Basic Science Educator and Clinical Educator Experiences Crossing Boundaries in Instructional Design

• In Event: Building Real and Imagined Communities in Professions

Abstract

There is little research on collaborations between basic science educators and clinical educators in integrative instructional design. The challenges associated with collaborations can be framed as discontinuities inherent in boundaries between interacting communities of practice. We conducted directed content analysis on program evaluation data from faculty participants in a multi-institutional instructional design project. We identified that participants productively engage in boundary crossing by respecting perspectives and expertise, finding efficient ways to complete shared work, and ensuring multiple perspectives are represented; and that boundary crossing can inspire and enable future collaborative work that depends on boundary crossing. These findings suggest faculty development best practices that can be adopted by teams and organizations to better support interdisciplinary collaborations in instructional design.

Authors

• Tracy Boswell Fulton, University of California - San Francisco
  Presenting Author

• James Nixon
  Non-Presenting Author

• Amy Wilson-Delfosse
  Non-Presenting Author

• David Harris
  Non-Presenting Author

• Khiet Ngo
  Non-Presenting Author

• Leslie Fall
  Non-Presenting Author

• Bridget Colleen O'Brien, University of California - San Francisco
  Non-Presenting Author