Interdisciplinary collaboration in medical education: intersections between educational psychology and health sciences
DOI:
https://doi.org/10.56294/mw2023210Keywords:
Self-regulated learning, interdisciplinary collaboration, medical education, educational psychology, student resilienceAbstract
The study aimed at a semi-systematic review of the literature published between 2018 and 2022 on interdisciplinary collaboration in medical education, focusing on the intersection between educational psychology and health sciences. This approach sought to identify significant trends, critical gaps, and future opportunities. The findings show that integrating theoretical systems of educational psychology enriches student learning and prepares them for complex clinical and organizational challenges. Among the strategies, it was observed that those based on self-regulated learning and stress management were shown to improve academic performance and resilience. However, their long-term impact needs to be evaluated. In addition, it was found that the design of collaborative learning environments encourages interaction between disciplines, promoting transversal skills such as effective communication and decision-making under pressure. However, implementation faced challenges, such as the lack of teacher training in interdisciplinary methodologies and adaptation to diverse cultural contexts. Gaps were identified in measuring these collaborations' effectiveness and exploring emerging technologies, such as artificial intelligence and virtual reality. It is concluded that interdisciplinary collaboration is essential for comprehensive medical education, but more research is needed to maximize its impact on developing competent and resilient professionals.
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