Abstract
Background. Barriers to implementing the convergence science (CS) may vary depending on the health systems and universities of each country. Identifying these factors is essential for improving its implementation as much as possible. The purpose of this study was to investigate barriers to implementing CS in selected universities in northwestern Iran.
Methods. A qualitative phenomenology study was conducted using Semi-Structured Interviews (SSIs) and Focus Group Discussions (FGDs) in 2023. Prior to data collection, the study objectives were explained to the participants and their informed consent was obtained. Then, SSIs and FGDs were conducted by a trained research team following interview guides, which were developed based on literature review and expert consultations. In total, 16 SSIs and 5 FGDs were conducted with faculty members selected from different universities. The study population consisted of academic staff members from all fields of the Ministry of Health and Ministry of Science. Participants were selected through purposive sampling techniques. All SSIs and FGDs were audio-recorded and transcribed verbatim. Data were analyzed using qualitative content analysis.
Results. This study showed that in order to implement the convergence approach, obstacles should be considered in the following domains: systemic; challenges in promoting convergence-oriented initiatives; human resources; strategic development and collaboration; infrastructures; interdisciplinary factors, and lack of strategic education initiatives. The domains identified were categorized into 28 sub-themes.
Conclusion. By redesigning existing systems within the current context, empowering academics, researchers, and managers, ensuring adequate resources, and improving educational and research processes may facilitate the transition of university systems toward adopting the convergence science approach. This study can provide a platform for designing and implementing the convergence approach in Iran and other countries with similar conditions.
Research Insight
· Providing essential training on the convergence of sciences approach and implementing educational reforms.
· Developing human resources by fostering trust and enhancing communication skills.
· Accelerating convergent projects while establishing robust support mechanisms.
· Advancing convergent research and promoting interdisciplinary collaboration.
· Strengthening systemic structures, including the improvement of governance.
Extended Abstract
Background
According to a definition provided by the US National Research Council (2014), convergence science (CS) is “the coming together of insights and approaches from originally distinct fields”. Convergence is the idea of crossing the borders between fields of studies, and offering a framework to address complex social and scientific problems by means of several fields. This research aimed to investigate the obstacles faced in implementing convergence sciences at universities of medical sciences in northwest Iran, focusing on insights from academics. The study is intended to offer valuable information to organizations within Iran's healthcare system about evaluating the implementation of sciences convergence. This information could aid upper-level management in future planning, including the development of new regulations to enhance the convergence of sciences.
Methods
This was a qualitative phenomenology study based on semi-structured interviews (SSIs) and focus group discussions (FGDs). Data were collected through SSIs and FGDs conducted between May and August 2023. A purposive sampling strategy was employed to recruit participants, aiming to reflect a variety of socio-demographic characteristics among academic staff members, particularly focusing on age and disciplines with diverse specializations. Participants with relevant experience and adequate knowledge in the field of research are thus selected. Each meeting lasted 30–45 minutes and discussions were audio-recorded, transcribed, and examined. After each SSI and FGD, transcriptions were quickly started and analysis was done manually using a qualitative content analysis. The data were analyzed according to the qualitative content analysis, which includes following steps: 1- implementing the interview text, 2- generating meaning unit, 3- abstraction and categorizing the condensation units and selecting an appropriate label for them, 4- sorting the categories based on comparing the similarities and differences in the subcategories, 5- coding, and 6- extracting the theme. Each analysis step was handled individually by the authors. To enhance inter-rater reliability and minimize data bias, a second researcher reviewed a selection of transcripts. To uphold the trustworthiness and rigor of the transcription, interpretation, and analysis processes, the research team employed member checks throughout and after the semi-structured interviews (SSIs), alongside group debriefings during and following the focus group discussions (FGDs). At the conclusion of each SSI and FGD, participants were given the opportunity to add any significant points they felt were overlooked and to confirm the accuracy of the presented information. This study was part of an approved study by the Research Ethics Committee of Tabriz University of Medical Sciences (ethical approval Code; IR.TBZMED.REC.1402.209). The study and its aims were explained to all the participants and all participants provided informed consent.
Results
The study included 33 faculty members from various fields such as epidemiology, emergency medicine, physical medicine and rehabilitation, renal and urinary tract surgery, physiology, psychiatry, neurology, pharmacy, gerontology, medical information, pharmacoeconomics, dentistry, health education, as well as one nonmedical expert in mechanical engineering. The identified domains were organized into 7 themes and 28 sub-themes.
Systemic Barriers (Challenges in governance and leadership, issues with organizational structure, inadequate financial resources)
Human Resources Challenges (lack of trust and mechanisms for trust-building, limited awareness and understanding of convergence science, beliefs and attitudes impeding progress, ambiguity in roles and responsibilities for staff and managers, weak individual and interpersonal communication skills, low levels of motivation among personnel, cultural constraints affecting adaptability)
Challenges in Promoting Convergence-Oriented Initiatives (absence of projects focused on convergence science, fragmentation among educational groups and departments, inefficient data and information-sharing practices, limited events to promote convergence-oriented approaches, lack of a clear and unified definition of convergence science)
Strategic Development and Collaboration (insufficient financial resources and poor budgeting practices, need for reforms in programs and policies, deficiencies in monitoring and feedback mechanisms, outdated educational protocols, guidelines, and curriculum, weak collaboration between academia and industry)
1. Infrastructure Limitations (inadequate facilities and physical infrastructure)
2. Interdisciplinary Factors (absence of a strategic and systemic vision for interdisciplinary work, limited collaboration across academic departments)
Lack of Strategic Education Initiatives (ineffective communication within educational departments, flawed faculty evaluation and student selection processes, gaps in foundational principles guiding the educational process, insufficient training programs and courses related to convergence science, weak educational culture hindering innovation and progress)
These findings highlight critical areas for intervention to foster the successful implementation of convergence science in the region.
Conclusion
The study identifies seven major barriers to the adoption of convergence science in universities within northwest Iran: systemic challenges, issues related to human resources, organizational difficulties, insufficient training and support, infrastructure limitations, gaps in interdisciplinary communication, and educational weaknesses. These barriers can provide a strategic framework for medical universities to address and overcome obstacles, leading to a more comprehensive embrace of convergence science and fostering greater interdisciplinary collaboration and innovation.
Practical Implications of Research
Several practical implications have emerged, offering valuable insights that can guide future actions, inform decision-making processes, and shape effective strategies across various domains.
Systemic Improvements: Enhance governance, revise structures, and allocate resources for interdisciplinary initiatives.
Human Resource Development: Foster trust, awareness, communication skills, and align efforts with career growth.
Promoting Convergence-oriented Initiatives: Initiate interdisciplinary projects, improve data-sharing systems, and host engagement events.
Training and Support: Secure funding, align policies, monitor progress, update curricula, and strengthen industry ties.
Infrastructure Development: Upgrade facilities to support interdisciplinary research.
Collaboration: Promote strategic visions and cross-departmental teamwork for complex challenges.
Educational Advancements: Refine principles, design programs, and cultivate a culture valuing convergence science.