Turning disciplinary knowledge into solutions

A framework for coordination center responsibilities and performance in a multi-site, transdisciplinary public health research initiative

Funding bodies in the USA and abroad are increasingly investing in transdisciplinary research, i.e. research conducted by investigators from different disciplines who work to create novel theoretical, methodological, and translational innovations to address a common problem. Transdisciplinary research presents additional logistical and administrative burdens, yet few models of successful coordination have been proposed or substantiated, nor have performance outcomes or indicators been established for transdisciplinary coordination. This work uses the NIH-funded Transdisciplinary Research on Energetics and Cancer (TREC) Centers Initiative as a case study to put forward a working framework of transdisciplinary research coordination center (CC) responsibilities and performance indicators. We developed the framework using a sequential mixed methods study design. TREC CC functions and performance indicators were identified through key-informant interviews with CC personnel and then refined through a survey of TREC research center and funding agency investigators and staff. The framework included 23 TREC CC responsibilities that comprised five functional areas: leadership and administration, data and bioinformatics, developmental projects, education and training, and integration and self-evaluation, 10 performance outcomes and 26 corresponding performance indicators for transdisciplinary CCs. Findings revealed high levels of agreement about CC responsibilities and performance metrics across CC members and constituents. The success of multi-site, transdisciplinary research depends on effective research coordination. The functions identified in this study help clarify essential responsibilities of transdisciplinary research CCs and indicators of success of those transdisciplinary CCs. Our framework adds new dimensions to the notion of identifying and assessing CC activities that may foster transdisciplinarity.

Solving challenges in inter- and trans-disciplinary working teams: Lessons from the surgical technology field

INTRODUCTION

Engineering a medical technology is a complex process, therefore it is important to include experts from different scientific fields. This is particularly true for the development of surgical technology, where the relevant scientific fields are surgery (medicine) and engineering (electrical engineering, mechanical engineering, computer science, etc.). Furthermore, the scientific field of human factors is important to ensure that a surgical technology is indeed functional, process-oriented, effective, efficient as well as user- and patient-oriented. Working in such trans- and inter-disciplinary teams can be challenging due to different working cultures. The intention of this paper is to propose an innovative cooperative working culture for the interdisciplinary field of computer-assisted surgery (CAS) based on more than ten years of research on the one hand and the interdisciplinary literature on working cultures and various organizational theories on the other hand.

METHODOLOGY

In this paper, a retrospective analysis of more than ten years of research work in inter- and trans-disciplinary teams in the field of CAS will be performed. This analysis is based on the documented observations of the authors, the study reports, protocols, lab reports and published publications. To additionally evaluate the scientific experience in an interdisciplinary research team, a literature analysis regarding scientific literature on trans- and inter-disciplinarity was performed. Own research and literature analyses were compared.

RESULTS

Both the literature and the scientific experience in an interdisciplinary research team show that consensus finding is not always easy. It is, however, important to start trans- and interdisciplinary projects with a shared mental model and common goals, which include communication and leadership issues within the project teams, i.e. clear and unambiguous information about the individual responsibilities and objectives to attain. This is made necessary due to differing leadership cultures within the cooperating disciplines. Another research outcome is the relevance of a cooperative learning culture throughout the complete duration of the project. Based on this cooperation, new ideas and projects were developed, i.e. a training concept for surgical trainers including technological competence for surgeons.

DISCUSSION

An adapted innovative paradigm for a cooperating working culture in CAS is based on a shared mental model and common goals from the very beginning of a project.

CONCLUSIONS

All actors in trans- and inter-disciplinary teams need to be interested in cooperation. This will lead to a common view on patients and technology models.

Highlights from a workshop on opportunities for cancer prevention during preadolescence and adolescence

In an effort to explore opportunities for cancer prevention during preadolescence and adolescence, the Cancer Prevention Across the Lifespan workgroup within the Division of Cancer Prevention and Control at the Centers for Disease Control and Prevention (CDC) convened an informal panel of experts for a 2-day workshop August 9-10, 2011. In this report, we provide highlights from the workshop. A central theme of the workshop was that preadolescence and adolescence are times of unique susceptibility and vulnerability within the lifespan. Participants discussed the evidence linking exposures during adolescence (e.g., risky behaviors, chemicals, medical imaging procedures) and subsequent cancer risk during adulthood. Participants also discussed potential opportunities to intervene on risk factors for cancer at multiple levels during adolescence, the importance of more focused approaches to adequately address health disparities, and the ongoing need for transdisciplinary and translational prevention research. Future opportunities for the CDC include further leveraging surveillance data from sources such as the National Health and Nutrition Examination Survey, the Youth Risk Behavior Surveillance System, and the National Children's Study and continuing to build on collaborations with other federal agencies and with national, state, and local organizations. Many ideas and insights generated during the workshop will be put into action as CDC continues to explore opportunities for cancer prevention during youth and across the lifespan.

Cancer prevention for the next generation

Given the continued growth in the number of persons with cancer in the United States, the primary prevention of cancer remains an urgent public health priority. As the field of cancer prevention continues to mature and scientific knowledge evolves, it is imperative to challenge the status quo and embrace new approaches to cancer prevention. In this commentary, we summarize recent trends and some of the scientific advances that have been made over the past few decades regarding the complex process of cancer development and the interaction of individual and social risk factors. We examine some of the assumptions and terminology that have characterized cancer prevention approaches for more than a quarter century and the impact of these assumptions and our use of terminology. We propose that it is possible for today's youth to experience lower cancer incidence rates as adults compared with previous generations. To accomplish this goal, a more transdisciplinary and multifaceted approach is needed, adapted as appropriate for different populations and stages of life. The greatest improvements in cancer prevention may occur as a result of innovative, multilevel interventions that build on the expanding scientific evidence base.