from challenge-based learning to relational coordination: an interdisciplinary educational-research collaboration in medical journalism education

Interdisciplinary collaboration (idc) faces several long-standing challenges including poor teamwork, resistance to socialization, inadequate attention given to learners' abilities, incomplete reporting, lack of quality methodology, and vague understanding of reflexivity. in an attempt to tackle these challenges, the purpose of this case study was to report an interdisciplinary educational-research collaboration (iderc) involving two faculty members (ns and sa) from different departments who were simultaneously instructing a master’s student (st) in two separate courses. the methodology involved addressed the learning needs of st in two concurrent courses as well as fulfilling particular research activities. a few different reflection-gathering tools were adopted to elicit the two participants’ (sa and st) views on the impacts of the iderc. thematic analysis of sa’s interview concerning her experiences with the iderc indicated that she was motivated by a range of personal, educational, and research factors. it also showed her positive outlook on how a similar iderc could benefit faculty members and students as well as knowledge development. sa also went through the reasons why educators may be hesitant or resistant to deal with idc. when probing st’s experiences with the iderc incorporated inside his class tasks and an open-ended questionnaire, he not only highlighted the educational and research outcomes he gained, but also mentioned how he was influenced by the instructors' socialization behavior. regarding the requirements of an idc, st's main focus was on successful implementation and prioritizing efficiency. suggestions are provided as to how this collaboration can be extended to larger contexts.