences m
we designed a series of interdisciplinary tasks that bridge physics and biology. We illustrate how this framework can be used
nature and degree of interdisciplinary interaction in tasks, to aid in redesigning tasks to better align with interdisciplinary lear
articulate design conjectures that posit how different characteristics of these tasks might support or impede interdisciplinary
framework will be useful for both curriculum designers and education researchers seeking to understand, in more concrete te
learning means and how integrated science curricula can be designed to support interdisciplinary learning objectives.

The authors explain the training project: "Multidisciplinarity in cardiac rehabilitation and secondary prevention: from the eval
education", the rationale and purpose of a pathway for patients with ischemic heart disease treated in the acute phase with b
means, and then placed in a rehabilitation program. The training project was transformed into a learning event for the Region
Region of Tuscany that has adopted it, encouraging the spread over the entire region. It highlights the role of the team, which
converging on it multidisciplinary expertise whose goal is the reintegration of the subjects in their life-context, with appropria
changes in lifestyle. From the valuations and declining the specific interventions to each job profile according to the principle
professional integration. All phases of the training project (assessment, intervention, evaluation) are addressed by each of the
physiotherapist, psychologist) that under the responsibility of the cardiologist realize, within the welfare, a concrete process o
which no one can ignore the "vision" of a global care of the patient.

During the last few years, the curriculum of many dentistry schools in Germany has been reorganised. Two key aspects of the
integration of up-to-date teaching methods and the promotion of interdisciplinarity. To support these efforts, an approach to
simulation models for hands-on courses employing 3D printing is presented. The models are based on real patients, thus prov
preparation for real clinical situations. As a wide variety of dental procedures can be implemented, the simulation models can
interdisciplinary dental education. The data used for the construction of the models were acquired by 3D surface scanning. Th
with 3D modelling software. Afterwards, the models were fabricated by 3D printing with the PolyJet technique. Three models
prosthodontic model for training veneer preparation, a conservative model for practicing dental bonding and an interdisciplin
teeth and an insufficient crown. The third model was evaluated in a hands-on course with 22 fourth-year dental students. The
questionnaire and gave their personal opinion. Whilst the concept of the model received very positive feedback, some aspect
criticised. We discuss these observations and suggest ways for further improvement.
This is a theoretical reflection on the clinical nursing care in mental health that is offered to the family. In view of having a fam
suffering, the family would delegate the care to that relative to the mental institution, thus there should be collaboration bet
team to organize the environment and ensure family and social isolation. With the Psychiatric Reform, based on the proposal
family becomes the center of attention for health care professionals. The necessary support for clinical nursing care includes
implementing health education, interdisciplinary work, and in the broadened clinic, so as to ensure comprehensiveness and s
nursing care should permeate the subjects' politicalization, in which the actors militate to reach autonomy, and the practices
welcoming, interdisciplinarity, hearing, and knowledge sharing.

INTRODUCTION AND OBJECTIVES: Heart failure (HF) is associated with a high rate of readmissions within 30 days postdischarg
readmission rates generally show modest results. To reduce readmission rates, we developed a STructured multidisciplinary o
Postdischarge patients hospitalized for HF (STOP-HF-Clinic).METHODS: This prospective all-comers study enrolled patients dis
or geriatric wards after HF hospitalization. The intervention involved a face-to-face early visit (within 7 days), HF nurse educati
intravenous medication when needed. Thirty-day readmission risk was calculated using the CORE-HF risk score. We also studi
readmission burden on regional health care by comparing the readmission rate in the STOP-HF-Clinic Referral Area ( ∼250000
the Catalan Health Service (CatSalut) ( ∼7.5 million people) during the pre-STOP-HF-Clinic (2012-2013) and post-STOP-HF-Clin
periods.RESULTS: From February 2014 to June 2016, 518 consecutive patients were included (age, 82 years; Barthel score, 70
30-day readmission risk, 26.5%). The observed all-cause 30-day readmission rate was 13.9% (47.5% relative risk reduction) an
day readmission rate was 7.5%. The CatSalut registry included 65131 index HF admissions, with 9267 all-cause and 6686 HF-re
30-day readmission rate was significantly reduced in the STOP-HF-Clinic Referral Area in 2014-2015 compared with 2012-201
fewer HF-related readmissions.CONCLUSIONS: The STOP-HF-Clinic, an approach that could be promptly implemented elsewh
for reducing the global burden of early readmissions among elder and vulnerable patients with HF.

Permanent education emphasizes on the interdisciplinarity of the health team, focuses on practice as the source of knowledg
active actors of the educational process. The objective of this study was to identify demands and expectations, i.e. factors tha
of nursing workers of a university hospital, and propose capacitation practices from the perspective of permanent education.
founded on the principles of action-research was performed from 2007 to 2008. Subjects were nurses, nursing technicians an
was performed in training workshops with 114 nursing workers. The results permitted to identify the institutional conditions i
take place, the possibility of mobilizing workers to identify and solve problems at works, and the need to make changes in tra
provided support for elaborating a proposal of a Center for Permanent Education in Nursing at the institution.

It is well known that copper ions play a critical role in various physiological processes. However, a variety of human diseases a
copper overload. Although there are numerous fluorescent probes capable of detecting copper ions, most of them are "turn-
ions fluorescence quenching effect, resulting in poor sensitivity. Herein, a novel "turn-on" near-infrared (NIR) fluorescent prob
was designed and synthesized for the selective detection of copper (II) ions (Cu2+ ). Upon the addition of Cu2+ , the probe co
emit strong fluorescence, along with colour change from colourless to obvious blue. Moreover, the probe PZ-N showed good
selectivity, and excellent sensitivity with low limit of detection (1.93 nM) towards copper (II) ions. More importantly, PZ-N wa
detecting Cu2+ in living cells.

Medical oncology, which post-graduate diploma was established in France in 1984, was built on the practice of anticancer che
interdisciplinarity. The political impetus of the Cancer Plan 2009-2013 had helped develop and generalize its learning since 20
explain the lack of information we have on the socialization of young medical oncologists in their discipline. To fill this gap, a q
was conducted by comprehensive interviews with ten young medical oncologists. It revealed the importance of the physician
research in choosing this specialty. It also updated the large part of empowerment in the learning process. Furthermore, altho
often appears in the discourse of young oncologists, representation they have boils down to successive intervention of health
specific training on this main concept in oncology appears to be missing in their vision of health coordination. Finally, the lack
activities seems to be an important factor in the difficulty of projecting a private practice.
The paper provides description of the system of ethical review for biomedical research in Belarus, with special emphasis on it
and regulatory framework, structure and functioning. It concludes that the situation with research ethics in Belarus correspon
bureaucratic approach to establishment of systems of ethical review for biomedical research, observed in a number of countr
Europe. Different social, economical and political factors of transition have major impact on capacities of the Belarusian RECs
of human subjects. Among the main problems identified are non-equivalent stringency of ethical review for different types of
independence, multidisciplinarity, pluralism and lay representation experienced by RECs; low level of research ethics educatio
activities. Recommendations are made to raise the issue of research ethics on the national agenda in order to develop and m
system capable to effectively protect research participants and promote ethical conduct in research.

PURPOSE: Despite an increase in research on multidisciplinary team (MDT) meetings, the implementation of MDT-driven deci
remains unstudied. We report fidelity using an observational protocol measuring degree to which MDTs in their weekly meeti
stages of group decision-making as per the 'Orientation-Discussion-Decision-Implementation' framework, and 2) cancer guide
characteristics of their weekly meetings produced by the UK's Department of Health, UK's National Cancer Action Team, Canc
Organization, and The Expert Advisory Group on Cancer to the Chief Medical Officers of England and Wales.PATIENTS AND M
cross-sectional observational study of MDT meetings in the UK. Breast, colorectal, and gynecological cancer MDTs across thre
video recorded over 12 weekly meetings, respectively, encompassing 822 case-reviews. A cross-section of 24 case-reviews wa
outcomes being adherence to the 'Orientation-Discussion-Decision-Implementation' framework, and the cancer guidelines.RE
reviews in the MDT meetings involved all five core disciplines including surgeons, oncologists, radiologists, histopathologists,
and 38% included four. The majority of case-reviews (54%) were between two (25%) or three (29%) disciplines only. Surgeons
most consistently engaged in all stages of decision-making. While all patients put forward for MDT meeting were actually revi
bypassed the orientation (case presentation), and 8% did not articulate the final decision to the entire team.CONCLUSION: W
set policy, cancer case-reviews in MDT meetings are not entirely MDT-driven, with more than half of the case-reviews not adh
and just over 10% not adhering to the group decision-making framework. The findings are in line with the UK recommendatio
meetings and could help decide how to re-organise the meetings to be most efficient. Implications are discussed in relation to

Although e-health is an area recognized as essential in the rapid development of healthcare systems in low resource contexts
emergence of an effective e-health ecosystem. Lack in capacity around health informatics is one of the main challenges. Base
gathering data pertaining to a master's program in biomedical informatics in Sri Lanka designed for doctors, in this paper we d
'hybrid doctors' may be the way forward. We illustrate how hybrid doctors conversant in healthcare and information and com
are able to facilitate the creation of an e-health ecosystem in a way that it would contribute significantly to the ICT driven hea
case study we highlight the importance of multidisciplinarity, participatory design, strategic investments, learning that aligns
networking, gaining legitimacy and re-packaging perspectives on 'health informatics capacity development'.

This report describes the integration of the microbiology and infectious diseases teaching courses in an international Master's
programme based on the 'One world, one health' WHO concept, and reports the students and teachers' evaluation related to
innovative programme. The integration was evaluated by recording the positioning of these two topics in the five teaching un
and by identifying their contribution in the interactions between the different teaching units. The satisfaction of students was
survey, whereas the feelings of students and teachers were assessed by interviews. The study demonstrated that microbiolog
widely involved in interactions between the teaching units, constituting a kind of cement for the programme. The students as
the topics dealing with microbiology and infectious diseases. According to the qualitative data, students and teachers conside
approach provided new insights but reported problems of communication, probably inherent to the multiculturalism of the c

New high-throughput culture-independent molecular tools are allowing the scientific community to characterize and underst
underpinning environmental biotechnology processes in unprecedented ways. By creatively leveraging these new data source
potential to transition from a purely descriptive to a predictive framework, in which ecological principles are integrated and e
that are biologically optimized for the desired goal. But to achieve this goal, ecology, engineering and microbiology curricula n
very root to better promote interdisciplinarity.
The aim of this analysis is to contribute to an understanding of emancipatory nursing in the context of higher education. Enga
that used critical feminist methodologies led to my research focus on lesbian, gay, bisexual, and transgender (LGBT) health in
program. Dimensions of emancipatory nursing include reflexivity, transformative learning, interdisciplinarity, praxis, and situa
feminist methodologies are addressed: feminist ethnography, community-based participatory action research (CBPAR), and c
Commonalities across methodologies illustrate the potential for emancipatory outcomes/goals.

Academics from diverse disciplines are recognizing not only the procedural ethical issues involved in research, but also the co
ethical issues that arise. While ethical guidelines are being developed for research in aboriginal populations and low-and-mid
partnered research initiatives examining arts-based interventions to promote social change pose a unique set of ethical dilem
research team, comprising health, education, and social scientists, critical theorists, artists and community-activists launched
on arts-for-social change. Funded by the Social Science and Humanities Research Council in Canada and based in six universiti
community-based collaborators, and informed by five main field projects (circus with street youth, theatre by people with dis
Parkinson's disease, participatory theatre with refugees and artsinfused dialogue), we set out to synthesize existing knowledg
summarized these learnings into 12 key points for reflection, grouped into three categories: community-university partnershi
related to the arts (n = 5), and team issues (n = 4). In addition to addressing previous concerns outlined in the literature (e.g.,
dangerous emotional terrain, etc.), we identified power dynamics (visible and hidden) hindering meaningful participation of c
university-based teams that need to be addressed within a reflective critical framework of ethical practice. We present how o
these issues, as examples of how such concerns could be approached in community-university partnerships in arts for social c

This paper explores the productive tensions occurring in an interdisciplinary research project on weight loss after obesity surg
medical/anthropological collaboration investigating to what extent eating patterns, the subjective experience of hunger and p
involved in appetite regulation that might determine good or poor response to the surgery. Linking biomedical and anthropol
of central concepts about the body turned out to be a major challenge in the collaborative analysis. Notably, the conception o
was a key concern, as each discipline has its particular definition and operationalization of the term. In response, a material-s
which allowed for a reconceptualization of appetite as a 'fractional object', engaged in multiple relations and enacted differen
perspective produced creative contrasts and offered alternative explorations of both scientific knowledge production and ant
paper thereby explores the interfaces between anthropology and medical science by attending to the challenges and opportu
destabilising an assumed fixed and well-defined concept associated with the body.

Being ergonomics a scientific discipline based on knowledge of several areas, it is important to use education methodologies
and reflective during the educational process. The article discusses the importance of interdisciplinarity in undergraduate cou
in disciplines that address the ergonomics issue. The aspects of the introduction of new education methodologies, as well as c
courses in Brazil, are discussed in this study. Based on the literature review conducted, some proposals for action in the interd
ergonomics in Physiotherapy courses are presented.

Cancer is a major public health problem in Africa. Advances in the treatment of cancers over the last decade are undeniable.
essential for improved patient's management. Medical oncology is a recently-recognized speciality in Africa Indeed, many Afr
doctors or a sufficient number of doctors qualified to practice in this medical specialty. The fight against cancer in Africa invol
and the development of curricula in order to ensure optimum patient management.
The absence of social well-being and growing vulnerability are alarming for a large portion of people living in the Balkan coun
currently targeting the issue of social cohesion, which holds out promise for as yet unrealized development. Both the World H
Council of Europe have called attention to the population vulnerability and growing disparity in health status between that re
present trends demands the support of the international community and the strengthening of all public health institutions, hu
population health research. Given the severity of the problem space of population vulnerability, these actions are more than
sector of the region. The paper describes an encouraging dialogue for Balkan health conducted by the National School of Pub
over the past decade and emphasizes the work of the newly created Public Health in South Eastern Europe (PH-SEE) Network
provides new opportunities for engagement in regional public health through Public Health Schools and Institutes. There is a
development and a closer linkage of all Schools with the Association of Schools of Public Health in the European Region. A cur
health is already under development in institutions in Athens, Greece; Mostar, Bosnia and Herzegovina; and Zagreb, Croatia.
of regional institutions is the School of Public Health in Skopje. It is a policy response to considerable need in a country showin
heart of the South Eastern Europe. Within the general framework of public health development, a School of Public Health in S
benefit. Suggestions are made for its function under an umbrella of interdisciplinarity and autonomy, and the need to steer a
dominance. According to a related mission statement, the School is to be implemented as an academic center of excellence a
purpose of improving the health of the population, with particular attention to the disadvantaged, underserved, and vulnerab
capacity building, and vulnerability research, promote the development of new training curricula for human rights and public
regional public health. The implementation of the School has a symbolism attached to it as a Balkan response for the eliminati
violence.

OBJECTIVE: The AAPRISS intervention-research program (Apprendre et Agir Pour Réduire les Inégalités Sociales de Santé) aim
to improve the extent to which they take health inequalities into account. The goal is to assess a project's feasibility and its ac
of the sponsors of the project in question, and to present its tools and potentially-transferable elements.PARTICIPANTS: Five
focused on nutrition have been included in the AAPRISS program: two projects conducted in school, one community-health p
disadvantaged neighbourhood and two hospital therapeutic-education programes. For each one, a workgroup was created br
sponsors and their team as well as researchers from various disciplines.LOCATION: The study involves projects currently unde
region of France.INTERVENTION: AAPRISS is based on the exchange of knowledge among project sponsors and researchers an
analysis, reorientations and the assessment of the prevention projects included in the program. The validation of the program
project sponsors' point of view is based on a questionnaire and presentations carried out during a symposium that took place
Toulouse.RESULTS: Twelve key program functions have been described. They have been shown to be feasible and acceptable
modifications towards a better consideration of social inequalities of health (SIH) have been realized in most of the projects. C
stakeholders raises many issues and difficulties that could have been overcome by the establishment of a relationship of trust
researchers.CONCLUSION: The complexity of the determinants leading to SIH calls for programs that revisit existing projects r
aimed at reducing them.

When thinking about human evolution across the disciplines, terms such as "anthropological genetics" or "genetic anthropolo
existence of the two-cultures divide seem to promise important insights. They refer to the application of genetic techniques t
human groups, a fact emphasized most strongly by the expression "genetic history." Such daring linguistic alliances have been
name "molecular anthropology" was introduced in the American context. This was an opportune moment for biochemists an
anthropology, because in the U.S. a rapprochement between the fields was aimed for. However, a belief in and a discourse of
structured along the lines of methodology and epistemic object worked as an obstacle to the achievement of transdisciplinar
sequence, initially approached through the proxy of the protein, was regarded as the most informative historical document d
environment and its amenability to rigorous scientific techniques. These notions had a particular power at a time when anthr
legacy of race science. For some, the perceived objectivity of the new molecular approaches and the neutrality of molecules w
more natural-scientific and by inference less culturally contaminated. Others, to the contrary, believed that this legacy deman
reflexive anthropology. The different perceptions thus went along with different understandings of such crucial terms as "ant
paper, I revisit interfaces between different anthropological fields in the U.S. context and suggest that the beliefs in a hierarch
nature free from culture embodied in the DNA-sequence has worked as one of the primary obstacles to an integration of thes
This paper presents two revisions: one discusses the absorption of information technologies in Health and Education; the oth
technological concepts applicable to professional healthcare education. The objectives are to demonstrate the relevance of in
large-scale institutional training projects for healthcare practitioners in Brazil's National Health System, presenting material an
learning processes that foster the sharing of content, the reusability of educational materials and interdisciplinarity. This pape
possibilities of adopting standards and the development of learning objects as content creation, distribution and managemen
sphere, institutional leadership and cooperation networks are highlighted as key elements for clustering the efforts of academ
and services for collectively building up a Healthcare Education Technology base.

PURPOSE: To describe the basic concepts of social network analysis (SNA), which assesses the unique structure of interrelatio
programs, and introduce some applications of this technique in assessing aspects of institutional culture at a medical center.M
SNA to three settings at their institution: team function in the intensive care unit, interdisciplinary composition of advisory co
development awardees, and relationships between key function directors at an institution-wide Clinical Translational Science
are the major administrative units of the CTSI.)RESULTS: In the ICU setting, SNA provides interpretable summaries of aspects
When applied to membership on mentorship committees, it allows for summary descriptions of the degree of interdisciplinar
departments. Finally, when applied to relationships among leaders of an institution-wide research enterprise, it highlights pot
relationships among academic departments. In all cases, data collection is relatively rapid and simple, thereby allowing for th
repeated analyses over time.CONCLUSIONS: SNA provides a useful and standardized set of tools for measuring important asp
interdisciplinarity, and organizational culture that may otherwise be difficult to measure in an objective way.

Description. From 1988 through September 2001 the Cancer Prevention and Control Training Program at the University of Ala
supported 52 pre- and postdoctoral trainees in Public Health disciplines, with 31% of the trainees members of minority group
Strengths of the program are director, co-director, and advisor accessibility, latitude in selecting research topics, and focus on
health trainees have co-authored 135 publications and made 141 other professional contributions. The program plans to add
and a second advisor for each trainee to enhance its inherent interdisciplinarity.

This paper discusses the challenges faced by medical education with regard to the aging Brazilian population as well as the sp
services, aiming at systematizing the contents and practices needed to prepare health professionals. The assumption is based
appropriate contents for quality geriatric practices and health policy guidelines on the one hand, and current undergraduate
programs on the other. This epidemiological and demographic transition positions Geriatrics and Gerontology as fields of exp
both in the public and private sectors, which raises the discussion on medical training standardization and health HR distributi
emphasis given to these fields in current curricula does not only reflect a mere pedagogical issue. In spite of the existing legisl
fact that the importance of these contents to society is not yet clear. Including the aging process in undergraduate programs
all of its aspects is a priority for the Brazilian population. A broad discussion on the role played by graduate, permanent, and c
in order to face the challenge of quality aging.

This paper explores social scientists' and humanities (SSH) scholars' integration within the academic medical research environ
our investigation: Do SSH scholars adapt to the medical research environment? How do they navigate their career within a cu
with their own? What strategies do they use to gain legitimacy? The study builds on three concepts: decoupling, doxa, and ep
semi-structured interviews were conducted with SSH scholars working in 11 faculties of medicine across Canada. Participants
purposeful and snowball sampling. The data were analyzed by thematic content analysis. For most of our participants, movin
challenging experience, as their research practices and views of academic excellence collided with those of medicine. In order
legitimacy more than half of our participants altered their research practices. This resulted in a dissonance between their inte
academic excellence and their new, altered, research practices. Only six participants experienced no form of challenge or diss
medicine, while three decided to break with their social science and humanities past and make the medical research commun
conclude that the work environment for SSH scholars in faculties of medicine does not deliver on the promise of inclusiveness
interdisciplinarity in Canadian health research.
PIP: The expansion of population education activities in the last 10 years has led some authors to consider it as 1 of the most
innovations in the world. This paper considers some of the most significant innovative aspects that can be drawn from the ex
in the implementation of population education in the formal school system. Educational innovations present 2 phases: 1) the
need is identified and the contents are determined and 2) the conduct of the innovation, which is the process through which
evaluated, expanded, and becomes institutionalized. In the process of construction of population contents, 3 related approac
them meaningful: 1) interdisciplinarity, 2) the systemic approach, and 3) the interrelation between the macro and the micro l
that educational contents should meet the following 3 imperatives: relevance, coherence, and balance. The pedagogical act is
elements: 1) by goals of education as they are expressed through the curriculum design and the contents developed, 2) by th
and the learner in the learning process, and 3) the pedagogical technics used by the teacher in order to attain the desired goa
of population education has been enlarged to cover areas which had been traditionally confined to the private or family realm
nature of its contents and by the learning methodologies required, can become and has become in some countries, a major s
education.

The grand challenges of the 21st century will increasingly require societies to reconsider the pathways taken thus far. Engage
ever-growing importance to young people. They will be confronted with the effects of climate change throughout their entire
makers, they will vitally shape societal developments. Education will thus play a crucial role in the transformation to a sustain
awareness-raising, an important first step in preparing young people for the challenges of the 21st century is to understand w
climate change. As complex challenges, such as climate change, demand ways of thinking that go beyond categories, intercon
anthroposphere and the natural sphere have to be taken into consideration. This study provides an insight into the questions
develop whilst becoming involved in climate change in an in-school learning setting and in an out-of-school learning setting (a
The analysis focuses on the question of in which spheres students predominantly make their thematic choices and how far th
different spheres are formed. Our results show that the choice of the learning setting influences the topics students connect w
Interconnections between sub-spheres of the anthroposphere and natural sphere are made only occasionally. These findings
reconsidering the content and foundation of climate change communication with young people. We recommend that climate
programmes should include phases that allow the following: a) involvement with climate change issues related to single sphe
consideration of the interconnections between spheres when becoming involved with climate change issues in the second ph
can considerably influence the focus of the learning process, it should be chosen thoughtfully.

