Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design

PurposeCollaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact that this work has on them.Materials and methodsWe conducted qualitative content analysis on program evaluation data from 27 BE and CE who worked on 12 teams as part of a multi-institutional instructional design project.ResultsBE and CE productively engaged in collaboration using boundary crossing mechanisms. These included respecting diverse perspectives and expertise and finding efficient processes for completing shared work that allow BE and CE to build on each other's contributions. BE and CE developed confidence in connecting clinical concepts with causal explanations, and willingness to engage in and support such collaborations at their own institutions.ConclusionsBE and CE report the use of boundary crossing mechanisms that support collaboration in instructional design. Such practices could be harnessed in future collaborations between BE and CE.

Automated summary

This study uses the theory of boundary crossing to explore the experiences and impact of collaboration between basic science educators (BE) and clinical educators (CE) in creating integrated learning materials. The results show that BE and CE effectively collaborate using boundary crossing mechanisms, such as respecting diverse perspectives and expertise, and finding efficient processes for shared work.