gms | German Medical Science

Background: Traditionally, theoretical and practice-oriented knowledge have been regarded as complementary aspects. Previous research and development approaches mostly focus on the knowledge bases of only one reference system, with insufficient consideration of the other. Overcoming the fragmented examination of these two knowledge domains is crucial to enable holistic and sustainable solutions to emerging problems.

Aim: In the collaborative development project EdgeLab involving a Pedagogical University and a University of Applied Sciences, the main goal is to deepen and broaden the competencies of preceptors working in professional practice. This is aimed at empowering them to effectively guide students through complex situations they are challenged with during internships. The aim is to equally incorporate perspectives from academia and practice to support the transdisciplinary achievement of the project goals.

Methods: The objectives are pursued through three subprojects:

1.

the development of didactics for practice-based education, focusing on the proficient handling of complex situations during internships;

2.

the creation of a module for preceptors in professional practice;

3.

and the establishment of an accreditation process for the module, facilitating a seamless transition between practical and academic career models.

Based on the participatory Design-Based Research approach, goal attainment occurs not only within the project group but also through a transdisciplinary and eponymous working group named EdgeLab. In quarterly meetings, EdgeLab members collaboratively engage in tasks within the subprojects. Concept drafts are presented to EdgeLab members, who critically discuss and refine them in transdisciplinary groups. Knowledge and experiential resources from both practice and academia are equally integrated into the development of the results. A charter outlining the principles of transdisciplinary cooperation within EdgeLab secures these and other important aspects of collaboration. Ongoing evaluation accompanies the project work.

Results: Through transdisciplinary cooperation and cocreative engagement during work within EdgeLab, involving representatives from both universities and their respective fields of practice, new perspectives are embraced, and intense processes of network-learning and innovation take place. It was evident early on that the exchange between participants from academia and practice occurred were valued equally. Evaluation results indicate that EdgeLab members are content with the collaboration, find the ideas and suggestions of other members valuable and helpful, and perceive their professional development enriched by substantive input.

Relevancy: The involvement of education experts from academia and practice ensures that the project’s outcomes are tailored to needs and practical realities, a prerequisite for sustainable implementation.

Conclusion: Transdisciplinary work enables transformative knowledge development across involved professions. Establishing a transdisciplinary, participatory, and co-creative research environment can facilitate the equitable integration of knowledge resources from practice and academia into solution approaches, thus enabling sustainable implementation.

Ethics and conflicts of interest: A vote on ethics was not necessary. The research was financed by third-party funds. There are no conflicts of interest.

The PDF file of the poster submitted for the meeting is available in German as Attachment 1 [Attach. 1].