PIP: Demography has always been interdisciplinary, and this multiplicity of orientations seems inevitable given the complex n
exploration of the causes and consequences of changes in fertility, mortality, and migration. In addition to the 3 fundamental
demographers to be wide ranging. These variables include age, sex, race, place of birth, ethnic status, language, religion, mar
employment, occupation, and income. Aside from its historical development, its basic variables, and its many auxiliary factors
breadth of demography is its status as a service discipline. Its discoveries and explanations underlie every social science and o
A 5th contributor to multidisciplinarity is the fact that demographic variables are both independent and dependent in causal
transdisciplinary character, most demographers work only within their own disciplinary cocoon. Thus, there is a quasiparadox
inherently cross-disciplinary and yet whose members are nearly all undisciplinary. Practical restrictions on multidisciplinary in
tools or, given access, avoiding misunderstanding them and thus producing incomplete or misleading results; and the organiz
government agencies into semiautonomous departments. The existing system calls for narrow specialists who complement e
population in North America is conducted on 2 levels: college undergraduate and postgraduate. Undergraduate courses often
designed to serve the needs of students from a variety of departments. In many large schools several departments have their
situation, the degree of interdisciplinarity may be discretionary with each instructor. Graduate courses should be designed to
knowledge of data sources, analytical techniques, and an understanding of what it is like to be a working demographer. Norm
population course are all or nearly all majoring in the same department and thus form a somewhat cohesive group regarding
Greater opportunity for intellectual cross-fertilization is provided in those few academic institutions that have a demographic
drawn from several disciplines. A special argument for the existence of bi-disciplinarity is that many courses offer 1 substantiv
one. If students concentrate on demography per se instead of studying it as a part of another discipline, then they would hav
various disciplines to which demography is related.
This paper is a theoretical and reflective work that emerged as a cutting from a case study with qualitative, descriptive and pa
a research project entitled "Study of the Evaluation on Simulation Learning Trigger", carried out by the Morphofunctional Lab
from Federal University of Pelotas, Rio Grande do Sul, Brazil. The goal is to demonstrate the importance of the assessment of
a feedback for the improvement and planning of education. Simulation is an attempt to reproduce the essential features of a
the assessment of learning as a potential curricular space for the reevaluation of the teaching-learning process and education
interdisciplinarity inherent in health issues need to be integrated to the processes of thinking feeling and executing nursing te
direct it to completeness, universality in health and to critical, reflective and self-directed training.

The Frankfurt model is described to exemplify the teaching and training concepts implemented at the Institute of Legal Medic
2015. The Frankfurt model describes a comprehensive, networked teaching system aiming at an interdisciplinary training. Int
forensic medicine as a broadly diversified subject related to various scientific disciplines. The importance of the medicolegal t
services) rooted in the university setting, on which the success of this interdisciplinary teaching and training concept is based,
is required to maintain this medicolegal triad, and the consequences of potential reductions due to fiscal reasons are outlined

In December 1990, an empirical study assessing hospital ethics committee (HEC) success was completed. Success was measur
interventions undertaken by the committees in four functional areas: education, guidelines development, prospective and ret
commonly quoted success determinants, such as multidisciplinarity, physician chairpersons, and a high institutional status of
to foster success; the latter two, actually decreased committee success.

Chronic pain management by Swiss specialist physicians with the primary hypothesis that pain clinic practitioners conform be
(interdisciplinarity, diagnostic/therapeutic routines, quality control, education) than other specialists treating chronic pain wa
types of chronic pain by pain clinic practitioners and rheumatologists, oncologists or neurologists was compared via a mailed
(n=125/group). Two hundred and twenty-nine (46%) of 500 mailed questionnaires were returned with similar group return ra
responders find chronic pain therapy very difficult/difficult; they estimate only 45% of these patients achieve good outcomes.
responders belong to an interdisciplinary pain centre, but 72% of chronic pain patients are treated by responders alone. Fifty-
occasionally use therapeutic algorithms, 38% use formal pain diagnostic procedures, 20% have a pain quality control program
pain education, 37% do not attend continuing pain education, 69% agree that pain education is their greatest need. Pain clini
interdisciplinary and use more pain diagnostics than other specialists. They are matched by oncologists in education and succ
and bettered by them in algorithm use. Pain clinic practitioners and oncologists bring particular-differing-skills to chronic pain
rheumatologists and neurologists. Chronic pain management diversity may result from differences in malignant and benign p
provided by the speciality treating the underlying cause. This survey identifies targets for improvement in areas fundamental
interdisciplinarity, diagnostic/therapeutic tools, quality management and education.

This paper is about tendencies to the subversion of sociology as a discipline. It connects external factors of the wider socio-po
education in the UK, especially those associated with the audit culture and new systems of governance, with the internal orga
the environment is similar for all social science subjects, the paper argues that there are specific consequences for sociology b
peculiar to the discipline. The paper discusses these consequences in terms of the changing relationship between sociology a
area of applied social studies as a form of 'mode 2 knowledge'. It argues that while sociology 'exports' concepts, methodologi
internal disciplinary integrity of other 'exporter' disciplines, such as economics, political science and anthropology. The conseq
blurred distinction between sociology as a discipline and the interdisciplinary area of applied social studies with a potential lo
paper concludes with a discussion of how this loss of identity is associated with a reduced ability to reproduce a critical sensib
absorption to the constraints of audit culture with its preferred form of mode 2 knowledge.
This article analyses the effect of degree of interdisciplinarity on the citation impact of individual publications for four differen
operationalise interdisciplinarity as disciplinary diversity in the references of a publication, and rather than treating interdiscip
property, we investigate the separate effect of different aspects of diversity on citation impact: i.e. variety, balance and dispa
model to examine the effect of these properties of interdisciplinarity on citation impact, controlling for a range of variables as
characteristics of publications. We find that variety has a positive effect on impact, whereas balance and disparity have a neg
qualify the separate effect of these three aspects of diversity by pointing out that all three dimensions of interdisciplinarity di
shape) relationship with citation impact. These findings can be interpreted in two different ways. On the one hand, they are c
while combining multiple fields has a positive effect in knowledge creation, successful research is better achieved through res
relatively proximal range of fields, as distal interdisciplinary research might be too risky and more likely to fail. On the other h
interpreted as suggesting that scientific audiences are reluctant to cite heterodox papers that mix highly disparate bodies of k
credit to publications that are too groundbreaking or challenging.

BACKGROUND: The needs of people with dementia and their carers are inadequately addressed at all key points in the illness
through to end-of-life care. The EVIDEM (Evidence-based Interventions in Dementia) research and development programme
change this situation within real-life settings.OBJECTIVES: The EVIDEM projects were (1) evaluation of an educational package
practitioners’ (GPs’) diagnostic and management skills; (2) evaluation of exercise as therapy for behavioural and psychologica
(3) development of a toolkit for managing incontinence in people with dementia living at home; (4) development of a toolkit
with dementia; and (5) development of practice guidance on the use of the Mental Capacity Act (MCA) 2005.DESIGN: Mixed q
methods from case studies to large database analyses, including longitudinal surveys, randomised controlled trials and resear
patient and public involvement built into all projects.SETTING: General practices, community services, third-sector organisatio
of the North Thames Dementia and Neurodegenerative Diseases Research Network local research network.PARTICIPANTS: Pe
family and professional carers, GPs and community mental health team members, staff in local authority social services and t
home staff.MAIN OUTCOME MEASURES: Dementia management reviews and case identification in general practice; changes
psychological symptoms measured with the Neuropsychiatric Inventory (NPI); extent and impact of incontinence in communi
dementia; mapping of pathways to death of people with dementia in care homes, and testing of a model of collaborative wor
care homes; and understandings of the MCA 2005 among practitioners working with people with dementia.RESULTS: An educ
practice did not alter management or case identification. Exercise as a therapy for BPSD did not reduce NPI scores significantl
effect on carer burden. Incontinence is twice as common in community-dwelling people with dementia than their peers, and
stigma. Distinct trajectories of dying were identified (anticipated, unexpected and uncertain), and collaboration between NHS
was improved, with cost savings. The MCA 2005 legislation provided a useful working framework for practitioners working wi
dementia.CONCLUSIONS: A tailored educational intervention for general practice does not change practice, even when incen
consumer demand create a favourable environment for change; exercise has potential as a therapy for BPSD and deserves fu
incontinence is a common but unrecognised problem for people with dementia in the community; changes in relationships be
practice can be achieved, with benefits for people with dementia at the end of life and for the UK NHS; application of the MC
but educational reinforcements will help this. Increased research capacity in dementia in the community was achieved. This s
is required to enhance clinical practice around dementia in general practice; investigate the apparent beneficial effect of phys
well-being; develop case-finding methods for incontinence in people with dementia; optimise working relationships between
reinforce practitioner understanding of the MCA 2005.TRIAL REGISTRATION: EVIDEM: ED-NCT00866099; EVIDEM: E-ISRCTN01
was funded by the Programme Grants for Applied Research programme of the National Institute for Health Research.

Today's models of temporal discounting are the result of multiple interdisciplinary exchanges between psychology and econo
did not result in an integrated discipline, they had important effects on all disciplines involved. The paper describes these exc
onwards, focusing on two episodes in particular: an attempted synthesis by psychiatrist George Ainslie and others in the 1970
application of this new discounting model by a generation of economists and psychologists in the 1980s, which ultimately end
measurements disappointment. I draw four main conclusions. First, multiple notions of temporal discounting must be concep
behavioral economics is not an integration or unification of psychology and economics. Third, the analysis identifies some cen
distinguish modeling strategies in economics and psychology. Finally, it offers a case of interdisciplinary success that does not
account of interdisciplinarity as integration.
OBJECTIVE: The problem of iatrogenic multiple pregnancies has been addressed through an online multidisciplinary discussion
developing a transdisciplinary research and training tool.STUDY DESIGN: The pedagogical approach was divided in three phas
multidisciplinary and multi/transdisciplinary. Evaluation of the level of transdisciplinarity reached by each of the students was
translate disciplinary knowledge, to establish a frank dialogue, to cross disciplinary barriers, to detach from their initial opinio
others' perspectives and concerns.RESULTS: Translation of disciplinary knowledge and frank dialogue were easily performed b
curiosity towards the others' point of view and started to be preoccupied with the concerns of other students.CONCLUSION:
particularly well-adapted tool for transdisciplinary research and training.

The start of discipline formation in the 'national philologies' (such as 'English language and literature', 'Germanistik', etc.) is oft
place around the middle of the nineteenth century. At that time, the German philological school of scholars such as Jacob Gri
universities all over Europe. Meticulous analysis of the oldest (medieval) texts, as well as rigorous application of the methods
linguistics in editing these texts, became the norm and the nec plus ultra of philology. Other forms of academic and scholarly
e.g., the study of the history of literature in post-medieval and modern times--were from then on looked down upon as mere
'modern', 'truly scientific' methods of the German school. The case of the 'national philologies' thus seems to corroborate the
formation in science consists mainly of a process of specialization and differentiation. However, an overview of the history of
study of Dutch language and literature) over the course of the nineteenth century suggests that the success of German Schoo
temporary episode. In the history of 'national philologies' such as the 'Neerlandistiek', episodes of specialization seem to alter
main emphasis is not on specialization but on extension of the scope, on integration of elements from other disciplines, and o
with social institutions such as the education system. Interdisciplinarity is not a new phenomenon but can already be found in
origin in Holland. Back then, the first professors of 'Dutch rhetorics' around 1800 rapidly expanded their specialist studies into
and literature' in the broadest possible sense. Phenomena such as these seem to apply more generally to the process of disci
humanities. The fact that disciplines such as the 'national philologies' still exist, suggests that specialization, differentiation an
only road to scientific legitimacy. Extension of the scope, (re)unification with other disciplines and intense communication wit
outside university are at least as important.

Group functioning may limit interdisciplinarity. Four scenarios of health professionals' meetings are described. A) If priority is
interdisciplinary any longer; decisions are endorsed without questioning or criticism. B) When positions' stakes aren't clarified
to take power and passive ones to strengthen their criticisms. C) If caregivers are turned to their duties and territory, recourse
only made in case of difficulties. D) When the group is moved by implicit standards, resources are underutilized. In conclusion
interdisciplinary work is superior when divergent options are brought without influence of recurring problems or protocols.

Objective is the promotion of the international recognition of research in child and adolescent psychiatry which is published i
necessity for change of the strategy of publication in these scientific journals. The goal is to increase the impact factor. The le
publication process has to be shortened, citations should be relevant to the present, interdisciplinarity and the cooperation o
different disciplines should be reinforced. These efforts are necessary for a better international recognition of publications in

This communication distinguishes interdisciplinary problems from other neighbouring difficulties, such as difficulties related t
conceptual proximity between discipline and profession can in fact cause difficulties experienced in the interprofessionnal spa
interdisciplinarity. For the analyst, this proximity blurs his insight and, in effect, inhibits the development of adequate solution
Hence, this article, based on an ethnographic study of interdisciplinary relations in a small long-term care hospital, aims to all
surrounding this issue. In order to do so, this article will begin by recalling the parameters of the theoretical field of interdiscip
difficulties observed in the long-term care hospital's setting, as they were conceived in the light of interdisciplinarity theory, w
notably highlight how the nursing staffs contribute to the maintenance of a philosophy of care favourable to the long term de

Bioethics is an interdisciplinary field that accommodates a broad range of perspectives and disciplines. This inherent diversity
both teachers and students of bioethics, notably in respect to the appropriate aims and methods of bioethics education, stan
performance and disciplinary identity. The Interdisciplinary and Empirical Ethics Network (IEEN) was established, with funding
facilitate critical and constructive discussion about the ongoing development of bioethics as an evolving field of interdisciplina
the IEEN organised a workshop at the University of Birmingham to discuss the issues relating to teaching and learning in inter
bioethics. This paper reports on that meeting.
Rosling et al's book Factfulness aims to inspire people to use strong supporting facts in their decision-making, with 10 rules of
instincts. In this paper, the Factfulness framework is applied to female genital cutting (FGC), in order to identify possible biase
thinking in studies on FGC, clinical guidelines on management of FGC, and interventions aimed at abolishing FGC. The Factfuln
acknowledge that FGC is not a uniform practice and helps address that variability. This framework also highlights the importa
understand causalities of the FGC issue, which the authors argue is essential. This paper highlights the fact that FGC is a dynam
the practice that are ongoing, and that those changes are different in different contexts. The "zero tolerance" discourses on F
Factfulness encourages us to be more critical of methodologies used in the area of FGC, for example when estimating girls at
contexts. Factfulness provides the tools to calculate risks rather than judgments based on fear. This may help limit stigmatizati
allocate resources to health problems of migrant women based on real risks. The framework also calls for more research and
in the field of FGC, in order to improve interventions aimed at abolishing FGC, and clinical guidelines for the treatment of FGC
structured foundation for reflection over constructs, biases and disputes surrounding FGC, and can help improve the quality o
interventions and education that address the actual needs of women with FGC and girls at risk of FGC.

The increasing use of mathematical techniques in scientific research leads to the interdisciplinarity of applied mathematics. T
quantitatively here by statistical and network analysis on the corpus PNAS 1999-2013. A network describing the interdisciplin
disciplines in a panoramic view is built based on the corpus. Specific network indicators show the hub role of applied mathem
research. The statistical analysis on the corpus content finds that algorithms, a primary topic of applied mathematics, positive
occurs, and has an equilibrium relationship in the long-run with certain typical research paradigms and methodologies. The fi
intrinsic cause of the interdisciplinarity of applied mathematics.

OBJECTIVE: This study aimed to describe some curricular aspects of comprehensive dental care clinics in Brazil.MATERIALS AN
was sent to all academic affairs deans of Brazilian undergraduate dental programmes. It contained questions regarding the (1
characteristics of comprehensive dental care clinics.RESULTS: Sixty-seven dental schools agreed to participate. It was observe
contributed to modify the structure of these clinics in 88.1% of the schools surveyed. The main alteration was related to an in
of this type of care at different levels of the dental curriculum. In 95.5% of the schools, clinical procedures were prioritized ac
Inter-disciplinarity (37.3%) and teaching innovation (58.2%) were frequent challenges in the process of change. Progress in co
services was reported by 50.8% of schools. In 32.8%, clinical procedures were still being performed intra-murally.CONCLUSIO
of Brazilian comprehensive dental care clinics were observed by this survey

Biological and physical sciences possess a long-standing tradition of cooperativity as separate but related subfields of science
cooperativity has been limited by their obvious differences in methods and views. Biological physics has recently experienced
rebirth) due to the growth of molecular research on animate matter. New avenues for research have been opened for both th
physicists. Nevertheless, in order to better travel for such paths, the contemporary biological physicist should be armed with
methods but also with a new attitude toward multidisciplinarity. In this review article, we intend to somehow summarize wha
particular, as an example we will take a closer look at the Mexican case), to show some examples of fruitful investigations in t
also to set a proposal of new curricula for physics students and professionals interested in applying their science to get a bett
basis of biological function.
INTRODUCTION: It is central for public health to answer questions related to how to change health and wellbeing in populatio
and health in all policies and sectors. For a school physical activity promotion initiative to be acceptable and thus feasible, the
fundamental. Therefore, school physical activity promotion should be integrated into and support teaching activities.AIMS: W
outside the classroom as a feasible pedagogical approach that integrates and promotes physical activity for school children.M
discuss theoretical arguments and empirical evidence to argue and illustrate that education outside the classroom is a promis
physical activity.RESULTS: Education outside the classroom is characterised by regular curriculum-based experiential teaching
with the inclusion of physical activity as a means to pedagogical ends. School subjects are taught outside the classroom drawi
and experiential education. Here, physical activity is integrated without compromising curriculum goals which increases teach
intervention acceptability and feasibility. Empirical evidence suggests that education outside the classroom increases boys' m
activity and girls' light intensity physical activity. We contend that the mechanisms are a mix of place, pedagogy and pupil mo
Education outside the classroom is a feasible and acceptable approach to public health and physical activity promotion becau
everyday settings through curriculum time and applied broadly to child populations at a low cost. The practice of education o
dependent and culturally bound, and practices therefore need to be adapted to the individual sociocultural context.

BACKGROUND: The support of people with profound intellectual and multiple disabilities (PIMD) rarely focused on motor acti
consequences for the quality of life of these people. Evidence-based motor activity programs that present individually tailore
for these people are, regretfully, lacking. This study developed such a program for these people and evaluated the implement
motor activity program is developed in accordance with the theoretical premises of the educational program and consists of f
which the content is individually filled with: motor activity structurally embedded within the activities of daily living, and 3-5 m
specific goal, which is evaluated. Program delivery consisted of a manual, explanation to the teams, and coaching of one cont
9). Process evaluation included the delivered fidelity, dose, reach, and adaptations made during the program. In addition, me
influence of contextual factors were evaluated. Data collection included researcher logbooks, individual program content, and
intended fidelity, dose, and reach were not obtained in most participants. Content has been made explicit for seven participa
all critical steps in implementation were performed as intended, though later in time. In three participants, previously offered
described within the weekly program, but without all activities having a clear link with the goal set. It is showed that the core
affected with the conceived implementation plan. The time schedule, critical elements in implementation and program conte
conditions such as professionals' motivation and responsibility, methodical working, interdisciplinarity and continuity in staff.
suggest that the implementation might be improved in case more attention is paid to the organizational conditions and imple
findings led to substantial changes in the implementation strategy. This study underlines the importance of process evaluatio
effectiveness.TRIAL REGISTRATION: The (overarching) study was registered at the Netherlands Trial Register (number 6627) o
https://www.trialregister.nl/trial/6449 .

Since its first implementation in a medical programme at McMaster University, Canada, problem-based learning (PBL) has bec
of teaching and learning medicine. Extensive research has been conducted and a number of strengths of the method are well
however, remain unclear although there is evidence that no relevant difference exists in factual knowledge among students f
curricula, a controlled, randomized study has not been conducted to address this issue. The Medical Faculty of the University
integrating elements of PBL into its curriculum. In the spring term of 1997, after seven semesters of experience with PBL supp
course of basic pharmacology, we did for the first time use PBL instead of the lecture-based course (LBL) and conducted a con
determine the effects of this intervention. One-hundred and twenty-three students were randomly assigned to either PBL (n
to nine students, or to the traditional, lecture-based course (n = 60). Analysis of the results of both groups in the examination
consisting of multiple-choice and short-essay questions, revealed similar scores with a tendency favouring PBL students in the
questions. Hence, it seems clear that PBL does not imply a disadvantage in terms of factual knowledge. Students considered P
method and favoured it over the lecture format. Furthermore, students reported positive effects of PBL in terms of use of add
interdisciplinarity, team work and learning fun.
The curricular content of undergraduate programs in the health sciences should integrate, in a logical and coherent manner, c
education as well as professional and interdisciplinary competencies. Among the principal obstacles for integration discussed
administrative and accreditation policies and lack of an interdisciplinary vision in curriculum development. This article examin
graduate with competencies to attend patient/client as a holistic human being, thus requiring to make use of psychological, e
knowledge as well as concepts, skill and attitudes of the profession. The program of Bachelor in Health Sciences of the College
is presented as one of an interdisciplinary nature, in which 23 percent of the total credits are general education courses, 49 p
17 percent are interdisciplinary courses and 11 percent are elective courses.

This study deals with people who underwent a blood test and consequently suffered a fainting episode in the past. This phen
and if not adequately dealt with, it can lead to a perception of the blood test as a serious and traumatic event, which could lim
diagnostic tool. These experiences have been explored by research mainly on the basis of the physiological mechanisms invol
studies considering the actual lived experience related to the blood test. This study explored how this experience is lived and
that could facilitate blood tests and the procedures associated with them, thus it focused on people with vasovagal syncope a
semi-structured interview methodology. Among the significant results is the importance of the relational aspects implemente
organisation of the blood test procedure, the need to make the hospital environment less aseptic and more humanistic, effec
anxieties relating to the administration of the blood test and the importance of including the blood test with an inter-disciplin

Tackling complex public health challenges requires integrated approaches to health, such as One Health (OH). A key element
integration of knowledge across sectors, disciplines and stakeholders. It is not yet clear which elements of knowledge integra
achieve best outcomes. This paper assesses 15 OH initiatives in 16 African, Asian and European countries to identify opportun
integration and to investigate geographic influences on knowledge integration capacities. Two related evaluation tools, both
questionnaires, were applied to two sets of case studies. In one tool, the questions relate to operations and infrastructure, w
to the three phases of "design," "implementation," and "evaluation" of the project life cycle. In both, the question scores are
analysis, extreme values were identified to highlight strengths and weaknesses. Seven initiatives were assessed by a single ev
initiative, and the other eight initiatives were jointly assessed by several internal and external evaluators. The knowledge inte
during the project implementation stage, and lowest during the evaluation stage. The main weaknesses pointing towards con
improvement were identified to be a lack of consideration of systemic characteristics, missing engagement of external stakeh
knowledge, amplified by the absence of opportunities to learn and evolve in a collective process. Most users were unfamiliar
evaluation and found the use of the tools challenging, but they appreciated the new perspective and saw benefits in the ensu
that systems thinking and associated practises for OH require not only specific education in OH core competencies, but also m
measures to endorse broad participation. To facilitate meta-analyses and generic improvement of integrated approaches to h
knowledge integration processes as elements to report according to the COHERE guidelines.

Geriatric therapy is defined through interdisciplinarity, teamwork, and multiprofessionality. Besides questions of medical ther
of elderly are highly relevant. Social work is mostly described as an important profession in the process of geriatric therapy. T
presentation and discussion of the results of an interdisciplinary study to the role of social work in German geriatric hospitals.
work is determined by the various perceptions of the professions. Another influence on it is by the structures of the hospital.
activities through the relationship to the client; the other professions recognize the tasks of social work in a very diffusely way
with the management of dismission of the patient from hospital. The professional education of social workers is not well know
The fact that social workers are mostly acting under the responsibility of doctors, leads to a definition of problems and aims f
many of the hospitals there are distinct problems of communication and cooperation between the professions. If the profess
contribute to the reduction of these impediments of communication and cooperation, they must actively and constructively c
professions and become more clear about their own professional way of acting.

