LAUSR

Transdisciplinarity is ideally suited to investigating the determinants of health, as it requires the understanding of multiple, interlinking factors such as poverty, culture, education, environment, and public policy. In this study, we set out to understand how others have taught transdisciplinary research methods to identify common teaching methods and best practices. We conducted two separate literature reviews using OVID Medline. The first identified articles that conducted transdisciplinary research and the second focused on teaching transdisciplinary research. Studies from both searches were included if they described the methods used to teach transdisciplinary research. Data were extracted on teaching strategies, student assessment, and the cited benefits of both. Our search of transdisciplinary research papers provided 528 papers whilst our search on teaching transdisciplinary research methods identified 100. After screening, we included 23 papers. Forms of teaching transdisciplinary research were diverse, and included mentoring and multi-mentoring to learn from the experiences of others, small group work to develop interpersonal transdisciplinary skills, immersion in real-life experiences to develop research skills and peer discussion groups to facilitate peer-peer learning. Assessment methods included critical evaluations of past projects and group coursework. Our review highlighted that a combination of interactive, problem-based discussion and hands-on learning experiences (assessed and non-assessed) were used for transdisciplinary learning and skills acquisition, which needs to be combined with an assortment of exposures to different disciplines in the forms of lectures, readings and learning material. Training the next generation in transdisciplinarity involves a diverse range of methods including immersion in real-life experiences. Transdisciplinary teaching involves an assortment of exposures to different disciplines in the forms of lectures, readings and learning material.