Turning disciplinary knowledge into solutions

Abstract

Turning disciplinary knowledge about preadolescents' and adolescents' exposure to risk factors for cancer as adults into solutions for preventing such an outcome requires that investigators from a variety of backgrounds and disciplines come together to share knowledge. Optimally, these collaborations would occur across two dimensions: (1) transdisciplinary, from the molecular or cellular level (e.g., animal studies of endocrine disruption) to the societal level (e.g., economic studies related to state tobacco policies); and (2) translational, using basic research findings in clinical and other sciences to implement prevention programs and public policy. Only when collaboration is commonplace can the disparate groups of investigators working on cancer prevention during preadolescence and adolescence gain a holistic picture of the risk factors, inform one another's work, and learn what we need to know to devise successful interventions for preventing cancer. Working transdisciplinarily also helps to ensure that messages to health professionals, policymakers, the news media, and the public are consistent and coordinated. At present, those investigating preadolescent and adolescent risk for adult cancer disseminate their knowledge individually, thus missing the opportunity to synthesize knowledge, coordinate dissemination, and implement prevention programs. In this article, we distinguish multidisciplinary, interdisciplinary, and transdisciplinary approaches; argue for the benefits of a transdisciplinary approach to devising successful solutions; and explore how to achieve transdisciplinary functioning.

Figure 1

Dynamic model of cancer research that extends from discovery to translation into solutions for preventing cancer. Footnote: Adapted from the Canadian Cancer Control Strategy.

Figure 2

Preadolescent and adolescent risk factors for adult cancer.