Scope and organisational aspects of environmental engineering education in Germany as part of civil engineering are describe
conventional diploma courses is compared with study programs structured in bachelor and master's courses. The current disc
reorganisation in Germany are outlined. Intensifying interdisciplinarity and internationalisation, limited resources and increas
work together with a decreasing number of students are identified as future challenges to be met by innovative study progra
between EE programs and networking of universities--together with enhanced student mobility--seem to be promising and n
and efficient EE education.
While interdisciplinarity continues to increase in popularity among funders and other scientific organizations, its potential to p
remains under-examined. For HIV/AIDS research, we examine the dynamics of disciplinary integration (or lack thereof) provid
knowledge base and those questions that remain unresolved. Drawing on the complete histories of two interdisciplinary jour
coupling networks based on overlapping citations to identify segregation into research clusters and estimate topic models of
compare how readily those bibliographic coupling clusters account for the structuring of topics covered within the field as it e
comparisons challenge one-dimensional and/or cross-sectional approaches to interdisciplinarity. Some topics are increasingly
boundaries (e.g., vaccine development); others remain relatively segmented into disconnected disciplinary domains for the fu
This divergence indicates heterogeneity in interdisciplinarity and emphasizes the need for critical approaches to studying the

Hundreds of studies regarding music's effects on mental health have accumulated across multiple disciplines; however, acces
a support for mental health remains limited, due in part to the multidisciplinary nature of related research and difficulties syn
qualitative study is the first to address these barriers by gathering current thought leaders and stakeholders at intersections o
representing multiple disciplines and backgrounds, to (1) document understandings of and recommendations for the field, an
converge or conflict. Participants (n = 36) viewed preliminary results of a global scoping review, then engaged in focus groups
identified for analysis. An interdisciplinary research team coded and iteratively analyzed transcripts. Six themes emerged: Bar
Research, Disciplinary Differences, Research Recommendations, Implementation and Access, Public Perception and Education
Discussions offered wide-ranging observations and recommendations while revealing challenges and opportunities related to
indicate broad agreement regarding current barriers and opportunities at intersections of music and mental health. While hig
participants also indicated multiple avenues for advancing research quality, intervention effectiveness, and equitable access t
health. Responding to the study's illumination of the benefits and challenges of interdisciplinary work, four brief recommenda
future efforts.

This text approaches the necessary dialogue among different knowledge and considers the advances within Nursing in the sea
within the Nursing discipline. Towards this end, the text is based upon transdisciplinarity, intersectorality, complexity, and the
health and other areas, as well as the sustainance of scientific and technological space within Nursing. It argues perspectives
scientific and technological knowledge construction within a more responsible and mutual social commitment. The purpose o
aptitude for contextualization and globalize different knowledge, as well as transcend differences and peculiarities within the
policies which may overcome disciplinary barriers.

BACKGROUND: Many medical students come into medicine with altruistic motives; few carry this altruism into their practice.
international areas are underserved by the medical community. Teaching social accountability may help students remain altru
underserved areas. Making The Links (MTL) is a project designed to teach medical students the social aspects of medicine via
purpose of the study was to explore student reflections on their experiences during the MTL program.METHODS: Qualitative
using structured open-ended written questionnaires. Fourteen students, representing three student cohorts, participated in t
between 2005 and 2007.RESULTS: Six themes emerged from qualitative data analysis. (1) relationships, (2) social determinan
community development, (4) interdisciplinarity, (5) linking health and communities, and (6) personal learning. Themes reflect
challenges experienced by the students during the MTL project. Students reported that MTL was an essential component of t
training.CONCLUSIONS: MTL is a promising model for using service-learning to teach social accountability in medical training.

In the Netherlands, the need for a basically new approach to education and training in occupational medicine was felt by prof
occupational health services (OHS) in the early 1990s. After an inventory of the problems and shortcomings of the traditional
School of Occupational Health defined the framework for a new curriculum. In this article the background, principles and stru
described. Three principles shape the curriculum: the needs of OHS; professional standards; and the state-of-the-art. The cha
curriculum are: interaction between theory and practice; students' self-management of the learning process; co-makership w
The curriculum consists of a course/theory and a practical part. Most of the theoretical part is presented to so called core gro
be maintained during the full course period of 4 years. The adage for the practical part to be spent in a certified OHS institutio
are learning OHS". In 1999, the first group of students entered the renewed curriculum. First impressions of the experience ga

Close collaboration has been established between a care and rehabilitation centre and a regional special needs school. The co
interdisciplinarity of the approach ensures young people with motor disabilities are supported throughout their schooling, wh
necessary care and rehabilitation.
INTRODUCTION: Ethics committees are a necessary resource to guarantee ethical integrity in human research; they must app
their ethical evaluation of research projects involving human subjects.OBJECTIVE: The ethics committees for human research
characterized, and recommendations for strengthening them were formulated.MATERIALS AND METHODS: In 2003, 280 grou
involving human subjects were selected from a list of research groups which form part of the science and technology network
the Colombian national agency that promotes and funds science and technology.) Eighty percent (224) of the projects were a
consisting of universities, hospitals, and public or private research centers. Thirty of these institutions had at least one ethics
human subjects. A questionnaire was mailed to each of these Committees, requesting information concerning its their compo
multidisciplinarity, plurality, representativity and independence. The World Health Organization's Operational Guidelines for E
Biomedical Research (TDR/PRD/ETHICS/2000) was used as reference for the analysis. In 5 of the cities, supplemental informa
discussions with members of the ethics committees.RESULTS: Twenty-six committees responded to the questionnaire. The re
committee members were physicians, but only 23% of the committees had representatives from the community. In 60% of th
not independent from the organization in which it was based. Seventy percent had established operating procedures. Lack of
limited education in research ethics were mentioned as the main drawbacks in providing effective guidance.CONCLUSIONS: T
conclusion that national guidelines must be established for ethics committees that correspond to international standards. Com
trained before accepting committee responsibilities. Finally, new committees must be created along with the improvement o
committees for reinforcing and promoting the importance of ethical integrity in research.

There are competing accounts of the birth of bioethics. Despite the differences among them, these accounts share the claim
single disciplinary home or in a single social space, but in numerous, including hospitals, doctors' offices, research laboratorie
churches and synagogues, and philosophy classrooms. This essay considers the interdisciplinarity of bioethics and the contrib
bioethics. It also explores the implications of interdisciplinarity for bioethics education. As bioethics develops, it will be helpfu
in the education of bioethicists and to distinguish between members of other disciplines who make important contributions t

INTRODUCTION: Authors have stressed the importance of the broader contextual influences on practice improvement and le
concern about gaps between research and practice. This implies a potential expansion of the knowledge base for continuing e
professions (CEHP) and an increased emphasis on research evidence for that knowledge. How has the content of The Journal
Health Professions (JCEHP) reflected those changes? What are the implications for CEHP practitioners?METHODS: Based on a
and editorials, a thematic analysis was completed for volumes 1 through 24 of JCEHP. All texts were downloaded into qualitati
coded. Main code categories included demographics of articles, concepts relating to CEHP as a discipline, knowledge translati
continuing education, and theories and frameworks. Key themes were identified.RESULTS: Key themes include categories of t
the years, the increased prominence of research in JCEHP, a dual research evidence-to-practice gap, the professionalization o
providers, and interdisciplinarity and the links with broader frameworks that have been proposed for CEHP.DISCUSSION: Two
gaps are portrayed in the journal: the gap between clinical research and practice and the gap between research and practice
authors have asserted that the second gap must be addressed, ensuring that CEHP practices themselves are evidence based,
research. This is a variation on prior debates regarding the need to define CEHP as a discipline, which uses the language of pro
focus of continuing education on the contexts of health care providers' practices has multiplied the topics that are potentially
Health services researchers have consistently identified a gap between what is identified as "best practice" and what actually
Despite nearly two decades of a growing evidence-based practice movement, narrowing the knowledge-practice gap continu
poorly understood process. Here, we contend that cross-disciplinary research isincreasingly relevant and important to reducin
research that encompasses the notion of transdisciplinarity, wherein multiple academic disciplines and non-academic individu
into the research process. The assimilation of diverse perspectives, research approaches, and types of knowledge is potential
teams tackle real-world patient care issues, create more practice-based evidence, and translate the results to clinical and com
of this paper are to present and discuss cross-disciplinary approaches to health research and to provide two examples of how
optimize the use of research in cancer care.

One Health recognizes the interconnection of people, animals, and the environment and encourages a multidisciplinary appro
European and global policy recommendations call for close intersectoral collaboration to better understand and manage heal
Academic education has a fundamental role in preparing all health professionals in that respect. Our research investigates wh
Veterinary Education Establishments (VEEs) implement interdisciplinarity. We collected data on undergraduate education, po
academic research through a pan-European survey. Our aim was to identify policy actions that could encourage cross-sectora
One Health at universities. Input from 41 VEEs showed that interdisciplinary education for undergraduates is still in the early
structure, undergraduate curricula, and education policies established so far hinder interdisciplinarity. One Health interdiscip
is easier, at least in some countries, while research successfully integrates multidisciplinary interdisciplinary and transdisciplin
we propose five recommendations to promote interdisciplinary education in veterinary and other curricula and to further enc
cooperation in research: (1) the need for the development of One Health transdisciplinary competencies across different disc
Union (EU); (2) the need for an integrated strategy of university structures and policies (for undergraduates and post-graduat
interdisciplinarity; (3) the need for a harmonized approach to academic education via accreditation; (4) the need for appropri
interdisciplinary training; and (5) the need to encourage One Health research.

The objective of the study was to report the experience of Continuing Health Education to update the health team of a Health
and humanized care to individuals with type 2 diabetes. The methodology used to train the health teams was Continuing Hea
educational workshops in diabetes focused on the problem-posing of the professional and educational process. Hence, it was
education in diabetes with a view to changing and reorienting the practice of the health team. Continuing Education helped t
strengthened the professional commitment and developed the group awareness. The experience of including education in th
health teams helped to improve the integration among university, service and community, thus favoring the process of plann
educational program, valuing interdisciplinarity.

Over the last 30 years the Advanced Trauma Life Support (ATLS) course has become the most successful training program in t
severely injured patients. It has shaped trauma care systems in many countries and is now on the verge of being introduced in
Society of Trauma Surgery (DGU). However, after publication of the latest edition in 2004 there are rising concerns regarding
out-dated contents and lack of adaptability to regional needs. This article questions the beneficial effect of ATLS on the advan
system and concludes that ATLS is not likely to improve trauma care in Germany.

The training of professionals in the field of healthcare for the aged is one of the priorities of the national policy for the aged in
aging of the population. The Núcleo de Atenção ao Idoso (NAI), a unit of the Open University of the Third Age/UERJ (UNATI/U
program in this field, based on practical care delivery with emphasis to inter-disciplinarity and teamwork. The program includ
modalities: Residency, Specialization, Professional Practice and Graduation. The program includes an introductory course in g
common to all areas, and specific theoretical-practical qualification coordinated by the professional staff from the respective
occur in different sceneries: long term care institutions, health promotion educational settings, outpatient facilities and the un
Interdisciplinary thinking and acting is a continuous exercise, and the team should be open to innovative strategies. The expe
increasing social demand for qualified professionals committed with the principles of the Unified Health System and integrate
The biological sciences are inherently interdisciplinary and important advances in biology cannot be made without collaborati
emphasis on interdisciplinarity in higher education, science courses only rarely extend to content outside of the STEM discipli
by one faculty member in one discipline. To demonstrate relevance while addressing genuine community needs, faculty can u
courses. Service-learning is an experiential learning strategy where students learn course content and additional relevant skill
with a community partner. Community needs are frequently beyond the scope of a single course or discipline. In order to bett
interdisciplinary collaboration provides a more comprehensive experience that highlights the application and interconnection
presents a generalizable model for successful interdisciplinary collaborations. While the nature of course scheduling, academ
faculty workload can be barriers to collaboration between faculty, they are not insurmountable and accomplishable within th
the students and the community far outweigh navigating these challenges. Using an interdisciplinary approach in teaching wi
content and expand student learning in multiple areas, but also increase collaboration within the academy while better meeti

In 1980 a new course, called ALCO, was introduced in the faculty of Medicine at the University of Leiden. ALCO is the Dutch a
Coassistentschap, which means general clerkship. This course was designed to bridge the gap between the first 4 years of the
subsequent 2 years of clerkship rotation. Because of the multidisciplinarity of the ALCO and the enormous amount of manpow
educational programme, the Faculty installed an Executive Board to oversee the course and the quality of instruction. By requ
Department of Educational Research and Development set up a regular course evaluation, by having students fill out question
on the outcome. This article presents a reconstruction of the dynamic process of the implementation of a new course in a tra
period of 5 years: on the one hand the impact of student ratings; on the other hand the changes made by the Executive Board
contents, format and methods of instruction. Now, after 5 years of ALCO, there is evidence that the student ratings, on the ba
were taken, have contributed substantially to the instructional improvement of the ALCO.

Objective: Caring for refugee patients places special demands on health professionals. To date, medical students in Germany
prepared for these challenges. This article reports on the development, conceptualisation, implementation, evaluation, and r
elective for medical students in the clinical study phase. Methodology: The course content was developed based on a needs-a
students and in cooperation with medical colleagues working in the field of refugee care. The course consisted of a seminar w
administrative and socio-cultural learning content as well as a field placement in the medical outpatient clinic of the local rece
seekers, which was accompanied by a systematic reflection process. The evaluation concept contained qualitative and quanti
students completed the elective over six semesters (summer 2016 through to winter 2018). It was continuously evaluated an
students reported learning progress mainly in the following areas: Legal foundations of the asylum procedure and health care
seekers; multi-perspectivity through multidisciplinarity as well as professional, ethical, interpersonal, and political insights gai
experience. Summary: To prepare students for the complex challenges to be faced in medical care for refugees, a structured,
programme, which combines theory, practice and reflection helps to foster insights into the many facets of this field of activit
brought to the seminar, the course contents and evaluation results are intended to inspire the design and implementation of
universities.

A brief critical analysis and suggestion for guidelines concerning environmental and health education in the elementary schoo
viewpoint of emerging pedagogic experiences and theoretical philosophical reflections. The major points discussed are: the im
the enhancement of participatory education where technical knowledge and popular wisdom meet, the planning and executi
which stimulate the sensations of pleasure and of admiration for nature and life, the analysis and the search for a solution to
reality of pupils without losing sight of global issues. A major priority is investment in teacher training, stimulating acquisition
practice and formation of a critical awareness, essential for the school to clearly show its commitment to a future of greater s
our relationship to the environment.
Preoperative cognitive impairment (PCI) in cancer patients includes a broad spectrum of neurocognitive changes produced by
tumoural and treatment-related factors. Reduced preoperative cognitive reserve can favour the emergence of postoperative
to document PCI prevalence and to assess the relationship with POD in elderly cancer patients. The prospective observationa
patients scheduled for elective surgery; PCI was assessed with Mini-Cog test and defined at a score ≤ 3, POD was screened us
Scale (Nu-DESC) and defined at a score ≥ 2. Data on education, American Society of Anesthesiologists (ASA) score, preoperati
comorbidities, sensorial deficits, surgery and anaesthesia type, anaesthetic drugs, Mini-Cog score, postoperative pain, Nu-DES
patients were enrolled, mean age 72.1 ± 5.9 years. PCI prevalence was 51.9% (n = 68). POD prevalence was 19.8% (n = 26), wi
PCI patients (27.9% vs. 11.1%, p = 0.016). In multivariate analysis, Mini-Cog score ≤ 3 (OR = 2.6, p = 0.027), clock draw (OR: 2.9
dysfunction (OR = 2.6, p = 0.012), morphine (OR = 2.7, p = 0.007), metoclopramide (OR = 6.6, p = 0.006), and high pain score (
significant association with POD development. In this sample of elderly patients, PCI had a high prevalence and predicted the
Incorporating Mini-Cog test into the preoperative evaluation of onco-geriatric patients seems valuable and feasible.

How do funding agencies ramp-up their capabilities to support research in a rapidly emerging area? This paper addresses this
of research proposals awarded by the US National Science Foundation (NSF) and the National Natural Science Foundation of C
Data. Big data is characterized by its size and difficulties in capturing, curating, managing and processing it in reasonable perio
has its legacy in longstanding information technology research, the field grew very rapidly over a short period. We find that th
a key aspect in how these funding agencies address the rise of Big Data. Our results show that both agencies have been able t
Big Data research in multiple areas, but the NSF relies to a greater extent on multi-program funding from different fields. We
interdisciplinary approaches reflect the research hot-spots and innovation pathways in these two countries.

The extent to which team interdisciplinarity affects trust and communicative interaction behaviors in healthcare settings has
Undergraduate nursing students must understand and work with interdisciplinary team-based dynamics. This study examined
trust and interaction behaviors among nursing student teams and explored whether team interdisciplinarity moderated that
sectional, comparative, quantitative, descriptive study, students from a Nursing program (n = 63) at one university and a Desi
university in Taiwan comprised the interdisciplinary group. Remaining nursing students (n = 147) comprised the non-interdisc
questionnaires included 10 items to assess perceived team swift trust (cognition-based and affect-based) and 24 items to asse
behaviors (constructive controversy, helping behaviors, and spontaneous communication). Canonical correlation analysis sho
based-but not affect-based-trust correlated positively with each interaction behavior. Moderation models indicated that the i
negatively moderated the relationship between teams' cognition-based trust and constructive controversy. In conclusion, tea
cognition-based trust is associated with higher perceived interaction behaviors, but team interdisciplinarity may negatively im
educators may use these insights to improve outcomes for both educational and professional healthcare teams.
Everywhere we turn, interdisciplinarity has become a key concept guiding health care education and practice. Granting agenc
health policy makers extol its virtues. Accreditation agencies across health disciplines recommend it as a competency for the
it? How do we get it from our educational and practice systems that are compartmentalized by claims to discipline-specific kn
flow of dollars from funding sources? What is it like after we do get it? And most of all, why would we ever want it in the first
significant experience within our Division of Health Sciences in interdisciplinary teaching, practice, and scholarship. Our exper
implementation of one of the seven W.K. Kellogg Foundation Community Partnerships for Health Professions Education grant
education of medical, nursing, and other health professions students out of the hospital to interdisciplinary primary care expe
community. We will never tell you we have a straightforward prescription for success. Living interdisciplinarity, like living life i
frequently poses more questions than it answers. We will, with enthusiasm, share with you what we have learned in our uniq
that you and your colleagues will find something useful for your own voyage into interdisciplinarity.

Can our knowledge about apples, cars, or smurfs hinder our ability to solve mathematical problems involving these entities? W
knowledge interferes with arithmetic word problem solving, to the extent that experts can be led to failure in problems involv
notions. We created problems evoking different aspects of our non-mathematical, general knowledge. They were solvable by
involving small quantities, such as 14 - 2 = 12. A first experiment studied how university-educated adults dealt with seemingly
evoking knowledge that was either congruent or incongruent with the problems' solving procedure. Results showed that in th
participants incorrectly deeming the problems "unsolvable" increased significantly, as did response times for correct answers
that expert mathematicians were also subject to this bias. These results demonstrate that irrelevant non-mathematical know
identification of basic, single-step solutions to arithmetic word problems, even among experts who have supposedly mastere
reasoning.

The aim of study was to assess some population characteristics in children of acute gastroenteritis (AGE) admitted in a region
AND METHODS: For the present transversal descriptive study we considered a group of subjects hospitalized for AGE in 2008-
"Sf. Maria" Emergency Hospital for Children Iasi, Romania. Consultations in the Emergency Unit of this hospital did not take in
Number of AGE cases admitted to "St. Maria" Emergency Hospital for Children Iasi between 2008 and 2013 has seen a steady
better represented (54.1%); largest age group 1-4 years, with 1,827 cases, immediately followed by group 0-1 year (1789 case
groups account for 93.1% of admissions for AGE. Distribution of cases by seasons showed balanced values, with higher percen
spring (25.5%). The number of cases is relatively constant and lower in winter, affecting predominantly younger groups (0-5 y
when cases aged 5 to 14 years were admitted more frequent. Most cases presented at admission vomiting (41.2%) and fever
bacterial flora was identified in 82.2% of stool specimens, and blood in 13.4% of cases.CONCLUSIONS: A higher number of edu
implemented in urban and rural areas in order todecrease the contamination with pathogenic agents involved in infectious ac

There are functional defects in rehabilitation in Finland. The defects correspond to the ones ascertained by a WHO meeting d
Based on these defects two questions were put: (1) can training be used more effectively than some other means? (2) how tr
practice? The work began with an analysis of the functional defects and their causes. This was done by a government expert c
of knowledge" or "lack of skills" to be the cause. Then, the curriculi of the faculties and other training institutes were surveye
same items which were considered as functional defects, were missing or only conditionally present. From the defects the tra
and the existing real-life obstacles analyzed. The analysis took place in work-conferences with the respective training officers.
training should be a low-budget, short-duration training. When trying to organize a training for this kind of training situation a
discovered that they were contradictory. It was discovered that the most effective way to train would be to combine short int
studies and continue this, if possible, with different types of counselling and consulting activities. Using the method of orienta
possible to provide insight into rehabilitation in a very short time to an audience with different scientific backgrounds and to o
caused by the multidisciplinarity of rehabilitation.
INTRODUCTION: Qualitative research is a well-established branch of scientific enquiry that draws insights from experiences.1
administrative pharmacy research, interview and focus group methods are a mainstay of collecting data. However, other disc
psychology and anthropology, use existing data that is routinely to provide a substance for qualitative inquiry. Drawing on ou
interdisciplinary research methods, this paper presents three case studies where textual data was qualitatively analysed and
and weaknesses of these method in relation to pharmacy practice.METHODS: Three case studies were selected that access di
routinely collected data from pharmacy practice. This included 1) a study utilising boardroom meeting minutes, 2) a study usi
study using WhatsApp messages as data. Each case study is described and critically examined. The strengths and weaknesses
our own reflections of completing the studies.RESULTS: Relationships between people, products and organisations can be exa
and text that is routinely collected. Existing data can also provide insights into culture, working patterns, education and errors
existing data include faster data collection and access to first-hand, accounts of experiences of human relationship with pharm
practice. Drawbacks of using existing data are that some data may be missing, participants may no longer be accessible for pa
context of language may have changed.CONCLUSION: This paper critically examined the use of methods rarely used in pharm
draw on existing, routinely collected data. Adopting a wider range of data collection methods may will provide new understan
and clinical pharmacy practice.

This work presents a research that intended to contribute with the evaluation of the Pedagogic Political Project (PPP) of an un
The objective is to analyze and to argue the curricular reformularization; contributing to the process of discussion and evaluati
the comparative analysis between the PPP of 1995 and 2003 and the data collected with professors and students concerning
of the course that it was the identified innovative element in the PPP of 2003. The data revealed that the theoretical presupp
the formation process, but there are concepts that still little incorporate like the interdisciplinarity. Another raised data was t
students and professors in the process of implantation and evaluation of the PPP.

Health Integrated Residency (RIS) has been stimulated by the Health Ministry in order to contribute to the development of ne
which allow a more humanized and broader attention through interdisciplinarity. An investigation was carried out with the pu
Intensivist RIS area at Conceição Hospitalar Group in Porto Alegre, Rio Grande do Sul, Brazil. In this article we present the diffe
It was an analytical and descriptive case study with a qualitative approach. For data collection, the Dialectic Hermeneutic Circ
Generation was used. For data analysis the following steps were carried out: data ordering, data classification and final analys
is built up; however, it depends on features associated with individuals and workflow It is hindered by the centrality in physic
ideas and philosophies and service setbacks as well.

