Integrated interdisciplinary training in the radiological sciences

• Published in: British journal of radiology 2014-02, Vol.87 (1034), p.20130779-20130779
• Main Authors: Brenner, D J, Vazquez, M, Buonanno, M, Amundson, S A, Bigelow, A W, Garty, G, Harken, A D, Hei, T K, Marino, S A, Ponnaiya, B, Randers-Pehrson, G, Xu, Y
• Format: Article
• Language: English
• Subjects: Computer-Assisted Instruction; Education, Medical, Continuing - methods; Interdisciplinary Studies; Radiation Oncology - education; Radiology - education; Teaching; United States
• ISSN: 0007-1285; 1748-880X
• DOI: 10.1259/bjr.20130779

The radiation sciences are increasingly interdisciplinary, both from the research and the clinical perspectives. Beyond clinical and research issues, there are very real issues of communication between scientists from different disciplines. It follows that there is an increasing need for interdisciplinary training courses in the radiological sciences. Training courses are common in biomedical academic and clinical environments, but are typically targeted to scientists in specific technical fields. In the era of multidisciplinary biomedical science, there is a need for highly integrated multidisciplinary training courses that are designed for, and are useful to, scientists who are from a mix of very different academic fields and backgrounds. We briefly describe our experiences running such an integrated training course for researchers in the field of biomedical radiation microbeams, and draw some conclusions about how such interdisciplinary training courses can best function. These conclusions should be applicable to many other areas of the radiological sciences. In summary, we found that it is highly beneficial to keep the scientists from the different disciplines together. In practice, this means not segregating the training course into sections specifically for biologists and sections specifically for physicists and engineers, but rather keeping the students together to attend the same lectures and hands-on studies throughout the course. This structure added value to the learning experience not only in terms of the cross fertilization of information and ideas between scientists from the different disciplines, but also in terms of reinforcing some basic concepts for scientists in their own discipline.