Table 3 Barriers of interdisciplinary education in Iranian teaching hospitals
Open code | Sub-category | Category |
|---|---|---|
Defining subspecialty domains, poor communication between specialties, and isolation of specialties | “Influence of the dominant culture of specialization in the society” | Barriers of interdisciplinary education |
Failing to recognize the role of other disciplines in a specialized or professional domain | ||
Lack of a vertical relationship between specialists and subspecialists | ||
The main goal of medical students being the selection of a specialty and focusing their studies on that specialty | ||
The society trusting subspecialists more than internists and general practitioners | ||
Failing to define interdisciplinary interactions in the curriculum | “Poor interdisciplinary education infrastructure” | |
Unpreparedness of departments for interdisciplinary education | ||
Separation of departments | ||
Lack of communication between medical faculties | ||
Absence of new contents of professional knowledge for interdisciplinary education | ||
Lack of cultural context and acceptance of professors to incorporate interdisciplinary education | ||
Unfamiliarity of Medical teachers’ and students’ with the philosophy of interdisciplinary education | ||
Negative attitudes towards teamwork, and lack of cooperation among faculty members | “Individualism as a value of the society“ | |
Dominant spirit of individualism | ||
Medicine and other disciplines looking down on each other | ||
Unwillingness to recognize the role of other professions in the process of treatment and rehabilitation |