OBJECTIVE: To evaluate the metabolic control of a cohort of adult type 1 diabetes mellitus (T1DM) patients assisted in a publi
follows the rules of a national diabetes society.METHODS: We compared for one year the metabolic control and the characte
attended by a multidisciplinary team in a DC (test group) with 30 patients assisted only by endocrinologists at a public endocr
(control group).RESULTS: The test group presented a larger proportion of well-controlled patients (p= 0.002). The proportions
follows: 51.4% x 16.7% in the subgroup with A1C < 7%; 21.7% x 36.7% in the subgroup with A1C between 7.1% and 8.0%; and
with A1C > 8%. Patients assisted in the DC presented a likelihood 4.38 times higher of reaching levels of A1C up to 7%.CONCLU
effectiveness of a DC and emphasizes the importance of education, adherence and multidisciplinarity as cornerstones for the
developing countries it is possible to treat T1DM with satisfactory results.

In theory, building resilience is touted as one way to deal with climate change impacts; however, in practice, there is a need t
influence the capacity of building resilience. A participatory process was carried out through workshops in regions affected by
aim was to explore how resilience theory can be better applied and articulated into practice vis-á-vis participatory approache
process through the incorporation of co-produced. The results show that there are more differences in responses by type of a
where issues of national interest, such as 'education-information' and 'preparedness', are highlighted over others. However, h
emerged as differentiators: decentralisation, and political will. This reinforces why special attention must be given to the diffe
knowledge co-production processes. This study provides evidence and lessons on the importance of incorporating processes
knowledge as a means to better articulate and transfer abstract concepts, such as resilience theory, into practice.
BACKGROUND: Hybrid professionalism is one of the most effective ways to involve clinicians in management practices and re
we investigated the perceptions of doctors and nurses on hybridization in clinical directorates (CDs) in hospitals.METHODS: W
healthcare professionals (doctors and nurses) towards eight hospital CDs in the Local Health Authority (LHA) of Bologna (Emil
their implementation. We used a validated questionnaire by Braithwaite and Westbrook (2004). Drawing on Palmer et al. (20
the characteristics of department heads. In all, 123 healthcare professionals in managerial roles completed and returned the
was 47.4% for doctors and 31.6% for nurses.RESULTS: Doctors reported an increase in clinical governance, interdisciplinarity c
standardization of clinical work. Hybridization of practices was noted to have taken place. While doctors did not see these cha
values, they felt that hospital managers had taken greater control. There was a large overlap of attitudes between doctors an
integration in CDs fostered alignment of values and aims. The polarity index was higher for responses from the doctors than f
The study findings have implications for policy makers and managers: mission and strategic mandate of CDs; governance of C
opportunities for engaging healthcare professionals; changes in managerial involvement during the COVID-19 pandemic. We
the present study and future areas for research into hybrid structures.

In this article, we offer a perspective into how Canadian doctoral nursing students' writing capacity is mentored and, as a resu
do this by sharing our own disciplinary and interdisciplinary experiences of writing with, for and about nurses. We locate our
discourse that suggests doctoral (nursing) students be prepared as stewards of the (nursing) discipline. We draw attention to
within (nursing) disciplinary boundaries. We argue that traditional approaches to developing nurses' writing capacity in docto
and excludes emerging scholarly voices, and we present some examples to illustrate this dual role. We ask our nurse colleagu
write, offering an argument that nurses' writing must ultimately improve patient care and thus would benefit from multiple v

In this study, two substituent-group-modifying tetracarboxylate ligands, 2',5'-dimethoxy-[1,1':4',1″-terphenyl]-3,3″,5,5″-tetra

and 2',5'-dimethyl-[1,1':4',1″-terphenyl]-3,3″,5,5″-tetracarboxylic acid (H4TPTC-2Me), with similar geometries were used as th
isostructural lanthanide metal-organic frameworks (LnMOFs). The as-prepared LnTPTC-2OMe and LnTPTC-2Me were structur
single-crystal and powder X-ray diffraction in addition to thermogravimetric analysis and were assessed as luminescence ratio
obtaining the temperature dependence of the luminescence behaviors. We found that both the single lanthanide EuTPTC-2O
Eu0.05Tb0.95TPTC-2Me exhibited a distinct S-type luminescence response to temperatures in the range from 313 to 473 K, a
can be understood on the basis of the classic Mott-Seitz model. Energy transfers from the ligand to Tb3+ (or Eu3+) and from T
systems were investigated theoretically as well as with low-temperature (77 K) time-resolved photoluminescence spectroscop
analysis. Therefore, these two materials possess a good relative sensitivity, a small temperature uncertainty, and a favorable
addition to a remarkable emission color change, enhancing their potential use for temperature measurement and in situ mon

Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may registe
performed a network-based analysis of student achievement, considering how course-course interactions may positively or n
success. Our data set included 378,000 users and 1,000,000 unique registration events in France Université Numérique (FUN)
adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that stud
certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parame
can be estimated from a user's registration profile. User engagement, in turn, correlates with certificate rates in all courses re
The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression m
emerges as a natural metric for tracking student progress across demographics and over time.

Transport of environmental pollutants in groundwater systems can be greatly influenced by colloids. In this study, the cotrans
colloids at different Pb2+ concentrations was systematically investigated by batch adsorption and saturated sand column exp
SiO2 colloids had low adsorption capacity for Pb2+ (less than 1% of the input) compared with sands. In saturated porous med
mobility; however, with the increase of Pb2+ concentration in the sand column, the mobility of SiO2 colloids gradually decrea
could facilitate Pb2+ transport, although they did not serve as effective carriers of Pb2+. Under the condition of low Pb2+ con
promoted the Pb2+ transport mainly through the way of "transport channel," while changing the porosity of the medium and
sites were the main mechanisms of SiO2 colloid-facilitated Pb2+ transport under the condition of high Pb2+ concentration. Th
adsorption effect of colloids would improve our understanding of colloid-facilitated Pb2+ transport in saturated porous media
into the role of colloids, especially colloids with weak Pb2+ adsorption capacity, in Pb2+ occurrence and transport in soil-grou
The intrinsic advantages of metal-organic frameworks (MOFs), including extraordinarily high porosities, tailorable architecture
make the MOFs platforms for multifunctional materials. In this study, we synthesized two kinds of isostructural NbO-type Zn2
structurally similar tetracarboxylate ligands, 5,5'-(pyrazine-2,5-diyl)diisophthalic acid (H4PZDDI) and 5,5'-(pyridine-2,5-diyl)diis
pyridine or pyrazine moieties, were employed as the organic linkers. By embedding the red-emitting cationic units of pyridiniu
(dimethylamino)styryl]-1-methylpyridinium (DSM) and trivalent europium ion (Eu3+), two types of composites, DSM@ZnPZDD
Eu3+@ZnPZDDI and Eu3+@ZJU-56, were harvested and evaluated for use as potential ratiometric temperature probes. The t
luminescence of these dual-emitting composites was investigated, and their representative features of relative sensitivity, tem
repeatability, and luminescence color change were discussed. Importantly, compared with the DSM-incorporated composites
Eu3+@ZJU-56 show a much wider sensing temperature range and higher relative sensitivities, suggesting the performance of
engineered by elaborately combining the host and guest units. Given the rich choices of porous MOFs and emitting units, suc
design and preparation of multifunctional dual-emitting sensory materials.

In order to assess the mission and strategic direction in an academic department of biomedical informatics, we used social ne
patterns of common interest among the department's multidisciplinary faculty. Data representing faculty and their self-identi
expertise were analyzed by applying a network modularity algorithm to detect community structure. Three distinct communi
empirical discovery and prediction; human and organizational factors; and information management. This analysis made intu
of stimulating discussion from new perspectives. The findings will guide future direction and faculty recruitment efforts. Com
novel view of interdisciplinarity in biomedical informatics.

We witness a general trend towards increasing specialization and particularism. In Switzerland, this is determined in part by h
This trend influences especially the fields of biomedical research, education, the functioning of the health system and the pro
Preventive medicine is confronted with several obstacles. It certainly is not simple to implement interdisciplinary strategies fo
promotion. It is urgent to make additional resources available, through the creation of a Prevention Fund. Integration and int
promoted in pre and postgraduate training, in research and in the administrations. For the Swiss Society for Social and Preven
is that collaboration has to be strengthened with societies and organisations, medical or not, which have similar purposes.

Uncertainty as to what exactly is comprised by disability is quite frequently encountered not only in the general public but als
workers. The "normal" is deemed the desirable, and "disability" turns into its negative counterpart. Attention is focussing on t
measuring and comparing. A critical discussion of deficit orientation in education and care of disabled persons is needed. Isol
attendance to deviations must be overcome by interdisciplinarity and team work, in order to pay due respect to the person a
and personal identity. Also, fundamental issues of the current ethics discussion in special education arise in this context. Show
Rousseau, reference to philosophical or educational "authorities" may turn out to be misguided.

OBJECTIVE: Since 1988, any human biomedical research protocol in France must be submitted to a committee for the protecti
biomedical research programs (Comité consultatif de protection des personnes dans la recherche biomédicale (CCPPRB). This
analyse the functioning of the French CCPPRB at the onset of the application in 2004 of a European ruling on drug research, s
the opinions and the necessity or not of homogenising committee habits.METHOD: Ten CCPPRB participated in the study. An
centres. Three methodological instruments were used: semi-directive interviews with categories representative of the comm
documents and analysis of the discussions during dossier sessions.RESULTS: The habits are heterogenic regarding the crucial d
biomedical research and the limits of the latter. In half of the committees, the decision to investigate a protocol is taken by th
dossiers are studied by one or several reporters, but not always within discussion sessions, hence underlining the need to res
within a CCPPRB.CONCLUSION: These results show the importance of developing training courses for the members of a CCPP
means for these CCPPRB, representing the democratic authority for the analysis of the protocols.
The objectives of this research were to recognize, interpret and discuss themes that arise out of the speeches of instructors o
Nursing as guiding sources to a humanized teaching-learning experience in the light of Edgard Morin's Theory of Complexity.
and analytic research. The study tried to verify principles of the paradigm of complexity through content analysis, theme mod
instructors, obtained in 2004. The themes that were found were: teaching the instructor's responsibility; combining knowledg
interrelations to face reality; teaching human complexity; stimulating creativity and curiosity; facing uncertainty: building life'
knowledge; experiencing the teaching-learning process through transdisciplinarity; and teaching citizenship. This study shows
university education based on the human condition, solidarity and knowledge interconnection.

The modern disciplinary focus is based on specific processes and presents a tendency to reduce knowledge by describing it as
rational scientific posture that has promoted excessive specialization and fragmentation in detriment of the human being. Wi
and the perspective of knowledge interconnection which searches for institutions with global and broad dimensions in the sp
disciplinarity will be transcended. In this sense, the purpose of this work is to report the experience of an undergraduate stud
view of interdisciplinarity. Playing the roles of advisor and student from different areas--Nursing and Administration respectiv
interdisciplinary process through the exchange of ideas, actions and the investigation on human resources and their managem
believe that the dissemination of this experience can contribute to strengthen interdisciplinarity in the context of research in

The interdisciplinary trend in "Mind, Brain, and Education" has witnessed dynamic international growth in recent years. Yet, i
National University of La Plata in Argentina probably holds the historical precedent as the world's first institution of higher ed
neurobiology in the curriculum of an educational department, having done so as early as 1922. The responsibility of teaching
assigned to Professor Christofredo Jakob (1866-1956). In the present article, we highlight Jakob's emphasis on interdisciplinar
neuroscientific foundations of education, including special education.

The support of research training, initiated by the National Cancer Institute (NCI) in 1938, was reaffirmed in 1974 by the Nation
The guiding principles for operating this program have been based upon considerations including the continuity of knowledge
switching, the difficulty of predicting future advances and needs, and the interdependence of science and technology. The NC
training programs emphasize high quality, flexibility, and multidisciplinarity. In Fiscal Year 1985 more than 1650 research train
institutional grants, fellowships, and awards, and the nature of these is described. Cancer Education Grants are institutional g
nursing, and public health schools, which are intended to encourage cancer curriculum development with emphasis on preve
experiences for students, and continuing education programs. Recent trends and problems with applications for these Grants

This paper explains our experience working in a transdisciplinary research team focused on adolescence mental health. It intr
theoretical concepts: participation and transdisciplinarity. In order to be followed with a deep description of the methodology
principal materials resulting from our research: a guide of best practices in adolescent mental health, and a documentary film
how the research could be enhanced by the sharing of knowledge.

Societal awareness and transdisciplinarity lie at the heart of a novel educational resource that teaches how to bridge neurosc

The COVID-19 pandemic has compelled public authorities to establish preventive measures involving individual behaviour mo
wearing, social distancing, etc.) with a view to community protection. In this context, documenting people's behaviour chang
measures, and individuals' knowledge, motivations, and beliefs - even their perception of how the crisis is being managed - is
experience of the population and adapting the management approach accordingly. This article presents findings and lessons o
population's behaviour during a crisis, obtained by reviewing forty-five surveys conducted in Belgium and France during the fi
order, from April to May 2020. The central message is to argue that the citizens' role in this type of survey - and in managing t
should be reconsidered by thinking of them as true health partners and members of a community that could be mobilised to
Health conditions, as part-and-parcel of man's project of life, reflect the way people choose to live together as a collective bo
cannot ignore cultural conditions that foster different ways of life. Health practices are not a matter of mere compliance to a
product. Professional competencies ask for a sufficient curriculum, a full proficiency. Myth and logos should be related and th
experience assumes should be discussed. Paradigmatic thought should give place to mutual growth and subjective and objecti
have an equal and complementary standing. Disciplinarity and multidisciplinarity should evolve into interdisciplinarity, as a pa
interconnection, equality, and flexibility in order to define curricula and programs. Conceptual ecology of science should be e
growth, wealth, work, and power should be discussed as a way of attaining health for all in the year 2000.

There is an evident contrast between health education practices and theoretical reflection concerning them as models. Healt
undergone considerable development in terms of strategies, methods, and modalities, while theoretical models have remaine
fragmentary, and focused on behavior rather than social practices. Major problems include individualism, asymmetrical "teac
students as passive objects of practices, lack of social and cultural contextualism, and excessive focus on factual behavior. We
levels of integration regarding different human dimensions: 1) complexity requires interdisciplinarity; 2) holism; 3) combined
dimensions in a integrated language; 4) framing of practices in real contexts; 5) realization of the continuity between the indiv
symmetrical, dialogic and active educational practice; 7) integration of both intellectual-cognitive and affective-volitional proc
of social groups that are capable of organization; 9) use of imagination in role-playing games; 10) recognition of others and di
education are emphasized as promoting citizenship and social change.

Archaeological data and demographic modelling suggest that the peopling of Sahul required substantial populations, occurred
years and encompassed environments ranging from hyper-arid deserts to temperate uplands and tropical rainforests. How th
humans responded to the physical environments they encountered have, however, remained largely speculative. By construc
elevation model for Sahul and coupling it with fine-scale viewshed analysis of landscape prominence, least-cost pedestrian tra
performance computing, we create over 125 billion potential migratory pathways, whereby the most parsimonious routes tra
revealed several major pathways-superhighways-transecting the continent, that we evaluated using archaeological data. The
earliest Australian ancestors adopted a set of fundamental rules shaped by physiological capacity, attraction to visually promi
freshwater distribution to maximize survival, even without previous experience of the landscapes they encountered.

Historians argue that in the early Cold War an interdisciplinary research culture defined the RAND Corporation. However, a si
divided the members of RAND's Social Science Division (SSD) from the rest of the organization. While the social scientists used
RAND researchers embraced quantified approaches and derided the social sciences as unscientific. This encouraged RAND's s
political-military simulation that embraced everything-politics, culture, and psychology-that RAND's other analysts largely ign
embraced gaming, a heuristic practiced throughout RAND, suggests that the political simulation was nonetheless inspired by
with their colleagues. This indicates that the concept of interdisciplinarity should move beyond its implication of collaboration
which research agendas are defined against but also shaped by colleagues in other disciplines. Such a rethinking of the term m
how varieties of interdisciplinary interaction historically informed knowledge production.

The first part of this paper (the second part will appear in the next issue) examines the development in the Region of manpow
Despite the progress made in manpower planning, training, development and utilization, especially under the stimulus of the
health services, truly effective planning still faces major obstacles in the countries. The author describes the different kinds of
health system and the problems created by a lack of connection between the needs of the population, economic and health p
training of that personnel. He finds that this lack of agreement stems from inadequate planning. Following a consideration of
America, the author advocates the development of new approaches based on interdisciplinarity and leading to a greater inte
a means of optimal manpower planning in the health field.
Demand is growing in engineering, business, science, research, and industry for students with visual analytics expertise. Howe
owing to the multidisciplinary nature of the topic, students' diverse backgrounds, and the corresponding requirements for ins
best practices from a VA graduate course at Purdue University, where instructors leveraged these challenges to their advanta
them.
Diploma Programs in Nursing with disciplinary curricula cope with the need to be reorganized to conform to the new guidelin
at characterizing the incorporation of the interdisciplinarity in tree undergraduate courses, in the municipality of São Paulo. D
collected and then analyzed in a qualitative approach. The study detected efforts on the part of the coordination of the cours
curriculum. Aside limiting factors pointed out, the projects in the community appear as facilitators of incorporation of the inte

The public health community's struggle to combat domestic health disparities has occurred in a context of increasing implem
research approaches. While conceptually appealing, the focus on the multilevel framing of the causes of ethnic health dispari
transdisciplinary initiatives has, to date, resulted in few tangible products. Moreover, intervention and community engageme
attention than more process-oriented research outcomes, namely assessing levels of transdisciplinarity achieved during the r
a renewed focus on the ultimate products of transdisciplinary approaches, namely effective multilevel interventions, specific
and greater community involvement, will aid this promising research paradigm in carrying out its philosophical commitment t
disparities.

Rarely physicians educated in environmental medicine will be able to work as independent specialists. Most probably they wi
main job, usually in general medical care. On one hand this additional education may be applied in daily practice (diagnosis an
environmentally induced diseases and disturbances) on the other hand by presentations in schools, courses, public meetings.
political activities such as counselling, discussions with authorities of the environmental protection agency and other authoriti
aiming at general medical prevention. Different topics of environmental medicine are outlined and the special importance of
and research is stressed. Finally some informations for the practitioner concerning postgraduate education and literature-sea

This paper is an attempt to define the main features of a new educational model aimed at satisfying the needs of a rapidly ch
epistemology paradigm of culture diffusion in human groups could be the conceptual ground for the development of this mo
disciplinarity, complexity, connectivity, critical thinking, creative thinking, constructivism, flexible learning, contextual learning
should characterize distance learning models aimed at increasing the epistemological variability of learning communities. Two
software, Dynamic Knowledge Networks (DKN) and Dynamic Virtual Learning Networks (DVLN) are described. These two com
these dimensions, and were tested in almost 150 online courses. Even if the examples are framed in the medical context, the
the traditional educational systems and the proposed solutions can be applied to the vast majority of the educational context

Tox-Didact is a multimedia teaching software package for initial training, continuing training and self-learning of toxicology an
covers a large part of toxicology in its acute and chronic pathology using several approaches: drugs (salicylics, paracetamol, lit
methanol, carbon monoxide ...); drug addiction and doping (cocaine, heroin, LSD, amphetamines ...); systemic targets (kidney
currently composed of 39 modules in validation, each tackling the diagnosis, biological surveillance, treatment, prevention an
clinical case. Each module is organized around four types of questions, requiring a choice either (drug, symptom, formula ...) o
validated answer is analysed by software which then comments on or corrects it. The essential points which characterize this
multidisciplinarity (toxicology, pharmacology, semiology ...), its reliability (validated by experts), its simplicity of use. It is mod
teaching approach. The objective is to create a portable multimedia tool operational with all computer systems (IBM PC, Mac
sustained by the Région des Pays de la Loire and by the Multimedia Resource Office of the French Ministry of National Educati

OBJECTIVES: Presenting the author's point of view on chances and challenges of medical informatics in research, education, a
management, especially in the field of regional as well as institutional health information systems.METHOD: Collecting and in
concerning (health) information systems and their management from selected references.RESULTS: There are challenging res
information management, IT service management in small health care units, reference models, trustworthy architectures, ser
Medical informatics requires multidisciplinarity.CONCLUSIONS: Medicine and health care need medical informatics as a scien
Brainhack is an innovative meeting format that promotes scientific collaboration and education in an open, inclusive environm
the myriad benefits for participants and the research community and how Brainhacks complement conventional formats to a

Bioethics education in Poland has progressively incorporated the main bioethics principles: a spirit of dialogue, pluralism and
the search for a consensus on the main social issues. However these characteristics are still very fragile because of specific Po
the medical profession and its traditional and dogmatic ethics, the post-Communist heritage, cultural values and historic reas

Ethics problems arise from conflict of values: a physician has to take charge of his patients, but advances of sciences and tech
and more frequent. Their solution cannot be left to a mere improvization. Medical ethics have to be taught. In Strasbourg, we
compulsory medical ethics in the course of compulsory hospital training, for five mornings running, to groups of ten fifth-year
being different each day. Fifteen departments including five specialties, internal medicine, intensive care, pediatrics, gynecolo
involved in this experience. The training takes place near the patient bed in the presence of a medical teacher. Communicatio
the characteristics. The teaching is done with the purpose of bringing about reflection in the students, of proposing methods
approach of ethics problems, of leading the students up to the enlightenment of their own scale of evaluation. A few previou
ethics through different philosophical systems, about social, economical and cultural implications, are given for basic formatio
experience interests students and teachers greatly. The first ones have the opportunity to perceive a new dimension of medic
ones appreciate this form of recovered fellowship.

What level of bioethics expertise (1) must an HEC involved in case review have to ensure full discussion of the complexities of
supportive manner, and to educate healthcare professionals about relevant moral aspects of these cases? Is there a necessar
required to ensure that discussions of ethics are sensitive to relevant community values as well as to legal context and constr
positions are explored: one requiring a healthcare ethics consultant, one arguing that some level of training of all committee
another which claims that multidisciplinarity and community representation without specific education is sufficient.

The first Chair of rehabilitation psychology established in the Federal Republic of Germany was started at the Institute of Psyc
the 1979/1980 winter semester. On the basis of the conviction that interdisciplinarity constitutes a fundamental requirement
rehabilitation field, the author discusses the tasks of rehabilitation psychology, and its relationship with medical and vocation
conditions faced by psychologists in the rehabilitation facilities aswell as the preparation they hitherto used to receive during
rehabilitation field, are criticised. The curriculum developed in Freiburg for "rehabilitation psychology", as one of the fields of
the studies for a university degree in psychology, is explained. Further, the new department's service delivery functions and in
presented.

A questionnaire addressing traumatic stress related issues was mailed to every third psychiatrist in private practice and to eve
Switzerland (N = 1406, number of returns 517 (37%). Trauma-related disorders seem to be underdiagnosed. Patients suffering
related trauma were most often mentioned. Psychiatrists knew more about specific treatment possibilities than general practi
responding clinicians were satisfied with the existing therapeutic services for trauma victims; more psychiatrists voiced a need
majority suggested interdisciplinarity and the cooperation of institutions and therapists in private practice for the treatment o
proposed that further education should be tailored according to the target professional group.
Many decolonized countries have adopted the medical syllabusis of the former Empire metropolis. But they did not make the
their economical constraints and their socio-economical structures. Such a copying of foreign patterns, tailored for industriali
backs: technological dependency, limited profitability, inadequacy of the coverage of sanitary needs, lack of dynamism and cr
desired that a number of new guidances be given concerning: targets: definition of missions and criteria of competence in ord
be reached by the medical education, programmes: horizontal integration of syllabusis, multidisciplinarity, team-work prepar
community health programmes, methodology: utilization of an active and "next-to-reality" pedagogy incitement of students t
groups), formative teaching instead of selective one, non-stop control of progress.

