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. 2024 Jul 16;24(1):766.
doi: 10.1186/s12909-024-05709-3.

Beyond the M.D.: Transdisciplinary approaches of high-volume dual degree M.D./Masters programs at U.S. allopathic medical schools

Gauri Agarwal  1 , Brett M Colbert  2 , Sarah Jacobs  2 , Amar R Deshpande  2 , Latha Chandran  2 , S Barry Issenberg  2
Affiliations

Beyond the M.D.: Transdisciplinary approaches of high-volume dual degree M.D./Masters programs at U.S. allopathic medical schools

Gauri Agarwal et al. BMC Med Educ. .

Abstract

Purpose: Transdisciplinarity has been described as a fusion of theories, methods, and expertise across disciplinary boundaries to address complex, global problems. This approach has coincided with an increase in US medical schools offering masters degrees along with an MD degree to equip medical students to practice in complex, interconnected health systems. This study focused on medical schools that graduate the most dual degree students per year and explored the alignment of such programs with a transdisciplinary approach.

Methods: We identified 19 allopathic medical schools that annually graduated an average of 10 or more dual-degree students from 2015-2020. We surveyed these schools and asked participants to describe the reason(s) their institutions offered dual-degree programs. Two authors coded the narrative responses from the survey.

Results: Responses were received from 17 of the 19 schools. The analysis of participants' responses regarding their institutions' purpose for offering dual programs revealed several themes associated with a transdisciplinary approach to training. The most common themes were expand skill sets beyond a medical degree (73%), provide opportunity for interdisciplinary collaboration (67%), expand career interest and goals (60%), develop leaders (53%), enhance residency applications (47%) and further the institution's vision and mission (45%).

Conclusions: This study is the first comprehensive evaluation of MD/Masters programs in the United States that includes a summary of the medical schools with the largest dual degree programs and their reasons for offering them. The findings support the hypothesis that allopathic medical schools recognize the need for a transdisciplinary approach to prepare students for the complexities in healthcare. These programs provide students with opportunities for additional areas of expertise, leadership development, enhancement of competitiveness for residency application, and interdisciplinary collaboration. Medical schools without dual-degree programs may consider developing these programs to provide benefits to students and institutions.

Keywords: Dual degree; Joint degree; Transdisciplinary.

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Conflict of interest statement

The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Of the 152 U.S. medical schools, 100 graduate 0–3 dual degree students per year. Thirteen graduate 4–6, six graduate 7–9, and 19 graduate 10 or more. Number of schools was determined by the average number of graduates from 2016–2020
Fig. 2
Fig. 2
Annual Number of Graduates from U.S. Medical Schools with the Largest number of Dual Degree Graduates. The bar indicates the average number of MD Graduates, 5-Year Dual Degree Graduates, and 4-Year Dual Degree Graduates per school
Fig. 3
Fig. 3
Themes of Transdisciplinarity that Emerged from Allopathic Medical Schools in the United States with many Dual Degree Graduates
See this image and copyright information in PMC

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