A Collaborative Educational Intervention Integrating Biology and Physics in Radiation Oncology: A Design Research Case Study

Year 2018, Volume: 9 Issue: 2, 186 - 205, 13.04.2018

Monica W. Tracey Michael Joiner Sara Kacin Jay Burmeister

https://doi.org/10.30935/cet.414949

Abstract

Instructional design focuses on solving
problems in a multitude of contexts. As such, designers are investigators,
gathering evidence to optimally design solutions to learning problems within
the identified context. The challenge described in this case study was the need
to create an educational activity to promote interaction and collaboration
among an interdisciplinary participant group comprised of physicians,
radiobiologists, and radiation physicists. Based on the premise that
interdisciplinary medical research collaboration requires a shared
understanding of authentic problems from multiple perspectives, this design
research case documents the design and implementation of an online case study incorporating
collaborative inquiry in interdisciplinary teams with the intended outcome of
building or strengthening interdisciplinary communication skills. Contextual
factors – including the design team and design process – influencing the design
of the activity are documented. Results indicate that using an interactive
online case study as the basis for collaborative inquiry in small,
interdisciplinary teams followed by a summative, large group discussion
resulted in (1) evidence-based treatment decisions based on the data supplied
in the case study and (2) participation of all disciplines in team
interactions. Outcomes also indicated the building or strengthening of
interdisciplinary communication skills and the understanding of the value and
contribution of all three fields to radiation oncology treatment resulted in
the participation of the online case study.

Keywords

Collaborative educational intervention, Design research, Instructional design, Conjecture mapping

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