The author defines and analyses the concept of an interdisciplinary approach to basic medical education. Thereby, this educa
reference to three features: the expected outcomes with regard to the dimensions of competence of the graduate; the param
integration; and the limiting factors for the development of interdisciplinarity in medical education. The case of pre-clinical te
Brasilia is reviewed to illustrate comments on the conditionalities pending the adoption of the interdisciplinary approach.
 Resumos
Revista Motivo Frequência Ano Selecionados

Não abarca critérios

de inclusão "período
Clin Invest Med. da graduação 32 2021 74

Não abarca critérios

de inclusão "período
Clin Invest Med. da graduação 44 2020

Não abarca critérios

de inclusão "período
Rev Infirm. da graduação" 45 2019

Clin Invest Med. 29 2018

 Não abarca critérios
de inclusão "período
J Transl Med. da graduação 41 2017

Não sei se é aplicado

ao período da
Gesundheitswesen. graduação 27 2016

Não sei se é aplicado

à interdisciplinaridade
J Interprof Care. no currículo 27 2015

Rev Salud Publica (Bogota) 23 2014

 Não abarca critérios
de inclusão "período
J Eval Clin Pract. da graduação" 16 2013

Rev Bras Enferm. 12 2012

Não abarca critérios

de inclusão "período
Rev Epidemiol Sante Publique. da graduação" 17 2011

Não abarca critérios

de inclusão "período
Int J Qual Stud Health Well-being. da graduação" 5 2010
BMC Nurs. 13 2009

Não abarca critérios

de inclusão "período
R Soc Open Sci da graduação" 1 2008

7 2007
 Abrange uma
experiência, porém no
Eur J Health Law. curso de direito 1 2006

Não abarca critérios

de inclusão "período
da graduação" e
"curso da área de
PLoS One. saúde" 3 2005

Não abarca critérios

de inclusão "período
da graduação" e
"curso da área de
Am Psychol. saúde" 4 2004

Adv Health Sci Educ Theory Pract 3 2003

Não abarca critérios

de inclusão "período
Radiother Oncol. da graduação" 7 2002
 Não abarca critérios
de inclusão "período
da graduação" e
"curso da área de
PLoS One. saúde" 5 2001

Handchir Mikrochir Plast Chir. 1 2000

Não abarca critérios

de inclusão "período
da graduação" e
"curso da área de
PLoS One. saúde" 3 1999

Não abarca critérios

de inclusão "período
Cad Saude Publica da graduação" 1 1998
 Não abarca critérios
de inclusão "período
Drug Saf. da graduação" 2 1997

Não abarca critérios

de inclusão "curso da
Sci Eng Ethics. área de saúde" 2 1996

Acta Biomed. 1 1995

Não abarca critérios

de inclusão "período
Sci Total Environ. da graduação" 1 1994
 Não abarca critérios
de inclusão "curso da
Front Psychol. área de saúde" 1 1993

Não abarca critérios

de inclusão "período
da graduação" e
"curso da área de
Front Psychol. saúde" 3 1992

Não abarca critérios

de inclusão "período
J ECT. da graduação" 1 1991

Não sei se abrange o

Rev Saude Publica. período da graduação 2 1990
Bol Med Hosp Infant Mex. 0 1989

J Forensic Leg Med. 1 1986

não sei se abrange

critérios como
"período da
Int J Biometeorol. graduação" 3 1985
 Não abarca critérios
de inclusão "período
Health Promot Int. da graduação" 1 1984

J Interprof Care. 1 1983

Não abarca critérios

de inclusão "período
Cien Saude Colet. da graduação" 1 1982

Não abarca critérios

de inclusão "período
Nat Rev Clin Oncol. da graduação" 1 1981
 Não abarca critérios
de inclusão "período
Am J Obstet Gynecol da graduação" 1 1978

Não sei se abrange

critérios como
"período da
Med J Islam Repub Iran. graduação"

Não abarca critérios

de inclusão "período
Rev Col Bras Cir. da graduação"

CBE Life Sci Educ.

 Não abarca critérios
de inclusão "período
Rev Neurol (Paris). da graduação"

Rev Lat Am Enfermagem.

Não abarca critérios

de inclusão "período
Arch Pediatr. da graduação"

Não abarca critérios

de inclusão "período
Integr Biol (Camb). da graduação"
 Não abarca critérios
de inclusão "período
BMC Med. da graduação"

BMC Med Educ.

Não abarca critérios

de inclusão "período
Adv Health Sci Educ Theory Pract. da graduação"
In: Mittelmark MB(2), Sagy S(3),
Eriksson M(4), Bauer GF(5), Pelikan
JM(6), Lindström B(7), Espnes
GA(1), editors. The Handbook of
Salutogenesis [Internet]. Cham Não abarca critérios
(CH): Springer; 2017. Chapter 49. de inclusão "Artigo"

J Microbiol Biol Educ.

Não sei se abrange o

critério "período da
Ecohealth. graduação"

Não abarca critérios

de inclusão "período
Support Care Cancer. da graduação"

Não abarca critérios

de inclusão "período
Integr Psychol Behav Sci. da graduação"
Front Psychol.

Rom J Morphol Embryol.

Não abarca critérios

de inclusão "período
J Res Adolesc. da graduação"

Eur J Cancer.

Não abarca critérios

de inclusão "período
da graduação" e
"cursos da área da
Ambio. saúde"
Res Integr Peer Rev

Não abarca critérios

de inclusão "período
Phys Life Rev. da graduação"

Não abarca critérios

Curr Pharm Biotechnol. de inclusão "artigo"

Não abarca critérios

de inclusão "cursos da
Psych J. área da saúde"

Não abarca critérios

de inclusão "cursos da
Res Soc Work Pract. área da saúde"
Não abarca critérios
Cell Biol Educ. de inclusão "artigo"

Não abarca critérios

de inclusão "período
da graduação" e
"cursos da área da
Stud Hist Philos Sci. saúde"
J Med Humanit.

Não abarca critérios

de inclusão "período
West J Emerg Med da graduação"

Não abarca critérios

de inclusão "período
Sante Publique. da graduação"

Não abarca critérios

de inclusão "período
da graduação" e
"cursos da área da
PLoS One. saúde"
 Não abarca critérios
de inclusão "período
Rev Col Bras Cir. da graduação"

Não sei se abarca o

Biol Rev Camb Philos Soc. período da graduação

J Med Internet Res.

J Med Humanit.

Não abarca critérios

como "período da
Am J Community Psychol. graduação"

Ann Glob Health.

Chiropr Man Therap.

Acad Med.

Não abarca critérios

como "período da
BMC Med Educ. graduação"

Não abarca critérios

como "período da
ESMO Open. graduação"
Infect Dis Poverty.

Não abarca critérios

como "período da
Res Dev Disabil. graduação"
Não abarca critérios
Rev Esc Enferm USP. como "artigo"
Não abarca critérios
Rev Esc Enferm USP. como "artigo"

Não abarca critérios

como "período da
Acta Neurochir Suppl. graduação"
Sustain Sci.

Não abarca critérios

como "período da
Dtsch Med Wochenschr. graduação"

Não abarca critérios

como "período da
J Anat. graduação"

Rev Med Chil.

 Não abarca critérios
como "período da
Cad Saude Publica. graduação"

Não sei se abarca o

critério "período da
Croat Med J. graduação"

F1000Res.

GMS J Med Educ.

Biol Rev Camb Philos Soc.
Não abarca critério
BMJ Glob Health. "artigo"

Int J Equity Health.

 Não abarca critério
"Período da
Poiesis Prax. graduação"

Sante Publique.

Clinics (Sao Paulo).

Não abarca critério

"Período da
Soins. graduação"

Não sei se abarca

critério "período da
Sci Educ (Dordr). graduação"
 Não sei se abarca
critério "período da
PLoS One. graduação"

Int J Environ Res Public Health.

Não abarca critério

"período da
Integr Psychol Behav Sci. graduação"
 Não abarca critério
"período da
graduação" e "cursos
Cogn Sci. da área da saúde"

Não abarca critério

"período da
Health Promot Int. graduação"

Não abarca critério

"período da
Stud Health Technol Inform. graduação"

Não abarca critério

"período da
BMJ Open. graduação"

Rev Bras Enferm.

 Não abarca critério
"período da
Glob Chall. graduação"

Não sei se abarca o

Therapie. período da graduação

Não sei se abarca a

Interdiscip J Partnersh Stud. área da saúde
 Não abarca a área da
Eur J Philos Sci. saúde

Br J Sociol.

N Biotechnol.
 Não sei se abarca os
cursos da área da
Qual Quant. saúde

Não abarca critério

"período da
Rev Lat Am Enfermagem. graduação"

Não abarca critério

"período da
BMJ Open Sport Exerc Med. graduação"

Environ Sci Pollut Res Int.

 Não abarca critério
Wiley Interdiscip Rev Nanomed "período da
Nanobiotechnol. graduação"

Não sei se abarca

critério "período da
J Med Humanit. graduação"

Não abarca critério

"período da
Eur J Gastroenterol Hepatol. graduação"
Não abarca critério
Nature. "artigos"

Não abarca critério

Hum Resour Health. "graduação"
 Não abarca critério
Integr Psychol Behav Sci. "graduação"

Não sei se abarca

critério "período da
Top Cogn Sci. graduação"

Não abarca critérios

"período da
graduação" e "cursos
Biology (Basel). da área da saúde"

Não abarca critério

Hum Genomics. "graduação"
 Não abarca critério
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Cien Saude Colet. "graduação"

Não abarca critério

Eur J Sport Sci. "graduação"

Não abarca critério

Biomaterials. "graduação"
 Não abarca critério
BMC Health Serv Res. "graduação"

Não abarca critério

PLoS One. "graduação"

Gesundheitswesen.
 Não abarca critério
Nervenarzt. "graduação"

Não sei se abarca

critério "período de
Health Serv Res. graduação"

PLoS One.

Não abarca critério

"período da
Nature. graduação"
Rev Esc Enferm USP.

Nurse Educ.

Não sei se abrange

critério "período de
Clin Nutr ESPEN. graduação"

Não abarca critério

Eur J Hum Genet. "graduação"
AJOB Empir Bioeth. Resumo Indisponível

Stud Health Technol Inform.

Não abarca critério

Front Big Data "graduação"

Eur J Sport Sci. Resumo Indisponível

Não sei se abarca

critério "período da
Methods Inf Med. graduação"
 Não sei se abarca
critério "cursos da
BMC Med Educ. área da saúde"

Não abarca critério

"cursos da área da
PLoS One. saúde"

Não sei se abarca

critério "período da
BMC Vet Res. graduação"

Não sei se abarca o

PLoS One. período da graduação
 Não abarca critério
"cursos da área da
Chirurg. saúde"

Med Educ.

Não abarca critério

"cursos da área da
Int Rev Educ. saúde"

Não abarca critério

"período da
PLoS One. graduação"

Não abarca critério

"período da
J Aging Stud. graduação"
 Não sei se abarca
critério "período da
Bioscience. graduação"

Não sei se abarca

critério "período da
Nurs Outlook. graduação"

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critério "período da
Radiography (Lond). graduação"

Não sei se abarca

critério "período da
Arch Public Health. graduação"

Não abarca critério

"período da
Cien Saude Colet. graduação"
 Não abarca critério
"período da
BMC Psychiatry. graduação"

Não abarca critério

"período da
Rev Prat. graduação"

Não abarca critério

"período da
Aust Health Rev. graduação"

J Public Health (Oxf)

Br Dent J.

Não abarca critério

"período da
Rofo. graduação"

Não abarca critério

"período da
FEMS Microbiol Lett. graduação"
 Não abarca critério
"período da
Swiss Med Wkly. graduação"

Não abarca critério

"período da
Stud Health Technol Inform. graduação"

Não abarca critério

"período da
Risk Anal. graduação"
Não abarca critério
Nurs Sci Q "artigo"

Não abarca critério

"período da
Rev Lat Am Enfermagem. graduação"
BMC Med Educ.

Acta Chir Orthop Traumatol Cech.

Não sei se engloba

critério "período na
Urologiia. graduação"

Não abarca critério

"período da
Pain Pract. graduação"
 Não abarca critério
"período da
Rev Neurol. graduação"

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"período da
Braz J Anesthesiol. graduação"

Não sei se engloba

critério "período na
Front Vet Sci. graduação"

J Dent Educ.
In: Mittelmark MB(3), Sagy S(4),
Eriksson M(5), Bauer GF(6), Pelikan
JM(7),
Lindström B(8), Espnes GA(9),
editors. The Handbook of
Salutogenesis [Internet].
Cham (CH): Springer; 2017. Chapter Não abrange critério
9. "artigo"

Não abarca critério

"período da
Bioethics. graduação"

Não abarca critério

"período da
Pain Physician. graduação"
Não abrange critério
Qual Health Res. "artigo"
 Não abarca critério
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J Ethnobiol Ethnomed. graduação"

Não abarca critério

"período da
BMJ Open graduação"

Não abarca critério

"período da
J Fam Nurs. graduação"
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"período da
Rev Panam Salud Publica. graduação"

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"período da
Cad Saude Publica. graduação"

Não sei se abarca

critério "período de
Rev Esc Enferm USP. graduação"

Não abarca critério

"período da
Can J Public Health. graduação"

J Nurs Educ.
Não abrange critério
Nature. "artigo"
 Não abarca critério
"período da
PLoS One graduação"

Não abarca critério

"período da
Gesundheitswesen. graduação"

Z Kinder Jugendpsychiatr
Psychother.

Não abarca critério

"período da
Parasitology. graduação"
Ecohealth.

Work.

Não abarca critério

"período da
PLoS One. graduação"

Não abarca critério

"período da
Eur J Sport Sci. graduação"
Não abrange critério
Ultrasound Obstet Gynecol. "artigo"
 Não sei se abrange
critério "período da
J Vet Med Educ. graduação"

CBE Life Sci Educ.

Não abarca critério

"período da
Contemp Clin Trials Commun. graduação"

CBE Life Sci Educ.

 Não abarca critério
"período da
Gynecol Oncol. graduação"

J Med Humanit.

Não abarca critério

"período da
Gac Sanit. graduação"

Não sei se abrange

critério "período da
Public Health Rev. graduação"

Não abarca critério

"período da
J Ethnopharmacol. graduação"
 Não abarca critério
"período da
Physiother Res Int. graduação"

Não sei se abrange

critério "período da
J Natl Med Assoc. graduação"

Não sei se abrange

critério "período da
J Eval Clin Pract. graduação"

Não abarca critério

"período da
Braz J Anesthesiol. graduação"

Rev Bras Enferm.

Não abarca critério

"cursos da área da
J Hist Behav Sci. saúde"
 Não abarca critério
"período da
Soc Sci Med. graduação"

Não abarca critério

"período da
Epidemiol Psychiatr Sci. graduação"

Não abarca critério

"período da
Front Med (Lausanne). graduação"
Eur J Dent Educ.

Não abarca critério

"período da
J Occup Rehabil. graduação"

Não abarca critério

"cursos da área da
Environ Manage. saúde"

Não abarca critério

"período da
Methods Inf Med. graduação"

Não abarca critério

"período da
Can J Nurs Res. graduação"
 Não abarca critério
Can J Cardiovasc Nurs. "artigo"

Não sei se abarca

critério "período de
Sci Eng Ethics. graduação"

Não abarca critério

"período da
J Med Internet Res. graduação"

CBE Life Sci Educ.

Não abarca critério

"período da
Monaldi Arch Chest Dis. graduação"

Eur J Dent Educ.

 Não abarca critério
"período da
Rev Esc Enferm USP graduação"

Não abarca critério

"período da
Rev Esp Cardiol (Engl Ed). graduação"

Não abarca critério

"período da
Rev Esc Enferm USP. graduação"

Não abarca critério

"período da
Chem Asian J. graduação"

Não abarca critério

"período da
Bull Cancer. graduação"
 Não sei se abarca
critério "período da
Rev Rom Bioet. graduação"

Não abarca critério

"período da
J Multidiscip Healthc graduação"

Não abarca critério

"período da
Stud Health Technol Inform. graduação"

Não abarca critério

"período da
FEMS Microbiol Lett. graduação"

Não sei se abarca

critério "período da
Curr Opin Biotechnol. graduação"
 Não sei se abarca
critério "período da
ANS Adv Nurs Sci. graduação"

Não abarca critério

"período da
graduação" e "cursos
J Acad Ethics da área da saúde"

Não abarca critério

"período da
Anthropol Med. graduação"

Work.

Não sei se abarca

critério "período da
Pan Afr Med J. graduação"
 Não sei se abarca
critério "período da
Croat Med J graduação"

Não abarca critério

"período da
Can J Public Health. graduação"

Não abarca critério

"período da
Hist Philos Life Sci. graduação"
 Não sei se abarca
critério "período da
Cien Saude Colet. graduação"

Não abarca critério

"período da
Acad Med. graduação"

Não abarca critério

"período da
J Cancer Educ. graduação"

Cien Saude Colet.

Não sei se abarca

critério "período da
Soc Sci Med. graduação"
 Não abarca critério
"período da
graduação" e "cursos
Educafrica. da área da saúde"

Não sei se abarca

critério "período da
Sci Total Environ. graduação"

Não sei se abarca

critério "período da
Janasamkhya. graduação"
 Não abarca critério
"período da
Rev Gaucha Enferm. graduação"

Arch Kriminol.

Não abarca critério

Front Med (Lausanne) "artigo"

Não abarca critério

"período da
HEC Forum. graduação"

Não abarca critério

"período da
Eur J Pain. graduação"

Não abarca critérios

"período da
graduação" e "cursos
Br J Sociol. da área da saúde"
 Não abarca critérios
"período da
graduação" e "cursos
PLoS One. da área da saúde"

Não abarca critério

Southampton (UK): NIHR Journals "período da
Library graduação"

Não abarca critério

"período da
Sci Context. graduação"
Eur J Obstet Gynecol Reprod Biol.

Não abarca critérios

"período da
graduação" e "cursos
Studium (Rotterdam). da área da saúde"

Não abarca critério

"período da
Rev Med Suisse graduação"

Não abarca critério

Z Kinder Jugendpsychiatr "período da
Psychother. graduação"

Não abarca critério

"período da
Rech Soins Infirm. graduação"

Não sei se abarca

critério "período da
Clin Ethics. graduação"
 Não abarca critério
"período da
Acta Obstet Gynecol Scand. graduação"

Não abrange critérios

"período da
graduação" e "cursos
PLoS One. da área da saúde"

Acta Odontol Scand.

Não sei se abrange

critério "cursos da
J Biol Phys área da saúde"
 Não abrange critérios
"período da
graduação" e "cursos
Scand J Public Health. da área da saúde"

Não abrange critério

"período da
BMC Health Serv Res. graduação"

Med Educ.
P R Health Sci J

Não abrange critério

"período da
Front Public Health. graduação"

Não sei se abrange

critério "período da
Front Public Health. graduação"

Não abrange critério

"período da
Z Gerontol Geriatr. graduação"

Não abrange critérios

"período da
graduação" e "cursos
Water Sci Technol. da área da saúde"
 Não abrange critérios
"período da
graduação" e "cursos
PLoS One. da área da saúde"

Não abrange critério

"período da
Community Ment Health J graduação"

Não abrange critério

"período da
Rev Bras Enferm. graduação"

Med Teach.

Int J Occup Med Environ Health.

Não abrange critério

"período da
Soins. graduação"
Methods Inf Med. Resumo Indisponível

J Interprof Care. Resumo Indisponível

Nature. Resumo Indisponível

Não abrange critério

"período da
Biomedica. graduação"

Não sei se abrange o

critério "período da
J Med Philos. graduação"

Não abrange critério

"período da
J Contin Educ Health Prof. graduação"
 Não abrange critério
"período da
Curr Oncol. graduação"

J Vet Med Educ.

Não sei se abarca

critério "período de
Rev Esc Enferm USP. graduação"

Não abrange critério

"período da
Anaesthesist. graduação"

Cien Saude Colet.

 Não sei se abrange
critério "período da
Integr Comp Biol. graduação"

Med Educ.

GMS J Med Educ.

Não abrange critério

"período da
Cad Saude Publica. graduação"
 Não abrange critério
"período da
Diagnostics (Basel) graduação"

Não abrange critérios

"período da
graduação" e "cursos
PLoS One da área da saúde"

Ann Oncol. Resumo Indisponível

Nature. Resumo Indisponível

Nurse Educ Pract.

Nurs Health Care Perspect.

Não abrange critério

"cursos da área de
Psychon Bull Rev. saúde"

Não abrange critério

"período da
Rev Med Chir Soc Med Nat Iasi graduação"

Int J Rehabil Res.

 Não abrange critério
"período da
Res Social Adm Pharm. graduação"

Rev Bras Enferm.

Não abrange critério

"período da
Rev Gaucha Enferm. graduação"

Não abrange critério

"período da
Arq Bras Endocrinol Metabol. graduação"

Não abrange critérios

"período da
graduação" e "cursos
Sustain Sci. da área de saúde"
 Não abrange critério
"período da
BMC Health Serv Res. graduação"

Não abrange critério

"período da
Nurs Inq. graduação"

Não abrange critérios

"período da
graduação" e "cursos
Inorg Chem. da área da saúde"

Não abrange critérios

"período da
graduação" e "cursos
PLoS One. da área da saúde"

Não abrange critérios

"período da
graduação" e "cursos
Environ Sci Pollut Res Int da área da saúde"
 Não abrange critérios
"período da
graduação" e "cursos
ACS Appl Mater Interfaces da área da saúde"

J Am Med Inform Assoc.

Soz Praventivmed.

Angew Chem Int Ed Engl. Resumo Indisponível

Não abarca critério

"período da
Rehabilitation (Stuttg). graduação"

Nature. Resumo Indisponível

Não abarca critério

"período da
Presse Med. graduação"
Rev Esc Enferm USP

Rev Lat Am Enfermagem.

Não abarca critério

J Singapore Paediatr Soc. "artigo"

J Hist Neurosci.

Não sei se abrange

critério "período da
J Cancer Educ. graduação"

Não abrange critério

"período da
Coll Antropol graduação"
Não abrange critério
PLoS Biol. "artigo"

Não abrange critério

"período da
Patient Prefer Adherence. graduação"
 Não sei se abrange
critério "período da
Int Q Community Health Educ. graduação"

Cad Saude Publica.

Não abarca critério
Am J Bioeth. "artigo"

Não abarca critérios

"período da
graduação" e "cursos
Nat Hum Behav. da área da saúde"

Não abarca critérios

"período da
graduação" e "cursos
J Hist Behav Sci. da área da saúde"

Não abarca critério

"período da
Educ Med Salud. graduação"

Não abarca critério

"cursos da área da
IEEE Comput Graph Appl. saúde"
Rev Bras Enferm.

Não abarca critério

"período da
Ethn Dis. graduação"

Não abarca critério

"período da
Praxis (Bern 1994) graduação"

Não abarca critérios

"período da
graduação" e "cursos
Stud Health Technol Inform. da área da saúde"

Therapie.

Não abarca critério

"período da
Methods Inf Med. graduação"
Não abarca critério
Rev Infirm. "artigo"
 Não sei se abrange
critério "período de
Neuron. graduação"

Não sei se abrange

critério "período de
J Int Bioethique. graduação"

Não abarca critério

Ann Oncol. "artigo"

Bull Acad Natl Med.

Não abarca critério

"período da
HEC Forum graduação"

Não abarca critério

"período da
Rehabilitation (Stuttg). graduação"

Não abarca critério

"período da
J Trauma Stress graduação"
Med Trop (Mars)

Educ Med Salud.

