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Learning In Interdisciplinary Networks - For An Efficient Innovation System And An Improved Healthcare
KTH, School of Technology and Health (STH), Centres, Centre for Technology in Medicine and Health, CTMH.
KTH, School of Technology and Health (STH), Centres, Centre for Technology in Medicine and Health, CTMH.
KTH, School of Technology and Health (STH), Centres, Centre for Technology in Medicine and Health, CTMH.ORCID iD: 0000-0002-9327-2544
KTH, School of Technology and Health (STH), Centres, Centre for Technology in Medicine and Health, CTMH.
2013 (English)In: ICERI 2013: conference proceedings, International Association of Technology, Education and Development, IATED , 2013, 1000-1007 p.Conference paper, Published paper (Refereed)
Abstract [en]

Clinical Innovation Fellowships is a program that creates conditions for learning and for innovative thought to take place. It aims to educate innovators and to develop innovations that result in more efficient healthcare production. [1] Multiprofessional 4-person-teams of fellow candidates with competence in engineering, medicine, industrial design and management work together full time for eight months, with the aim to identify clinical needs that can be met by a medical technology innovation (process, product or service) or by an organizational improvement. Early in the program, the team spends two months full time at a clinical department observing the various healthcare activities. Among the clinical needs identified by the fellow candidates three needs will be chosen, validated and approved by the department's management as appropriate starting points for student thesis projects. We describe the phenomenon we have seen when introducing new disciplines as observers and problem solvers in a healthcare context as the improbable dialogue. The improbable dialogue is the unexpected dialogue between professionals and students, or professionals within separate disciplinary boundaries that generally never meet professionally. Such a dialogue may however be the channel in which the curiosity and openness of a novice can reflect on the daily work of a specialist, ultimately resulting in the development of ideas, knowledge exchange and learning. The Clinical Innovation Fellowships program enables this learning to take place and has shown to be a successful catalyst for the improbable dialogue; the unexpected, interdisciplinary, dialogue between healthcare specialists, high qualified fellow candidates with working experience and thesis students from different educational fields. This paper gives a qualitative problematization of the program with respect to the strategy and method of including thesis students to reinforce (almost) any innovation system through interdisciplinary, multiprofessional collaboration, where healthcare and academy learn from each other.

Place, publisher, year, edition, pages
International Association of Technology, Education and Development, IATED , 2013. 1000-1007 p.
Keyword [en]
Innovation, multi-professional collaboration, healthcare, medical technology
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-134863ISI: 000347240601010ISBN: 978-84-616-3847-5 (print)OAI: oai:DiVA.org:kth-134863DiVA: diva2:682731
Conference
6th International Conference of Education, Research and Innovation Seville - 18th-20th November 2013, Spain
Note

QC 20140619

Available from: 2013-12-30 Created: 2013-11-30 Last updated: 2015-12-03Bibliographically approved

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Haasl, Sjoerd

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