The reports were accompanied by a wide-ranging discussion among participants. To begin with, this team, which has merged with the Technology Team, is not going to prescribe specific course content. We do that and we will be out of date by the time we graduate our first student, said James P. Turley, Ph.D., associate professor in the School of Allied Health Sciences Department of Informatics and team co-chair. Schools curricula already are packed, so the idea is not to add course content on teaming. The Content Team is looking to build interdisciplinary teamwork applications from existing course content, probably with a project-oriented focus, Turley said.
General sentiment points toward offering students a variety of options to fulfill the requirement.
Carl Slater, M.D., associate professor of management and policy sciences in the School of Public Health , presented an evolving model for interdisciplinary education that contemplates varied opportunities for students at different levels. Entering students, for example, could share a brief survey course that would be offered in a variety of schedules and locations across campus. Advanced students would move on to interactive learning and problem-solving opportunities and eventually to clinical practical experiences. Clinical exposure is important for them, consultant DeWitt C. Baldwin, M.D., said, to emphasize the relevance of their work and acquaint them with teaming. He suggested pairing doctoral students with clinical students so they become comfortable in clinical settings.