Resumos
Não- Resumos
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Viaro VD,
Linhares
FMP, Limits and
Marinus possibilities for
10 MWLC, teaching and 2019
Guedes TG, learning about
Vanderley breastfeeding.
LSL

Effects of
interprofessiona
l education for
medical and
Homeyer S, nursing
Hoffmann students:
W, Hingst P, enablers,
13 Oppermann barriers and 2018
RF, Dreier- expectations for
Wolfgramm optimizing
A future
interprofessiona
l collaboration -
a qualitative
study.
 Kemper Interdisciplinarit
R(1), Horch y in German
RE(2), academic Plastic
22 Giunta Surgery - 2019
RE(3), Prantl irrelevant or
L. forward-
looking?
 Gulino M,
Patuzzo S,
Baldelli I,
Gazzaniga V,
Merlo DF,
Maiorana L,
Murialdo G, Bioethics in
Picozzi M, Italian Medical
27 Armocida G, and Healthcare 2019
Cattorini P, Education. A
Montaguti Pilot Study.
E,
Bonometti S,
Grossi AA,
De Stefano
F, Ciliberti R.
 Eraña-Rojas
IE, López A challenge
Cabrera MV, based learning
34 Ríos experience in 2019
Barrientos E, forensic
Membrillo- medicine.
Hernández J.
 "Imagine
Neuro-
Oncology"- a
one week
Scheide L, course with
Huber T, medical and
Bette S, Nest technical
37 A, Zimmer C, students: 2020
Berberat students'
PO, Kreiser reflections
K. about
multidisciplinari
ty and its
practical
relevance.

A Framework to
Guide
Tripp B, Undergraduate
43 Shortlidge Education in 2019
EE Interdisciplinary
Science.
 Interdisciplinarit
Vilela EM, y and health:
45 Mendes IJ. bibliographic 2003
study

Medical
students as
global citizens: a
qualitative
Blum N, study of medical
Berlin A, students' views
49 Isaacs A, on global health 2019
Burch WJ, teaching within
Willott C. the
undergraduate
medical
curriculum.
 Transdisciplinari
Capozzi V, ty and
52 Spano G, microbiology 2012
Fiocco D. education.

Benefits and
Challenges of
Interdisciplinarit
56 Hmelo-Silver y in CSCL 2021
CE, Jeong H Research: A
View From the
Literature.
 Pathology on
Vollmer E, the edge of
57 Goldmann T. interdisciplinarit 2011
y. A historical
epitome.

Besançon L, Open up: a

Rönnberg N, survey on open
61 Löwgren J, and non- 2020
Tennant JP, anonymized
Cooper M. peer reviewing.
 Science,
Technology, and
Human Health:
The Value of
68 Knopes J STS in Medical 2019
and Health
Humanities
Pedagogy.
 Leveraging
Interdisciplinary
Chouvarda I, Education
Mountford Toward
N, Trajkovik Securing the
74 V, Loncar- Future of 2019
Turukalo T, Connected
Cusack T. Health Research
in Europe:
Qualitative
Study.
 Uniting the Pre-
Health
Humanities with
75 Rubens A the Introductory 2017
Composition
Course.

Education and
Training in
Paganelli M, Global
Madeo E, Occupational
77 Nabeel I, Health and 2018
Pilia I, Lecca Safety: A
LI, Pili S, Perspective on
Fostinelli J. New Pathways
to Sustainable
Development.
 A perspective
on Chiropractic
Councils on
Education
Innes SI, accreditation
Cope V, standards and
78 Leboeuf-Yde processes from 2019
C, Walker the inside: a
BF. narrative
description of
expert opinion:
Part 1: Themes.
 Strong
MJ(1),
Busing N, The Rising
Goosney DL, Challenge of
Harris KA, Training
Horsley T, Physician-
Kuzyk A, Scientists:
79 Lingard L, Recommendatio 2018
Norman ns From a
WV, Canadian
Rosenblum National
ND, Consensus
Saryeddine Conference.
T, Wang X.

Quality of life of
Antunes medical
Barros R, students in
90 Silva Brazil. A 2019
Menezes M, comparative
Lins L. study.
 "It just magically
happened
Abler M, overnight!" -
Bachmaier support for the
R, Hawelka digitalization of
94 B, Prock S, medical 2020
Schworm S, teaching
Merz AK, provided by an
Keil S. interdisciplinary
e-tutor team.
 Transformative
medical
education: must
Massé J, community-
Dupéré S, based
97 Martin É, traineeship 2020
Lévesque experiences be
MC. part of the
curriculum? A
qualitative
study.
 Evaluation of an
Busi A, interprofessiona
Boussat B, l service-
Rigaud M, learning
Guyomard program among
99 A, health 2020
Seigneurin profession
A, François students: the
P. experience of
Grenoble Alps
University
 Universities
without Walls: A
Ibáñez- Blended
Carrasco F, Delivery
Worthingto Approach to
104 n C, Rourke Training the 2020
S, Hastings Next
C. Generation of
HIV Researchers
in Canada.

Social
representations
of
Costa LDS, undergraduates
110 Formozo about the 2018
GA. education
through work
for health
program.
 Education for a
biobased
economy:
Sacchi S, Integrating life
Lotti M, and social
116 Branduardi sciences in 2021
P. flexible short
courses
accessible from
different
backgrounds.

Public Health as
an Applied,
Multidisciplinar
Gerhardus y Subject: Is
136 A, Schilling I, Research-Based 2017
Voss M. Learning the
Answer to
Challenges in
Learning and
Teaching?
 Kirby CK(1), Development of
Jaimes P(1), a measure to
Lorenz- evaluate
139 Reaves competence 2019
AR(2), perceptions of
Libarkin natural and
JC(1). social science.
 Understanding
Moraes the curriculum
141 BA(1), Costa the light of 2016
NM(1). training guiding
health in Brazil.

Student
Perceptions
Related to
Sitzman Immediate
K(1), Workplace
142 Carpenter T, Usefulness of 2020
Cherry K. RN-to-BSN
Program
Content.
 Strategies for
Medola Developing
FO(1), Students'
Sandnes Empathy and
FE(2), Awareness for
146 Ferrari the Needs of 2018
ALM(1), People with
Rodrigues Disabilities:
ACT(3). Contributions to
Design
Education.

Lessons learned
155 Reznick R(1). in the pursuit of 2014
a dream.
 The role of
schools of
Evans D(1). public health:
167 learning from 2009
history, looking
to the
future.

Learning to look
from different
perspectives -
what can dental
Zahra FS(1), undergraduates
168 Dunton K(2). learn from an 2017
arts and
humanities-
based teaching
approach?
 Rafai N(1)
(2), Lemos Anatomy meets
M(3), dentistry!
Kennes Linking anatomy
LN(4), and clinical
176 Hawari A(5), practice in the 2016
Gerhardt- preclinical
Szép S(6), dental
Classen- curriculum.
Linke I(7).
 Zippelius Establishing an
T(1), Interdisciplinary
Weschenfel Compulsory
der W, Elective Subject
Eicker SO, 'Spine' in the
177 Putzier M, Curriculum of 2018
Röhner E, the University
Matziolis G, Study Course of
Strube P. Human
Medicine.
 Dederich
DN(1), Lloyd
PM, Dixon-
Farmer C,
Geurink KV, Perceptions of
Nadershahi dental schools
183 NA, from within and 2004
Robinson outside the
FG, university.
Scannapieco
FA.

Merging
reflective
Drevdahl inquiry and self-
DJ(1), study as a
195 Stackman framework for 2002
RW, Purdy enhancing the
JM, Louie scholarship of
BY. teaching.
 Child and
Adolescent
Psychiatry (CAP)
in the
"Heidelberg
Curriculum
Koch E(1), Medicinale"
199 Resch F. (HeiCuMed)-- 2009
practice-
oriented
learning in the
reformed
course of
studies
 Development of
transdisciplinari
ty among
students placed
Orozco F(1), with a
201 Cole DC. sustainability 2008
for health
research
project.

The challenges
of
Barbosa interdisciplinary
LH(1), education and
202 Pinheiro its application 2012
MH. on teaching
ergonomics.
 Beyond the Cell:
Using
Multiscalar
Topics to Bring
Interdisciplinarit
207 Weber CF y into 2016
Undergraduate
Cellular Biology
Courses.

Van Wylen Interdisciplinarit

DG(1), y: the right
Abdella BR, people, a
209 Dickinson supportive 2013
SD, place, and a
Engbrecht program
JJ, Vandiver emerges.
R.
 Advancing Pre-
Health
Humanities as
Singer SA(1), Intensive
Weed K(2), Research
Edwell J(2), Practice:
211 Jack J(2), Principles and 2017
Thrailkill Recommendatio
JF(2). ns from a Cross-
Divisional
Baccalaureate
Setting.

Transdisciplinari
Martins ty in distance
219 TY(1), education: a 2011
Ribeiro Rde new paradigm
C, Prado C. in Nursing
education
 Sanz M(1),
Saphira L; Competencies
1st in implant
European therapy for the
Consensus dental
224 Workshop in graduate: 2009
Implant appropriate
Dentistry educational
University methods.
Education.

A framework for
analyzing
Gouvea interdisciplinary
JS(1), tasks:
232 Sawtelle V, implications for 2013
Geller BD, student
Turpen C. learning and
curricular
design.
 3D printed
Kröger E(1), simulation
Dekiff M(1), models based
234 Dirksen on real patient 2017
D(1). situations for
hands-on
practice.

Teaching
ergonomics to
undergraduate
Barbosa physical therapy
248 LH(1), students: new 2012
Pinheiro methodologies
MH. and impressions
of a Brazilian
experience.
 New
professional
competences in
the field of
da Motta health and the
256 LB(1), de aging Brazilian 2007
Aguiar AC. population:
integrality,
interdisciplinarit
y,
intersectoriality

Parzeller M,
Amendt J, Interdisciplinary
Zehner R, teaching and
262 Toennes training - A 2017
SW, Kettner medicolegal
M, Bratzke specialty.
H, Verhoff
MA.
 Transdisciplinar
y training in
Lambert reproductive
RD(1), health through
270 Monnier- online 2005
Barbarino P. multidisciplinary
problem-
solving: a proof
of concept.

A glimpse into
Fuscella the curricular
MA(1), format of
278 Borges BC, comprehensive 2013
Pinheiro FH, care clinics in
Costa Ido C. Brazilian
dental schools.
 Problem-based
learning versus
lecture-based
Antepohl learning in a
282 W(1), Herzig course of basic 1999
S. pharmacology:
a controlled,
randomized
study.

Considerations
Ortiz E(1), on
283 Rodríguez interdisciplinarit 1992
MV. y: theory and
practice
 Teaching social
accountability
by making the
links: qualitative
Meili R(1), evaluation of
291 Fuller D, student 2011
Lydiate J. experiences in a
service-learning
project.

Training of
occupational
physicians in
The
Netherlands
292 Weel AN(1). with regard to 2001
occupational
health services
delivered to the
population.
 One Health
Interdisciplinary
Collaboration in
Veterinary
Education
Iatridou D, Establishments
301 Bravo A, in Europe: 2021
Saunders J. Mapping
Implementation
and Reflecting
on Promotion.

Training
professionals
for delivering
da Motta ingreated
LB(1), Caldas health care to
304 CP, de Assis the aged: the 2008
M. interdisciplinary
experience of
NAI -
UNATI/UERJ
 The impact of
student ratings
Hoeks on a new
TW(1), van course: the
306 Rossum HJ. general 1988
clerkship
(ALCO).

Ziegler S(1),
Wahedi Health and
K(1), Stiller medical care for
M(1), Jahn refugees: design
R(1), and evaluation
307 Straßner of a 2021
C(1), Schwill multidisciplinary
S(1), clinical elective
Bozorgmehr for medical
K(1)(2). students.
 The relationship
between swift
trust and
interaction
behaviors on
313 Liu HY(1). interdisciplinary 2021
and non-
interdisciplinary
teams in
nursing
education.

Edwards JB, Interdisciplinarit

Stanton PE y: the story of a
314 Jr, Bishop journey. 1997
WS.
 Rehabilitation
training in
317 Matinvesi S. Finland. 1982

Curricular
da Silva change: a
319 RP(1), challenge for an 2008
Rodrigues undergraduate
RM. nursing course
 Using social
network
analysis within a
department of
Merrill J(1), biomedical
329 Hripcsak G. informatics to 2008
induce a
discussion of
academic
communities of
practice.

Interdisciplinary
330 Frey U. prevention--a 1985
critical analysis
of the situation]

da Silva Nursing
AL(1), education in the
335 Camillo Sde light of the 2007
O. complexity
paradigm
 Strengthening
Mazon L(1), the
Trevizan interdisciplinary
336 MA. process in 2001
student's
research
programs

An avant-garde
professorship of
neurobiology in
Théodorido education:
u ZD(1), Christofredo
338 Koutsoklenis Jakob 2013
A, del Cerro (1866-1956) and
M, Triarhou the 1920s lead
LC. of the National
University of La
Plata,
Argentina.
 Lessons from
health
education for
HIV/AIDS
Merchán- prevention:
344 Hamman theoretical 1999
E(1). elements for
the construction
of a new
integrated
practice

Interdisciplinarit
Galindo y in nursing
350 MB(1), diploma 2008
Goldenberg programs: an
P. evolving process

Ortega A(1),
Pineau A, Use of the CD-
Boniffay J, ROM "Tox-
354 Benois- Didact" for 2000
Pineau J, teaching of
Autret JP, toxicology and
Larousse C. pharmacology
 Two years'
experience
Mantz teaching
360 JM(1), medical ethics 1991
Bastian B. in a hospital
clinic course

Plea in favor of
364 Voelckel J. an adapted 1985
medical
education

Interdisciplinarit
y in medical
365 Sobral DT education: 3 1990
aspects of
analysis
Resumo

OBJECTIVE: To point out limits and possibilities involved in the teaching and lea
Institution on breastfeeding. METHOD: Instantaneous photography study carrie
the teaching and learning process on breastfeeding. For data collection, the Foc
professors. The speeches were submitted to the thematic content analysis of B
and learning process on breastfeeding, from two sub-categories: Structural lim
practice. FINAL CONSIDERATIONS: Limits indicated as workload deficit and prof
interdisciplinarity was a step forward in this process.

BACKGROUND: To ensure high quality patient care an effective interprofession

has a positive impact on team work in daily health care practice. Nevertheless,
barriers of IPE for medical and nursing students as well as to specify impacts of
Mecklenburg-Western Pomerania' (Care-N Study M-V) was conducted. The aim
programs to optimize students' impact for IPC. METHODS: A qualitative study w
following inclusion criteria: (a) ability to answer every research question, one q
purposely sampled. Recruitment was based on existing collaborations and a we
and nursing students. Four primary arguments for IPE were mentioned: (1) dev
knowledge, (3) promotion of beneficial information and knowledge exchange, a
harmonization of the curricula of the two professions. With respect to the effec
professional level. Experts expect an improved patient-centered care based on
teams. To sustainably implement IPE for medical and nursing students, IPE nee
promotes interprofessional cooperation between the medical and the nursing p
preconditions to improve collaborative patient-centered care. The impact of IP
analysed in prospective intervention studies.
BACKGROUND: Plastic and Reconstructive surgery is able to treat patients from
unions. This kind of expertise is appreciated by other medical specialties and is
Plastic Surgery is particularly difficult. In this study we highlight the academic an
questionnaire we evaluated educational assignments of academic Plastic Surge
36 university hospitals there is no kind of Plastic Surgery established. There are
13 university centers took part of investigation. All of them are integrated in th
not to be affect by clinic independence or team size. 10 of 13 university center
interdisciplinary patients. In 1165 cases there was no invoicing of services.CON
traumatological, oncologic or infectious cases. The complex reconstructive proc
limits the development of academic Plastic Surgery.In 12 of 36 university hospi
education order defined by the medical approbation order (ÄApprO). However
curriculum will be a forward looking appreciation of Plastic Surgery.
BACKGROUND AND AIM OF THE WORK: Bioethics is relevant in healthcare and
recently introduced, it is less extensively offered and no academic standards fo
university bioethics courses attendees appreciate and consider teaching strateg
and stimulate further discussion on ways to improve it. METHODS: A standardiz
medicine and healthcare at four Italian universities. RESULTS: The majority of in
sciences-related program (73.5%) and most healthcare (77.2%) and medical stu
(66.3%) and continuous (57.7%), given its usefulness in clinical practice. Studen
integrated into clinical cases. Conceptual specificity and interdisciplinarity may
Italian bioethics education should be revised to meet students' expectations an
education to be flexible and integrated among different disciplines, thus stimul
helping students better deal with bioethics-inherent difficulties and improve th
Learning about forensic sciences is a crucial part of the formation of profession
cases to forensic autopsies. However, knowledge of forensics by medical stude
field. To develop the necessary skills, specific support, and targeted learning ta
infrastructure, and equipment used in a high-quality-forensic investigation. The
activity using the pedagogical strategy of Challenge-Based Learning. It addresse
September 2017, included 33 students from different disciplines such as medic
and were challenged by experts from the State Institute for Forensic Sciences t
how the students benefited from the experience. The results showed that 80%
feasibility assessment. However, only 60% achieved a solution that met the req
strategy of the CSI Lab experience. The results indicated that 88.9% of the stud
thought that the design of the activities, visits, and plenaries added value to the
activities helped the participants to understand and perform a legal-medicine i
areas and processes necessary for the investigation. CONCLUSION: Students de
experiences that were grounded in active learning. The effect on curriculum de
experiences could motivate them to engage in solving the social challenges of t
Modern medicine requires tight multidisciplinary collaboration and communica
and even less often scientifically evaluated. The aim was to evaluate an innovati
engineering, and mathematics (STEM) so that they learn and practice mutual u
during a one-week-course on the topic of "brain tumor" in imaging, surgical pla
focus groups and accompanying questionnaires about motivation, course accep
multidisciplinary setting positively and showed high intrinsic motivation. Howev
conceptually encouraged by the deliberate temporary subdivision into "monod
concept was generally positive as they learned about the challenges in finding a
dividing line between the disciplines, which in part led to organizational change
courses should definitely be to dissolve this dividing line.

An expanded investment in interdisciplinary research has prompted greater de

interdisciplinary expectations a key competency for undergraduate biology ma
benchmark difficult to meet and assess. Here, we discuss aspects of interdiscipl
work. In an effort to forge a unified path forward, we provide a working definiti
and scientific organizations. We leveraged the existing literature and our propo
as a guide for developing and assessing interdisciplinary efforts in undergradua
develop learning outcomes, activities, and measurements to help students mee
science."
This is a bibliographic research which sought to achieve a better understanding
health area nowadays has required the development of interdisciplinary teachi
professionals committed to social reconstruction. We examined literature for th
education of health professionals.

BACKGROUND: There is increasing interest in global health teaching among me

structure, methods and content of global health courses. Academic work in this
to look like) or descriptive (of a particular intervention, new module, elective, e
teaching, these have often relied on tools such as questionnaires that generate
perspectives on global health in the context of a new global health module esta
students participated in a structured focus group session and semi-structured i
as their wider perspectives on these issues and their relevance to professional
'sceptic', all of the students acknowledged the challenges of prioritising global h
epistemological issues that underpin global health. For some students, such int
others, global health is merely a topic of geographic relevance. Furthermore, so
working overseas, while others considered it to be an essential part of working
noted that including 'soft' subjects and more discursive approaches to teaching
didactic methods tend to dominate. This suggests that more work needs to be
studies.
A graphical representation of the transdisciplinary pyramid, as a tool, helps us i
more generally, with biology. As regard to classroom implementation, we prop
transdisciplinarity through a new design of the lesson, which shall rely on a tea
the other hand, a class debate with a teacher–moderator shall be used as a Tro
teachers/professors provides a rigorous study of the topics together with a con
involvement and the development of critical thought. Directory of Open Access

Computer-supported collaborative learning (CSCL) has a history of being interd

cognitive scientists, and educational researchers. These collaborations have be
extensive review of the CSCL literature to examine the nature of interdisciplina
morethan 700 CSCL articles, we reported an updated analysis for the theories a
publish CSCL research and are cited by CSCL research. CSCL research is publishe
educational research followed by technology related fields and social sciences.
disciplinary influences and uptakes of CSCL research and how they might differ
demonstrate the interdisciplinary nature of the field. Through these analyses w
research. Interdisciplinarity has helped CSCL research to adopt multiple theorie
research outcomes are exchanged and appropriated actively across participatin
Pathology is a bridging discipline that involves both basic and clinical biomedica
goals of further understanding the anatomic and functional changes and under
macroscopic and microscopic examinations, and involve the visual recognition
array of methods and techniques from the most varied fields of natural and eng

BACKGROUND: Our aim is to highlight the benefits and limitations of open and
survey on the reviewing process of alt.chi, a more or less open review track wit
the field of human-computer interaction. This track currently is the only implem
the recent increase in interest in open scientific practices, open review is now b
from alt.chi authors and reviewers, collecting quantitative data using multiple-c
questions.RESULTS: Our main quantitative result is that respondents are more
conference. The qualitative data specifically highlight the benefits of open and
and the figures and follow-up work on http://tiny.cc/OpenReviews.CONCLUSIO
they remain reluctant to see it used in other venues. This concurs with a numb
and its practical implementation.
As the number of medical and health humanities degree programs in the Unite
the range of specific disciplinary (and multidisciplinary) perspectives that might
perspective from the field of Science and Technology Studies (STS.) The author
by: (1) challenging the "progress narrative" around the advancement of biomed
technology orients us towards sickness and how health technology is in turn sh
rather than assuming biomedicine is one, cohesive body of knowledge that doe
in the marginalization of women's voices and in the racial and postcolonial traje
four trajectories to the medical and health humanities, as well as the venues fo
paper also comments on how programming at other institutions might be adap
anthropology, sociology, history, and the philosophy of science, this article seek
pedagogy.
BACKGROUND: Connected health (CH) technologies have resulted in a paradigm
requires a broad range of disciplinary expertise from across the spectrum to wo
of career development may nurture and accelerate the CH developments and i
perceptions of interdisciplinary CHresearchers regarding the design and deliver
(engineers, computer scientists, health care practitioners, and policy makers). T
an undergraduate, master's, or doctoral program to facilitate the development
approach was adopted, which involved a background study of fundamental con
feedback sessions with CH researchers in Ireland (n=10/16). Thematic analysis w
sessions.RESULTS: A total of two sets of findings emerged from the data. In the
challenges, divergent awareness of state-of-the-art CH technologies across disc
the design for interdisciplinarity. In this regard, the need to link research and ed
program context was also considered to be important with a need to balance e
opportunities to share skills and experiences.CONCLUSIONS: The authors raise
approach combining interdisciplinary and interprofessional education literature
guidelines for policy makers, educators, and innovators in the CH space. Gainin
designers a novel insight regarding the curriculum, timing, delivery, and potenti
Drawing on my experiences at a teaching-focused university, I show how locati
offers an economical, flexible, and far-reaching approach to bringing a health h
careers in the health professions. In terms of improving learning, health human
in the health humanities, such as interventions in health debates or representa
develop college-level writing skills. The health humanities' emphases on interdi
students to write rhetorically by considering purpose, context, genre, mode, an
humanists communicate intentionally and compassionately about health topics
composition courses at an early, formative moment in their studies, they are po
them for the workforce.

