| Collaborative Learning |
| Cross-disciplinary Education | Cross-disciplinary learning involves exploring one discipline from the perspective of another without necessarily integrating the two disciplines (Davis, 1995, as cited in Mulligan et al., 2011). |
| Interdisciplinary Education | Interdisciplinary (ID) education (IDE) refers to the combination of distinct disciplines into complete integration (Mulligan et al., 2011). In particular, the notion of interdisciplinary learning is defined by “learning together to promote collaborative practice” (Cooper et al., 2001, as cited in Waggie & Laattoe, 2014). |
| Interprofessional Education | Interprofessional (IP) education (IPE) is a structured learning experience where students from two or more professions learn about, from, and with each other to achieve shared goals related to improving patient health outcomes and care quality. By fostering collaboration and mutual learning, IPE promotes a holistic perspective on patient care and prepares students for effective teamwork in multidisciplinary healthcare environments (Centre for the Advancement of Interprofessional Education, as cited in the following papers included in the scoping review: Hendrick et al., 2014; Hoffman & Cowdery, 2022; Pumar Méndez et al., 2008). |
| Multidisciplinary Education | Multidisciplinary education involves two or more disciplines who remain in their area of expertise independently while collaborating on a common subject (Townsend et al., 2015, as cited in Macdonald et al., 2022). While used interchangeably with IDE, multidisciplinary education focuses only on the aspect of “learning together,” instead of also promoting collaborative practices (Cooper et al., 2001, as cited in Waggie & Laattoe, 2014). |
| Transdisciplinary Education | Transdisciplinary education merges more than one discipline into a whole new entity — e.g., the fusion of chemistry and biology to form biochemistry (Macdonald et al., 2022). Scholars from multiple fields may collaboratively form new conceptual models and methodologies that integrate and go beyond the involved disciplines (Rosenfield, 1992, as cited in Misra et al., 2009). |
| Type of Learning Activities |
| Community-Based Learning* | Community-based learning is a pedagogical approach in which universities collaborate with community entities to enhance education through practical experience, service learning, and outreach. Opportunities may be provided through the support of non-university stakeholders, including government, industry, and non-profit institutions, to ultimately support the production of professionals better prepared for real-world settings (Delaine et al., 2019). |
| Experiential Learning | Experiential learning can be separated into individual experiential learning and social experiential learning methods. Individual experiential learning refers to a process through which individuals may learn and apply knowledge by trial and error, such as simulations and projects. Social experiential learning refers to a process through which individuals learn knowledge and skills through shared experiences and interactions with others (Bonesso et al., 2015, as cited in Hawley, 2021). |
| Problem-Based Learning | Problem-based learning (PBL) is an active learning method particularly used in health sciences education, where students are divided into small, interdisciplinary groups and presented with real-world clinical cases. Through individual inquiry, shared language, and mutual respect, PBL helps students collaboratively navigate complex clinical scenarios, enhancing their ability to apply theoretical knowledge in practical settings (Lehrer et al., 2015, as cited in Avrech Bar et al., 2018). |
| Service Learning | Service learning is an experiential learning strategy where students engage with community partners to address community needs while learning course content and relevant skills. By integrating meaningful community service with academic instruction and reflection, it promotes authentic learning and civic engagement through interdisciplinary collaboration (Marx et al., 2021). |
| Team-Based Learning* | Team-based learning is “an active learning and small group instructional strategy that provides students with opportunities to apply conceptual knowledge through a sequence of activities that includes individual work, teamwork, and immediate feedback” (Parmelee et al., 2012). Within medical and healthcare education, TBL is considered to be resource-efficient and student-centred (Burgess et al., 2020). |