The institution of specific Occupational Health and Safety (OHS) training progra
Asian universities is now a well-established reality. Courses and seminars that f
years at these universities; these academic institutions have combined their po
and training activities, depending on the availability of funds sufficient to cover
strength, as the trainees have the opportunity to condense the technical notion
safety management, ergonomics) in one course. We firmly believe that these p
low-income countries, as they are able to address their choices correctly, hope
BACKGROUND: The aim of this study was to report on key informant opinions o
improving accreditation standards and processes for chiropractic programs (CP
experienced personnel from the five CCEs in June and July of 2018. The intervie
competency standards and processes. All interviews were audio-recorded, and
thematic analysis techniques assisted by NVivo coding software. The study follo
interview transcripts; they were: professional differences; keep it in the family;
and CPs making ends meet. Most respondents saw a need for CCEs standards a
chiropractic. Additionally, informants viewed CCEs as carrying out their function
Diverse views were observed on how CCEs should go about their business of as
overarching confounder for positive changes in CCE accreditation standards an
and its resultant scope of practice. This is said to be because of vocal, diverse a
negotiated in order to allow a diversity of chiropractic practice to co-exist, appe
including an adoption of an evidence-based approach to accreditation standard
attention should be moved away from professional interests and toward that o
Physician-scientists are individuals who actively participate in patient care, have
Physician-scientists are traditionally the primary catalysts in bridging the transla
with advances in health care and health policy in a timely manner. However, th
physician-scientist is diminishing globally, causing the translational gap to grow
as a unique case study in understanding how to address this phenomenon as a
develop recommendations for training programs and early-career supports for
national council whose mandate is to provide pan-Canadian oversight of physic
physician-scientists; (3) develop coherent networks across a broad range of clin
diversity of Canada and to reflect the interdisciplinarity of health research; (4) e
the scientific basis of health care, including research methodologies; and (5) en
the operational funding provided to the training program itself.

BACKGROUND: VERAS survey multicenter project, carried out in 2011-2012, ev

QoL of undergraduate medical students, taking Veras-q national data as compa
private medical school at Salvador, Bahia, Brazil in 2014. Students in the first tw
in the internship (fifth and sixth years) were grouped in Phase III.RESULTS: Stud
presented significantly (p < 0.05) better scores in the Psychological and Use of T
Physical and Environmental domains. Female students had significantly lower (
Compared to the national sample survey, these students had higher (p < 0.01) s
These students had a better quality of life than those surveyed in the national V
as consequences of effective interdisciplinarity in curricular components, may h
Background: The forced and time-critical changeover to digital teaching and lea
teaching staff of the Faculty of Medicine at the University of Regensburg. Didac
digital teaching materials became necessary. Project description: Since interdis
tutor team was established at the Faculty of Medicine to support the digitalizati
meetings and internal mini-training sessions to ensure their continuous profess
accompanied the respective course preparation and implementation as require
support to be very positive. The e-tutors described the interdisciplinarity of the
Conclusion and outlook: Due to the positive experiences with the e-tutors, the
semesters.
BACKGROUND: There are shortcomings in medical practitioners' capacity to ad
traineeships create opportunities for the acquisition of knowledge, competenc
classical clinical training pathways. This article explores the learnings gained fro
experiencing social vulnerability and operating under an alternative paradigm o
medical trainees gain from their experience in such contexts.METHODS: This ex
completed a traineeship at La Maison Bleue (Montreal, Canada) and three inte
theory of transformational learning, data were analyzed according to L'Écuyer's
gained through the traineeship are related to (1) greater awareness of beliefs,
on own limitations, power and privileges; (2) the development of critical perspe
stigmatizing approach, advocacy, empowerment, interdisciplinarity and interse
confirmation of interest for community-based practice, the identification of crit
change. Certain characteristics of the setting, the patients and the learner's ind
highlights how a traineeship experience within a clinical setting intended for a c
paradigm presents an opportunity for transformative learning and health practi
suggest medical traineeships in community-based clinical settings are a promisi
and equitable care for people experiencing social vulnerability.
OBJECTIVE: &#8220;Health service&#8221;, a French national service-learning
and skills in health promotion and prevention. The purpose of this study was to
physical therapy students at the Grenoble Alps University.METHODS: Relevant
on-line questionnaire for students. We described the teams, the actions, the ta
students participated in this service-learning program (207 medical students, 9
92&#160;teams took actions in 91 institutions, including 90 secondary schools.
(99.3%) were secondary school pupils. The main issues addressed were the sub
and screen time and cyberstalking (17 schools).CONCLUSIONS: This program ac
Interdisciplinarity was a core strength of the &#8220;Health service&#8221;. A
expenses.
shortcomings. This paper presents a case study of UWW, a non-credit training p
experiential learning via online and blended delivery. UWW uses both online an
based research (CBR), intervention research, and ethics. (2) Methods: Using a c
Without Walls a viable training environment in the contemporary HIV/AIDS fiel
point evaluation; in 2014, telephone or in-person interviews with the three dire
analyzed the information and anecdotal evidence, which had been incorporate
learning assessments were included. We also thematically analyzed 65 student
year and was comprised of: a) sustained mentorship from the co-directors (e.g.
online webinars that aim to develop fellows' knowledge of community-based re
community service learning in the form of a "field mentoring placement"; d) fa
learning institute; e) a stipend for fellows to carry out their training activities. T
heutagogy made manifest in the field mentoring placements (community servic
analysis showed that experiential learning was imparted by UWW's a) transpar
imparted in the program as well as the overarching programmatic elements, su
admissions policies and procedures, interdisciplinary faculty, flexible team, adm
b) curriculum co-designing and co-teaching, and c) sustaining a community of p
UWW fellows, such as developing a "social presence" as a precursor to lasting p
and interdisciplinarity by interacting online with persons living with HIV, leader
Limitations: While fellows' self-evaluation data were collected by an independe
preconceptions and positive biases to UWW's assessment. As UWW was develo
could be transferred to a post-secondary environment in its entirety. UWW wa
experiences of those involved with UWW demonstrate that explicit curricular c
applied ethics-can be learned through a blended delivery when combined with
learning institute. Related to this outcome, our case study describes that implic

OBJECTIVE: analyze the social representation of undergraduates from the healt

Campus about this program and its contribution to the respective professional
of 38 undergraduates participated, and a professional socioeconomic questionn
content analysis was used.RESULTS: The results showed that PET-Saúde integra
interrelation of those involved, articulating the scientific knowledge with the co
encourages population's empowerment and the critical, reflexive thinking of un
transformations in the training of health professionals in response to the dema
To achieve ambitious 21st-century goals and deal with high-level complexity, a
language and knowledge drawn from different disciplines and sub-disciplines. T
industrial stakeholders should work together to make this technological reversa
paper underlines the necessity of developing a new and more flexible educatio
the summer school "Towards a bio-based economy: science, innovation, econo
University is described. The results reveal the need for high-level education pro

Public health education aims at enabling students to deal with complex health-
Virtually all health-related problems in science and practice require the involve
the curricula of public health courses. Also theories, methods, health topics, an
an insurmountable challenge to integrate the different disciplines ("horizontal i
This situation is specific for education in public health but is representative for
integration of different disciplines and vertical integration of theories, methods
disciplines might be more successful in integrating different disciplines. Vertica
student-led research project at the centre of teaching. Students choose a topic
cross the seeming chasm between science and practice. Challenges of research
Interdisciplinary scientific research teams are essential for responding to societ
productivity of teams crossing traditional disciplinary boundaries. To explore th
validated with a population of earth scientists (n = 449) ranging from undergrad
labeled as Perceived Respect (PR), Perceived Methodological Rigor (PM), and P
science/scientists as significantly less competent than natural science/scientists
than did men. Working with social scientists and holding an earth science PhD c
competence in scientific disciplines is a multidimensional construct. Our results
should be studied further as interdisciplinarity in scientific research continues t
OBJECTIVE: To analyze Pedagogical Projects Courses (PPCs) from the healthcare
training.METHOD: Exploratory descriptive study of qualitative approach, in whi
a federal university in the Midwest region of Brazil. As technical analysis of doc
PPC showed the general aspects of PPC as the course features the historical pe
performance and the guiding principles of formation characterized by technica
training.CONCLUSIONS: PPC presented is consistent with the proposals set out
professionals, the demands of the population and the National Health System.O
Diretrizes Curriculares Nacionais (DCN) e das políticas indutoras de formação em
foram realizadas análises dos PPC dos cursos de Enfermagem, Farmácia, Medic
Oeste do Brasil. Como técnica de análises das fontes documentais, adotou-se a
os aspectos gerais dos PPC como as características do curso, o percursso histór
profissional e os princípios norteadores da formação caracterizados pela técnic
ética/social.CONCLUSÃO: Os PPC apresentaram-se condizentes com as propost
proporcionando a formação adequada para os profissionais de saúde, as dema

BACKGROUND: Despite a national directive for associate degree in nursing (AD

the value added by BSN education.PURPOSE: The purpose was to explore perce
Qualitative narrative data provided by 263 RN-BSN students in their final semes
what you are learning in the RN-BSN program at work?"RESULTS: Themes inclu
communication, intentional holistic caring, critical thinking, cultural competenc
awareness.CONCLUSION: Results clarified content that students found useful a
complete BSN-level education.
The design of products for people with disabilities requires the understanding o
preferences. Such multifactorial perspective is often perceived as beyond the r
different areas such are not usually part of design curriculum as health, rehabil
developing design students' empathy and awareness for the needs and expecta
approaches, a course on Inclusive Design was developed as part of the regular
campus, Brazil), with the collaborative participation of members of SORRI BAUR
demands presented by SORRI BAURU's rehabilitation team, and results reveal t
design students a learning experience that, ultimately, supports the quality dec
contents and practical activities developed during the Inclusive Design course. T
design education are also discussed.

CONTEXT: The author describes a career in which he combined clinical surgery

career track, it was an uncommon pathway. Over the last 30 years there has be
principal academic focus. This paper provides examples from the author's perso
of attaining formal training in education and concludes that this training was a
describes his involvement in the transition from paper and pencil-based tests to
research centre in health professions education and the establishment of a sim
measure technical skills, in the adoption of surgical safety checklists and in the
author describes several of the lessons learned in the course of his career in me
invariably the product of interdisciplinarity. He describes the power of a joint v
of an emerging centre is critical. He discusses the importance of graduate stude
There is a broad consensus on the need for high-quality public health education
research are delivered by a variety of institutions operating very different mode
and research to public health systems, it is surprising how little research has be
particular, it is notable there has been very little research on the strengths and
100 years. Thus, a historical perspective is crucial. To date most historical work
of the history of schools of public health identifies three important themes: cap
opportunities include addressing the impact of climate change and developmen
progress in public health practice in the twenty-first century.

By its nature, clinical teaching involves supporting small groups of dental stude
observation at close quarters of the various stages of development from early n
students' main concerns throughout are not primarily with the technical skills r
the complex realities and ambiguities of clinical practice; the 'hidden curriculum
professional. Yet, in an already packed curriculum little time is spent helping th
interpretative skills, many medical schools in the US and a number of leading m
curricula. This allows for a greater balance between the objectivity of evidence
holistic, patient-centred education that promotes a tolerance of ambiguity. In t
the context of dental education, and share early indicators that balancing inter
professional and personal development. We conclude that in today's complex w
afforded by the 'clinical humanities' is both a promising area for further educati
BACKGROUND: Establishing a strong link early on between preclinical coursewo
relevance of the curriculum during their preclinical anatomical courses and to t
preclinical anatomy course for second-year medical students of dentistry by im
Muscles" and to measure the learning outcomes.METHODS: For the curricular d
subjective evaluation. We used a peer-teaching format supported by an e-learn
training, e-module) on learning outcomes. Four learning methods were compar
module. An objective structured clinical examination (OSCE) was used to measu
participation in the skills training had a statistically significant effect on the OSC
points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Stu
significantly higher average number of points (φ 91.8 ± 31.3 points) than those
significantly increased when the training was combined with the e-module (φ 1
in this study.CONCLUSIONS: The "Palpation of the Head and Neck Muscles" inte
clearly improved learning outcomes for both, anatomical knowledge and clinica
PURPOSE OF THE STUDY Back pain and pathologies of the spine are among the
as, specifically, orthopaedists, surgeons, and neurosurgeons. This involvement
these aspects of spine-specific diagnostics, therapy, and research to students d
'Spine' was established. MATERIAL AND METHODS From the winter semester o
interested students in the 7th semester of their studies of human medicine. Th
subjects taught covered the fields of degeneration, deformities, and destructio
medicine. In addition, orthopaedic technology and the local musculoskeletal an
were applied, including problem oriented learning, seminars, observation or co
learning success, knowledge gain, satisfaction, and interdisciplinarity. Participan
examination (OSCE). RESULTS Forty-eight students took part in the compulsory
In the learning success control, all of the students had good to very good result
structured clinical examination (OSCE) (p ≤ 0.001). The compulsory elective cou
view of the high prevalence of patients with back pain and its associated impor
the general integration of such a compulsory elective subject in the study of hu
Perceptions of dental schools held by high-level administrators of their parent i
dental education. The intent of this investigation was to gain a preliminary kno
to formulate hypotheses that can provide the basis for further targeted investig
schools. Interviews with university administrators, executive directors of state d
conducted. The hypotheses drawn from these interviews are: 1) dental schools
community; 2) dental schools need to systematically and continually get the me
multidisciplinarity and integration with other units are important to university a
that these hypotheses form the basis of subsequent, more targeted, follow-up

This article provides a model for improving teaching practice and developing ne
in reflective inquiry and self-study as found in nursing and education literature,
understand themselves as teachers and how their teaching affects students. Es
outlined in this article will help establish reflective self-study research as an acc
To improve medical studies, the Medical School of the University of Heidelberg
with a special focus on multi-disciplinarity, thus breaking the seal of traditional
methods of teaching and in addition to the traditional examinations, developed
Objective Structured Clinical Examination (OSCE). Child and Adolescent Psychia
Particularly the new methods of teaching provide an opportunity to make stud
position of the discipline within the schools of medicine.
Transdisciplinary education on sustainability for health has been primarily deve
resource investments remains urgent. Little empiric documentation of the facil
assessed transdisciplinary learning among students of different disciplines colla
students from four different disciplinary backgrounds were incorporated throu
fostered and monitored through participant observations by a field supervisor.
methods. Academic supervisor key informant and co-investigator observations
Principal factors facilitating transdisciplinary learning were interaction with soc
techniques and methods, and the constant support of the field supervisor. Inhi
supervisors in diverse research methods, and social pressures to implement un
outcomes and attitudinal values relevant to sustainable development for health
transdisciplinary approaches with social actors and engaged researchers can se
problems faced by poor majorities and encourage their subsequent work on su

The education in Brazil is still strongly based on traditional teaching methods th

need for more liberating and interdisciplinary methodologies, there are few acti
creation of a new thinking in education, proposing the connection between the
reflective thinking about the reality of the community where he lives. Being un
other elements of a system in order to optimize human well-being and overall
was to discuss the educational foundations of interdisciplinarity and their appli
Western science has grown increasingly reductionistic and, in parallel, the unde
approaches have led to landmark discoveries, many of the most exciting scienti
interfaces is necessary to manage the world's looming problems, particularly th
ramifications (e.g., nonsustainable agriculture, emerging infectious diseases). M
as sums of their multiple facets and complex interrelationships, which usually in
discusses bringing interdisciplinarity into undergraduate cellular biology course
phenomena makes them relevant to everyday life and unites diverse discipline
connections to core concepts in biology. I provide specific examples of multisca
understanding of the cell's position within an ecosystem and how cellular biolo

This paper describes the St. Olaf College experience moving to a more interdisc
of higher education—people, place, and program. The key for transformation r
emerged.
This essay argues that pre-health humanities programs should focus on intensiv
implementing it. Although the interdisciplinary nature of health humanities per
and humanities, pre-health humanities coursework tends to force students to a
invites students to critically select and combine methods from multiple (and se
innovatively. Using the authors' experiences with implementing health humani
authors contend that pre-health humanities programs should teach and study m
research might transfer across disciplines; and focus on mentoring opportunitie
to create unprecedented research experiences for baccalaureate students as th

This article aimed to reflect on the need of applying transdisciplinarity in distan

of distance education is the supportive use in virtual and interactive learning en
production, interaction and knowledge socialization elaboration. In Brazil, nurs
demonstrating good acceptance on the part of students and improvements on
Modern dental education should have in on one hand the necessary education
preventive strategies, and on the other make them competent to satisfy curren
patients implant therapy has reached a clear pre-dominance. Although speciali
for extensive surgical procedures and therefore there is a clear need to introdu
dental education in Europe, the Association for Dental Education in Europe and
framework, we herein define the agreed competencies in implant dentistry, wi
context of a competence-based curriculum implant dentistry should be taught
disciplinarity and integration.

The national conversation around undergraduate science instruction is calling f

objectives of interdisciplinary science courses and how to design curricula to su
research. We developed this framework in an introductory physics for life scien
physics and biology. We illustrate how this framework can be used to describe
redesigning tasks to better align with interdisciplinary learning objectives, and fi
might support or impede interdisciplinary learning objectives. This framework w
more concrete terms, what interdisciplinary learning means and how integrate
During the last few years, the curriculum of many dentistry schools in Germany
teaching methods and the promotion of interdisciplinarity. To support these eff
employing 3D printing is presented. The models are based on real patients, thu
dental procedures can be implemented, the simulation models can also contrib
models were acquired by 3D surface scanning. The data were further processed
PolyJet technique. Three models serve as examples: a prosthodontic model for
interdisciplinary model featuring carious teeth and an insufficient crown. The th
students answered a questionnaire and gave their personal opinion. Whilst the
were criticised. We discuss these observations and suggest ways for further imp

Being ergonomics a scientific discipline based on knowledge of several areas, it

the educational process. The article discusses the importance of interdisciplina
ergonomics issue. The aspects of the introduction of new education methodolo
on the literature review conducted, some proposals for action in the interdiscip
This paper discusses the challenges faced by medical education with regard to
systematizing the contents and practices needed to prepare health professiona
practices and health policy guidelines on the one hand, and current undergradu
transition positions Geriatrics and Gerontology as fields of expertise in an expa
training standardization and health HR distribution. However, the little emphas
spite of the existing legislation, everything points to the fact that the importanc
programs as part of the life course and in all of its aspects is a priority for the B
continuing education is needed in order to face the challenge of quality aging.

The Frankfurt model is described to exemplify the teaching and training concep
Frankfurt model describes a comprehensive, networked teaching system aimin
diversified subject related to various scientific disciplines. The importance of th
success of this interdisciplinary teaching and training concept is based, is illustr
potential reductions due to fiscal reasons are outlined.
OBJECTIVE: The problem of iatrogenic multiple pregnancies has been addressed
transdisciplinary research and training tool.STUDY DESIGN: The pedagogical ap
Evaluation of the level of transdisciplinarity reached by each of the students wa
cross disciplinary barriers, to detach from their initial opinion, and to develop c
and frank dialogue were easily performed by all. Most students showed curiosi
students.CONCLUSION: Online discussion forum is a particularly well-adapted t

OBJECTIVE: This study aimed to describe some curricular aspects of comprehen

academic affairs deans of Brazilian undergraduate dental programmes. It conta
dental care clinics.RESULTS: Sixty-seven dental schools agreed to participate. It
88.1% of the schools surveyed. The main alteration was related to an increase i
of the schools, clinical procedures were prioritized according to level of comple
process of change. Progress in combining teaching and clinical services was rep
murally.CONCLUSIONS: Changes in the curriculum of Brazilian comprehensive d
Since its first implementation in a medical programme at McMaster University,
learning medicine. Extensive research has been conducted and a number of str
there is evidence that no relevant difference exists in factual knowledge among
conducted to address this issue. The Medical Faculty of the University of Cologn
after seven semesters of experience with PBL supplementing the traditional co
(LBL) and conducted a controlled prospective study to determine the effects of
PBL (n = 63), with tutorial groups of up to nine students, or to the traditional, le
pharmacology, consisting of multiple-choice and short-essay questions, reveale
Hence, it seems clear that PBL does not imply a disadvantage in terms of factua
the lecture format. Furthermore, students reported positive effects of PBL in te

The curricular content of undergraduate programs in the health sciences shoul

professional and interdisciplinary competencies. Among the principal obstacles
an interdisciplinary vision in curriculum development. This article examines the
being, thus requiring to make use of psychological, ethical, legal & philosophica
Health Sciences of the College of Health Related Professions is presented as on
courses, 49 percent are professional courses, 17 percent are interdisciplinary co
BACKGROUND: Many medical students come into medicine with altruistic moti
are underserved by the medical community. Teaching social accountability may
(MTL) is a project designed to teach medical students the social aspects of med
their experiences during the MTL program.METHODS: Qualitative data analysis
representing three student cohorts, participated in the study. Data was collecte
relationships, (2) social determinants of health in real life, (3) community devel
Themes reflected the opportunities and challenges experienced by the student
medical training.CONCLUSIONS: MTL is a promising model for using service-lea

In the Netherlands, the need for a basically new approach to education and tra
health services (OHS) in the early 1990s. After an inventory of the problems and
defined the framework for a new curriculum. In this article the background, pri
curriculum: the needs of OHS; professional standards; and the state-of-the-art.
students' self-management of the learning process; co-makership with OHS; an
theoretical part is presented to so called core group of 12 students, which is to
spent in a certified OHS institution is: "the best teaching OHS are learning OHS"
experience gained are presented.
One Health recognizes the interconnection of people, animals, and the environ
recommendations call for close intersectoral collaboration to better understan
preparing all health professionals in that respect. Our research investigates wh
interdisciplinarity. We collected data on undergraduate education, post-gradua
policy actions that could encourage cross-sectoral education and a culture of O
undergraduates is still in the early stages. The models of academic structure, un
Health interdisciplinary post-graduate education is easier, at least in some coun
transdisciplinary approaches . To conclude, we propose five recommendations
encourage the intersectoral cooperation in research: (1) the need for the devel
European Union (EU); (2) the need for an integrated strategy of university struc
interdisciplinarity; (3) the need for a harmonized approach to academic educati
training; and (5) the need to encourage One Health research.

The training of professionals in the field of healthcare for the aged is one of the
population. The Núcleo de Atenção ao Idoso (NAI), a unit of the Open Universit
practical care delivery with emphasis to inter-disciplinarity and teamwork. The
Practice and Graduation. The program includes an introductory course in geron
coordinated by the professional staff from the respective areas. The practical a
settings, outpatient facilities and the university hospital. Interdisciplinary thinki
The experience is a contribution to the increasing social demand for qualified p
care.
In 1980 a new course, called ALCO, was introduced in the faculty of Medicine a
means general clerkship. This course was designed to bridge the gap between t
of the multidisciplinarity of the ALCO and the enormous amount of manpower
oversee the course and the quality of instruction. By request of this Board the D
having students fill out questionnaires, and reported annually on the outcome.
course in a traditional curriculum over a period of 5 years: on the one hand the
to adjust the contents, format and methods of instruction. Now, after 5 years o
taken, have contributed substantially to the instructional improvement of the A

Objective: Caring for refugee patients places special demands on health profes
challenges. This article reports on the development, conceptualisation, implem
clinical study phase. Methodology: The course content was developed based on
working in the field of refugee care. The course consisted of a seminar with me
medical outpatient clinic of the local reception centre for asylum seekers, whic
qualitative and quantitative elements. Results: 123 students completed the ele
and further developed. The students reported learning progress mainly in the f
asylum seekers; multi-perspectivity through multidisciplinarity as well as profes
Summary: To prepare students for the complex challenges to be faced in medic
theory, practice and reflection helps to foster insights into the many facets of t
evaluation results are intended to inspire the design and implementation of sim
The extent to which team interdisciplinarity affects trust and communicative in
students must understand and work with interdisciplinary team-based dynamic
nursing student teams and explored whether team interdisciplinarity moderate
from a Nursing program (n = 63) at one university and a Design program (n = 65
students (n = 147) comprised the non-interdisciplinary group. Self-report questi
based) and 24 items to assess students' interaction behaviors (constructive con
showed the teams' cognition-based-but not affect-based-trust correlated positi
team negatively moderated the relationship between teams' cognition-based t
based trust is associated with higher perceived interaction behaviors, but team
insights to improve outcomes for both educational and professional healthcare

Everywhere we turn, interdisciplinarity has become a key concept guiding healt

extol its virtues. Accreditation agencies across health disciplines recommend it
educational and practice systems that are compartmentalized by claims to disc
after we do get it? And most of all, why would we ever want it in the first place
interdisciplinary teaching, practice, and scholarship. Our experience was initiall
Partnerships for Health Professions Education grants. The grant brought the ed
interdisciplinary primary care experiences in and with the community. We will
living life itself, is something that frequently poses more questions than it answ
together in hopes that you and your colleagues will find something useful for y
There are functional defects in rehabilitation in Finland. The defects correspond
defects two questions were put: (1) can training be used more effectively than
analysis of the functional defects and their causes. This was done by a governm
the curriculi of the faculties and other training institutes were surveyed. It was
only conditionally present. From the defects the training objectives were deduc
with the respective training officers. The outcome was that the training should
training situation and reach the objectives, it was discovered that they were co
introductory courses with case-studies and continue this, if possible, with differ
has been possible to provide insight into rehabilitation in a very short time to a
by the multidisciplinarity of rehabilitation.

This work presents a research that intended to contribute with the evaluation o
analyze and to argue the curricular reformularization; contributing to the proce
the PPP of 1995 and 2003 and the data collected with professors and students
element in the PPP of 2003. The data revealed that the theoretical presuppositi
incorporate like the interdisciplinarity. Another raised data was the non-effecti
PPP.
In order to assess the mission and strategic direction in an academic departmen
interest among the department's multidisciplinary faculty. Data representing fa
network modularity algorithm to detect community structure. Three distinct co
factors; and information management. This analysis made intuitive sense and s
direction and faculty recruitment efforts. Communities of practice present a no

We witness a general trend towards increasing specialization and particularism

especially the fields of biomedical research, education, the functioning of the h
several obstacles. It certainly is not simple to implement interdisciplinary strate
through the creation of a Prevention Fund. Integration and interdisciplinarity a
the Swiss Society for Social and Preventive Medicine, a consequence is that col
similar purposes.

The objectives of this research were to recognize, interpret and discuss themes
sources to a humanized teaching-learning experience in the light of Edgard Mo
to verify principles of the paradigm of complexity through content analysis, the
were: teaching the instructor's responsibility; combining knowledge: connectio
curiosity; facing uncertainty: building life's continuous, dynamic knowledge; exp
This study shows that it is possible to have a university education based on the
The modern disciplinary focus is based on specific processes and presents a ten
posture that has promoted excessive specialization and fragmentation in detrim
interconnection which searches for institutions with global and broad dimensio
purpose of this work is to report the experience of an undergraduate students'
different areas--Nursing and Administration respectively--we are experiencing a
human resources and their management in the Nursing area. We believe that t
context of research in undergraduate programs.

The interdisciplinary trend in "Mind, Brain, and Education" has witnessed dyna
of La Plata in Argentina probably holds the historical precedent as the world's fi
educational department, having done so as early as 1922. The responsibility of
In the present article, we highlight Jakob's emphasis on interdisciplinarity and,
There is an evident contrast between health education practices and theoretica
considerable development in terms of strategies, methods, and modalities, wh
behavior rather than social practices. Major problems include individualism, as
social and cultural contextualism, and excessive focus on factual behavior. We
complexity requires interdisciplinarity; 2) holism; 3) combined perceptual and e
realization of the continuity between the individual and collective realms; 6) sy
and affective-volitional processes; 8) risks as vulnerabilities of social groups tha
others and diversity. Political aspects of education are emphasized as promotin

Diploma Programs in Nursing with disciplinary curricula cope with the need to b
the incorporation of the interdisciplinarity in tree undergraduate courses, in th
qualitative approach. The study detected efforts on the part of the coordinatio
projects in the community appear as facilitators of incorporation of the interdis

Tox-Didact is a multimedia teaching software package for initial training, contin

of toxicology in its acute and chronic pathology using several approaches: drug
and doping (cocaine, heroin, LSD, amphetamines ...); systemic targets (kidneys,
diagnosis, biological surveillance, treatment, prevention and documentation of
either (drug, symptom, formula ...) or an open response. Each validated answer
characterize this software are: its multidisciplinarity (toxicology, pharmacology,
an interactive teaching approach. The objective is to create a portable multime
the Région des Pays de la Loire and by the Multimedia Resource Office of the F
Ethics problems arise from conflict of values: a physician has to take charge of h
Their solution cannot be left to a mere improvization. Medical ethics have to be
compulsory hospital training, for five mornings running, to groups of ten fifth-y
specialties, internal medicine, intensive care, pediatrics, gynecology-obstetrics,
presence of a medical teacher. Communication and multi-disciplinarity are the
students, of proposing methods for the discovering and the approach of ethics
few previous lectures about history of ethics through different philosophical sy
students. This teaching experience interests students and teachers greatly. The
second ones appreciate this form of recovered fellowship.

Many decolonized countries have adopted the medical syllabusis of the former
constraints and their socio-economical structures. Such a copying of foreign pa
profitability, inadequacy of the coverage of sanitary needs, lack of dynamism an
targets: definition of missions and criteria of competence in order to make clea
syllabusis, multidisciplinarity, team-work preparation, priority to preventive an
pedagogy incitement of students to participate (discussion groups), formative t

The author defines and analyses the concept of an interdisciplinary approach to

features: the expected outcomes with regard to the dimensions of competence
development of interdisciplinarity in medical education. The case of pre-clinica
pending the adoption of the interdisciplinary approach.
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 CRITÉRI

N Autores

1 Baron, R

2 Lage Gómez, C

3 Fortunato, I; Porto, MRS.

4 Rodríguez Orozco, A
5 Garzón Guerra, E; Acuña Beltrán, LF.

Roque Herrera, Y; Criollo Criollo, AR; Recino

Pineda, U; Gafas González, C; Barahona
6 Rivadeneira, D.

7 Cruz, E; Costa, FA.

8 Koch, T; Oliva, I; Valencia, S; Salazar, JP.

Rangel, CN; Nunn, R; Dysarz, F; Silva, E;

9 Fonseca, AB.
10 Ventura, DFL; Lins, MAT.

11 Serrudo Ormachea, M

12 Pernas Gómez, M; Uriarte Mulén, O.

Albuquerque, VS; Batista, RS; Tanji, S; Moço,

13 ETSM.

Dávila, PGS; Loguercio, RQ; Pino, JCD; Santos,

14 FS.

Garcia, MAA; Pinto, ATBCS; Odoni, APC;

Longhi, BS; Machado, LI; Linek, MDS; Costa,
15 NA.
 16 Arancibia Herrera, M.
hfhf
 ARTIGOS
DESCRITORES: Multidisciplinarity OR Interdi
CRITÉRIOS: Estudos teóricos, empíricos e de revisão d
LEGENDA: Selecionado = Verde; Em dú
Título Ano

O ensino e a aprendizagem da escrita na língua materna: da

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de larga escala e avaliações do desempenho da aprendizagem dos
alunos nas salas de aula 2021

Aproximación transdisciplinar a la Música Popular Urbana en

Enseñanza Secundaria 2020

O método natural e o pensamento complexo: uma relação possível

para a educação escolar 2020

Síntesis transdisciplinaria en la integración de la praxis

socioambiental. Método en un estudio de caso 2018
Integración de los proyectos transversales al currículo: una propuesta
para enseñar ciudadanía en ciclo inicial 2016

La educación continuada en el proceso de reducción de desastres:

experiencias cubanas 2016

Formas e manifestações da transdisciplinaridade na produção

científico-académica em Portugal 2015

Prospectiva Transdisciplinaria en Educación Superior: Construcción de

Perfiles Vocacionales según Grados de Flexibilidad Disciplinar en
Estudiantes de Último Año de Nivel Secundario 2015

Teaching and learning about food and nutrition through science

education in Brazilian schools: an intersection of knowledge 2014
Educação superior e complexidade: integração entre disciplinas no
campo das relações internacionais 2014

La Construcción Curricular basada en el Pensamiento Complejo 2012

Inter y transdisciplinariedad de las ciencias básicas en el nuevo

modelo de formación de enfermeros 2010

Currículos disciplinares na área de saúde: ensaio sobre saber e poder 2009

Avaliação da proposta de construção de um currículo interdisciplinar

numa escola técnica de saúde 2008

A interdisciplinaridade necessária à educação médica 2007

Transformaciones en las organizaciones educativas que posibiliten
aprendizajes transdisciplinarios con utilizacion de recursos
informaticos 2002
 ARTIGOS - 01-07-2021
DESCRITORES: Multidisciplinarity OR Interdisciplinarity OR Transdisciplinarity AND Curriculum
RIOS: Estudos teóricos, empíricos e de revisão de literatura; Período da Graduação; Cursos da área da saúde
LEGENDA: Selecionado = Verde; Em dúvida = Amarelo; Não selecionado = Vermelho
Resumo

RESUMO A reflexão desenvolvida ao longo do artigo procura desvendar relações de poder que, discursivamente, estão presen
efeitos de dominação, no confronto entre a avaliação escolar aplicada por um professor de disciplina do currículo escolar, des
básica ao ensino médio, e os exames de larga escala que geram os dados e índices do SAEB - Sistema de Avaliação da Educaçã
Programa Internacional de Avaliação de Estudantes - PISA, por exemplo. Entre os efeitos discursivos estão propostas de cond
autoritário, de padronização cultural e do conhecimento impostas a estudantes da escrita da língua materna que estas avalia
entre si e sobre a aprendizagem. Busca-se apoio teórico e filosófico na dialogia e teoria de gênero, no conceito de transdiscip
desenvolvido na Linguística Aplicada, LA, na análise crítica do discurso, na pedagogia histórico-crítica, interativa e da libertaçã
sobre um histórico das ideias pedagógicas e um contexto das instituições nacionais e internacionais que aplicam as avaliações
larga escala. Desenvolve-se uma análise ideológica sobre como os exames de larga escala interferem nas provas aplicadas pe
escolas. Mostra-se uma análise comparativa entre as avaliações escolares e as avaliações de larga escala como resposta às inq
surgiram ao longo da reflexão, com sugestão para uma educação humanizadora, de superação e transformação social.

RESUMEN: La integración curricular representa una prioridad en el ámbito de la Educación Secundaria, con implicaciones pro
procesos de enseñanza y aprendizaje. Sin embargo, su aplicación en dicha etapa presenta complejidades profundadas debido
de los currículos educativos. Con el objetivo de profundizar en una comprensión transdisciplinar de la educación artística en E
Secundaria, presentamos un proyecto desarrollado en un instituto público madrileño (España). Desde el eje temático que con
música popular urbana, el género y la adolescencia, se ha elaborado un disco, una campaña publicitaria y un estudio de los gu
del centro. Han participado 3 grupos de 4º de Educación Secundaria Obligatoria (15-16 años), 3 profesores y 6 profesionales e
resultados evidencian la integración transdisciplinar de diversas áreas artísticas y de ciencias sociales como herramienta útil p
Secundaria, en un proceso participativo de enseñanza y aprendizaje en el que el alumnado ha construido experiencias artístic

Resumo Este artigo foi escrito com o objetivo central de mostrar como dois autores – Célestin Freinet e Edgar Morin –, aparen
trajetórias diferentes, aproximam-se pela necessidade de se construir uma outra escola, que não se preocupe somente em tr
conteúdos abstratos e isolados da realidade concreta do seu alunado, mas que desenvolva um processo educativo que efetiv
preocupe com o ser humano em toda a sua completude. Para tanto, buscou-se descrever, ainda que sumariamente, algumas
metodológicas para esse fim. No caso de Célestin Freinet, tem-se o método natural empregado por ele em sua ação pedagóg
Morin, tem-se as noções de complexidade e transdisciplinaridade. Verifica-se, ainda, as ideias de mundo e de conhecimento e
Dessa descrição, pode-se evidenciar a seguinte aproximação entre o pensamento dos dois autores: existe uma escola que des
compartimentaliza os conhecimentos, esvazia os conteúdos do que tem significado para os alunos, se preocupa mais em dar
currículo do que com a formação da pessoa humana, sendo necessário, pois, buscar maneiras de se formar um ser social inte
grupo particular e ao mundo em geral. Ao final, espera-se que essa aproximação ajude na busca por olhares distintos do que
educação escolar, valorizando pensamento e emoção, o saber e o fazer, o futuro e o presente, enfim, a complexidade human

Resumen El desafío de la integración atraviesa el compromiso asumido en la investigación científica y la formación universitar
del quehacer académico. La conjugación de esfuerzos en un proyecto de intervención comunitaria derivada de la iniciativa int
sustentabilidad, hizo posible dilucidar varios mecanismos relacionantes y sistémicos de la dinámica socioambiental. La contex
proceso e interacciones y la participación se articulan como principios de carácter sociopedagógico en el Método Sintético pa
Transdisciplinaria de la Praxis Socioambiental (Msitps). El objetivo de este artículo es presentar los elementos empíricos, las a
las categorías, los principios epistemológicos y la ruta nuclear que le dan sustento, del estudio de caso realizado en poblacion
del Lago de Zirahuén, con la intención de contribuir en el desarrollo curricular y en la reflexión de la praxis socioambiental a tr
proposición metodológica de investigación vinculada a la formación técnica universitaria.
Resumen:Este artículo presenta los resultados de una investigación cualitativa cuyo objetivo fue definir los criterios y caracter
en cuenta para realizar la integración curricular de proyectos pedagógicos, en torno al eje transversal de la formación ciudada
estudiantes de ciclo inicial del Colegio CED Jackeline de Bogotá (Colombia), respondiendo a las orientaciones pedagógicas y cu
ofrecidas por las normas nacionales, a referentes conceptuales centrales en este tema, así como a las reflexiones y necesidad
diferentes actores de la comunidad educativa, las cuales se registraron a través de dos cuestionarios, dos grupos focales, el di
una matriz de evaluación. Los resultados obtenidos muestran a la investigación, el concepto del tipo de integración por realiz
flexibilización, la participación de la comunidad, las relaciones entre los saberes disciplinares y ciudadanos como criterios y ca
un modelo curricular integrado conducente a la formación ciudadana. El análisis de los resultados permitió concluir que los pr
pedagógicos pueden integrarse al currículo desde la interdisciplinariedad, pues la investigación es una herramienta que perm
acerca de las realidades, intereses y necesidades de los estudiantes; a partir de allí, puede orientarse la formación ciudadana
quehacer pedagógico, se fortalece el trabajo colaborativo y en equipo.

Resumen: La capacitación de la población es vital para el proceso de reducción de desastres en las comunidades. Los autores
ensayo reflexionaron respecto de la educación continuada en dicho proceso desde la experiencia cubana. Se realiza un anális
alrededor del objeto de estudio, imbricándolo con las normativas establecidas por las instancias habilitadas para ello en Cuba
que la pluridimensionalidad del proceso de reducción de desastres exige la transdisciplinariedad en la formación; que ésta de
permanente, diferenciada y escalonada, involucrando a todo el sistema educativo y en especial al de educación superior; que
curricular de las diferentes modalidades de superación debe estar adecuadamente fundamentado y enfocado desde los prog
de las ciencias y las exigencias propias del desarrollo de la sociedad.

Este artículo se deriva de un proyecto de investigación que busca, en última instancia, ayudar a aclarar el significado asignado
introducción de áreas de formación transdisciplinaria en el diseño curricular de la educación básica. Asumiendo contornos de
investigación de carácter exploratorio, el análisis se centró en las formas y manifestaciones de la transdisciplinariedad en el m
producción científico-académica realizada en Portugal. Los resultados obtenidos señalaron cinco ideas clave, vinculadas desd
intencionalidad que da primacía a la comprensión holística de los fenómenos sociales, y que caracterizan la transdisciplinaried
lugar para escapar de la rutina diaria; (2) un camino hacia la equidad social y los valores humanos; (3) un nuevo marco intelec
nuevo modelo de organización del conocimiento escolar; y (5) un modelo ideal de equipo.

En este artículo se analizan los perfiles vocacionales de estudiantes de último año de educación secundaria. Para esto se anal
resultados de un estudio en una muestra de 1234 jóvenes con los cuales se simuló una postulación a la educación superior. A
la evaluación retrospectiva que estos estudiantes realizan de su formación y la proyección que realizan de la educación super
de flexibilidad y apertura disciplinar. Estos resultados son organizados mediante un análisis de conglomerados en cinco grupo
destacan conglomerados asociados a la flexibilidad disciplinar, superando clasificaciones vinculadas al clásico binomio decisió
observa entonces que el problema vocacional puede no encontrarse en el estudiante y su proceso decisional, sino que respon
oferta limitada. Esto plantea nuevos desafíos a la organización del currículo en educación superior.

Science teachers are the main professionals in schools who address health-related subjects, though food and nutrition educa
projects are mainly planned by health professionals, especially nutritionists. The objective of this study is to create a transdisc
approximation between scientific research fields and practical fields from the analysis of an integrated case study conducted
schools. In 2011, 10 days of observation were programmed in six schools in five cities. Semi-structured interviews were carrie
different social actors and data was analyzed using the complex thinking theory and the bricolage method of educational rese
vegetable gardens or projects to improve table manners during mealtimes were identified in the schools. The results describe
approaches used by science teachers to include FNE in school activities, even when not described in the official curriculum. H
professionals can identify actions to support health education in schools starting with that already undertaken by science tea
successful initiatives also involved professionals with practical knowledge and experience of life.
Expressões como "multi", "pluri", "inter" e "transdisciplinaridade" difundiram-se de forma extraordinária no meio acadêmico
em critérios de avaliação institucional em numerosos países. Este artigo analisa a integração entre as disciplinas no campo da
internacionais, jovem área do conhecimento que bem expressa a complexidade do mundo contemporâneo em seus temas e
oscila entre a necessidade de afirmação como disciplina autônoma e a multidisciplinaridade inerente à formação internaciona
panorama conceitual, questionamos a integração entre as disciplinas como critério de avaliação, especialmente do currículo d
relações internacionais. Por fim, relatamos uma experiência realizada no bacharelado nesse curso da Universidade de São Pau

La humanidad actual exige nueva construcción curricular que trasciende los segmentos disciplinarios y los enfoques positivist
formación profesional. Se propone un Diseño Curricular de Pensamiento Complejo con Enfoque de transdisciplinariedad, con
lograr la unión creativa y helicoidal entre pensamiento, emoción y acción, favoreciendo intersecciones en escenarios disciplin
interdisciplinares y transdisciplinares de la realidad concreta. La propuesta muestra una nueva lógica de educación productiva
totalidad concreta de la Educación formal.

Se describió las principales transformaciones curriculares que caracterizan el nuevo modelo de formación de enfermeros en C
particularmente, la flexibilización del modelo flexneriano de organización de las ciencias básicas biomédicas y su impacto en l
transformación del currículo hacia un modelo más coherente con las bases ideológicas de equidad y justicia social de la unive
Ante la necesidad de modificar la composición disciplinar del primer año de la carrera, dentro de un nuevo modelo curricular
integra la formación técnica y la profesional universitaria, se desarrolló un trabajo de equipo multi e interdisciplinario para la
contenidos pertinentes, partiendo de aquellos que tradicionalmente han sido abordados en esta carrera por varias asignatura
básicas biomédicas; también se trabajó en la identificación de esencialidades y en la organización y estructuración de esos co
acuerdo con los requerimientos del NMF y las relaciones de precedencia con la disciplina Enfermería. Se logró una redistribuc
ciencias básicas biomédicas a lo largo de la carrera con un enfoque inter y transdisciplinar al que se le ha reconocido un impa
el éxito académico y la permanencia de los estudiantes del primer año de la carrera. Esto ha favorecido su rápida inserción la
enfermeros básicos, con repercusión favorable en el estado socioeconómico de los estudiantes y en la cobertura de los servic
aplicación, desarrollo y evaluación mediante el trabajo metodológico de los profesores propiciará su perfeccionamiento, en fu
creciente pertinencia y calidad en la formación de enfermeros.

O presente artigo traz uma revisão histórica sobre a construção do conhecimento e do poder a partir da organização disciplin
para a discussão do confinamento do saber em disciplinas na formação dos profissionais de saúde e suas consequências nos m
produzir atenção à saúde. Ato contínuo, propõe a interdisciplinaridade, a transdisciplinaridade e o pensamento complexo com
teóricos para ultrapassagem da lógica disciplinar.

Este trabalho busca propiciar espaços para a formação dos professores, agregando a prática por eles desenvolvida ao plano p
pedagógico da escola e aos entendimentos sobre as diferentes formas e níveis de integração curricular possíveis. Nesse proce
pesquisados os entendimentos de inter/multi/pluri/transdisciplinariedade e a forma pela qual ela poderia ser efetivada numa
educacional de escola técnica.

Nas Diretrizes Curriculares nacionais, a saúde é considerada uma área interdisciplinar, pois seu objeto "o processo saúde-doe
envolve as relações sociais, a biologia e as expressões emocionais. Este estudo analisa os programas e atividades do currículo
Faculdade de Medicina da PUC-Campinas a partir de 2001, no tocante às ações interdisciplinares e multiprofissionais que env
cursos da saúde. Procedeu-se à análise documental e de depoimentos de diferentes atores envolvidos no curso. Na perspecti
entrevistados, apesar das dificuldades relativas à fragmentação dos saberes e práticas, ao desconhecimento e preconceito ac
e núcleos das profissões da saúde e à precarização do vínculo docente, tem havido iniciativas de integração, destacando-se o
morfofisiológicos, de correlação clínica e as práticas de Saúde da Família e Comunidade. Concluiu-se que a interdisciplinaridad
na proposta curricular e como intenção da Universidade, mas acontece por iniciativas individuais, nas quais se viabilizam "enc
discentes, docentes, funcionários e usuários, que se tornam significativos e demonstram um processo em construção, ainda d
transdisciplinaridade.
La sociedad de la información mirada desde el paradigma complejo presenta una serie de desafíos en el ámbito educacional.
radica en posibilitar el logro de aprendizajes transdisciplinarios en nuestros estudiantes. El artículo aborda la posibilidad de of
del uso de los recursos informáticos instalados en los establecimientos educacionales un espacio de aprendizaje transdisciplin
modificar, por un lado, la percepción que de ellos se tiene y del proceso educativo en su conjunto. Cinco son las transformaci
adecuaciones que se proponen, con el fin de hacer de los recursos informáticos efectivos medios didácticos, otorgando mayo
currículum, el aprendizaje significativo y al abordaje de temáticas interdisciplinariamente que permitan al estudiante compre
procesos o temas transdisciplinariamente.
Revista Motivo

Não abrange o critério de

inclusão "cursos da área de
saúde" e "período da
Trabalhos em Linguística Aplicada graduação"

Não abrange o critério de

inclusão "cursos da área de
saúde" e "período da
Estudios pedagógicos (Valdivia); graduação"

Não faz correlação com os

Educação e Pesquisa; critérios de inclusão

Não faz correlação com o

critério de inclusão "cursos
Acta universitaria; da área de saúde"
 Não faz correlação com o
critério de inclusão "cursos
da área de saúde" e "período
Actualidades Investigativas en Educación; da graduação"

Não sei se o artigo abrange o

Política y cultura; período da graduação

Não faz correlação com o

critério de inclusão "cursos
da área de saúde" e "período
Revista Brasileira de Educação; da graduação"

Não faz correlação com o

critério de inclusão "cursos
Formación universitaria; da área de saúde"

Não sei se o artigo abrange o

Ciência & Saúde Coletiva período da graduação
 Não faz correlação com o
critério de inclusão "cursos
Cadernos de Pesquisa da área de saúde"

Revista de Investigacion Psicologica

Atende os critérios de
Revista Cubana de Enfermería; inclusão

Atende os critérios de
Interface - Comunicação, Saúde, Educação; inclusão

Não faz correlação com o

critério de inclusão "período
Trabalho, Educação e Saúde da graduação"

Atende os critérios de
Revista Brasileira de Educação Médica; inclusão
 Não sei se o artigo aborda a
Estudios pedagógicos (Valdivia); graduação em saúde