Oudenampsen, et al. / The State of the Empirical Evidence 1 The Review of Higher Education Volume xx, No. x, pp. 1–XXX Copyright © 202X Association for the Study of Higher Education All Rights Reserved (ISSN 0162–5748) Jessica Oudenampsen is a PhD candidate at Radboudumc and Radboud University Nijmegen, the Netherlands. Her research addresses the development and learning outcomes of interdisciplinary education, with a special focus on interdisciplinary learning in healthcare communication . Please send responses to j.oudenampsen@uu.nl https://orcid.org/0000-0003-2722-324X Enny Das is Professor at the Department of Language and Communication at the Radboud University Nijmegen, the Netherlands. She has a chair in communication and persuasion. Her research addresses communication and its effect on behavior, with a special focus on healthcare communication. https://orcid.org/0000-0002-0367-6757 Nicole Blijlevens is a Professor at the Department of Hematology at Radboudumc Medical Center Nijmegen, the Netherlands. Her research addresses personalized supportive care to reduce side effects of cancer therapy. She is an MD and PhD in internal medicine and Head of the Department of Hematology (Radboudumc). https://orcid.org/0000-0002-1801-2072 Marjolein H.J. van de Pol is a Professor in well-being and vitality of students with emphasis on education. She is also Director of Medicine Studies (Radboudumc) and general practitioner. Her research addresses training programs aimed at increasing well-being and vitality. She is interested in educational involvement, including projects in interdisciplinary education. https://orcid.org/0000-0002-0977-7954 The State of the Empirical Evidence for Interdisciplinary Learning Outcomes in Higher Education: A Systematic Review Jessica Oudenampsen, Enny Das, Nicole Blijlevens & Marjolein H.J. van de Pol 2 The Review of Higher Education 202X Abstract: This review systematically synthesizes empirical evidence on learning outcomes of interdisciplinary learning. A meta-synthesis approach was used to synthesize data in two rounds, based on strict (n = 38) versus more lenient (n = 60) operationalizations of interdisciplinary learning. The results revealed a variety of interdisciplinary learning outcomes that were categorized into three overarching themes: 1) academic and disciplinary engagement, 2) metacognitive skills, and 3) perspective taking skills. Process results revealed that empirical evidence in the field is still in its infancy. The findings of this review can be considered as a starting point for the further operationalization of interdisciplinary learning outcomes, so that robust evidence for various aspects of interdisciplinary learning can be collected, and compared with other forms of learning such as cross or transdisciplinary learning. Keywords: Interdisciplinary education, interdisciplinary collaboration, student outcomes, higher education The complex challenges of the 21st century transcend disciplinary knowledge . To prepare students to respond to interrelated economic, social, scientific , political, and ethical aspects of societal issues in their future careers, an interdisciplinary educational approach in higher education is becoming increasingly important. For example, the current environmental problems require the interconnection of socio-political, socio-economic, and biological aspects. Similarly, problems related to financing healthcare exceed the medical realm and require perspectives from other disciplines (i.e., economics , management, ethics, psychology, and law). Moreover, in order to attain more sustainable states of society, cultural worldviews need to change, and interdisciplinary collaboration is vital to reach that goal (Sterling, 2010). There is a general consensus in the literature that interdisciplinary learning and teaching can support students to respond fully to complex 21st century challenges by developing creative and innovative problem-solving methods (Howlett et al., 2016; Spelt et al., 2009; Warburton, 2003). Interdisciplinary learning has the potential to create perspective changes in students (Howlett et al., 2016; Wals & Jickling, 2002). Although there is converging support for the importance of interdisciplinarity in higher education, empirical evidence on the specific outcomes and impact of interdisciplinary learning lag behind (Falcus et al., 2019; Filipe et al., 2018; Jones, 2010; Newell, 1992; Noy et al., 2017). As mentioned in the literature (Newell, 1992), claims for interdisciplinary education are seldom supported by anything more than anecdotes, impressions, and a priori reasoning. There is an increasing focus on defining and operationalizing interdisciplinary research in the 21st century (Huutoniemi et al., 2010), yet research in the higher education sector has thus far provided little empirical support for interdisciplinary approaches that contribute to the understanding of...

奥德南普森等人。/ 实证证据的状况 1 高等教育评论第 xx 卷，第 x 期，第 1–XXX 页 版权所有 © 202X 高等教育研究协会保留所有权利 (ISSN 0162–5748) Jessica Oudenampsen 是一名博士生荷兰奈梅亨拉德布杜姆大学和拉德布德大学。她的研究涉及跨学科教育的发展和学习成果，特别关注医疗保健传播中的跨学科学习。请将回复发送至 j.oudenampsen@uu.nl https://orcid.org/0000-0003-2722-324X Enny Das 是荷兰奈梅亨拉德堡大学语言与传播系教授。她负责沟通和说服。她的研究涉及沟通及其对行为的影响，特别关注医疗保健沟通。https://orcid.org/0000-0002-0367-6757 Nicole Blijlevens 是荷兰奈梅亨 Radboudumc 医疗中心血液学系的教授。她的研究致力于个性化支持护理，以减少癌症治疗的副作用。她是内科医学博士和博士学位，也是血液学 (Radboudumc) 系主任。https://orcid.org/0000-0002-1801-2072 Marjolein HJ van de Pol 是一位注重教育的学生福祉和活力教授。她还是医学研究主任 (Radboudumc) 和全科医生。她的研究涉及旨在提高福祉和活力的培训计划。她对教育参与感兴趣，包括跨学科教育项目。https://orcid.org/0000-0002-0977-7954 高等教育跨学科学习成果的实证证据状况：系统回顾 Jessica Oudenampsen、Enny Das、Nicole Blijlevens 和 Marjolein HJ van de Pol 2 的回顾高等教育 202X 摘要：本综述系统地综合了跨学科学习的学习成果的经验证据。基于跨学科学习的严格（n = 38）与更宽松（n = 60）的操作化，使用元综合方法来综合两轮数据。结果揭示了各种跨学科学习成果，分为三个总体主题：1）学术和学科参与，2）元认知技能，3）换位思考技能。过程结果表明，该领域的经验证据仍处于起步阶段。本次审查的结果可以被视为进一步实施跨学科学习成果的起点，以便可以收集跨学科学习各个方面的有力证据，并与其他形式的学习（例如跨学科学习）进行比较。关键词：跨学科教育、跨学科合作、学生成果、高等教育 21 世纪的复杂挑战超越了学科知识。为了让学生做好准备，在未来的职业生涯中应对相互关联的经济、社会、科学、政治和道德方面的社会问题，高等教育中的跨学科教育方法变得越来越重要。例如，当前的环境问题需要社会政治、社会经济和生物方面的相互联系。同样，与医疗保健融资相关的问题超出了医学领域，需要其他学科（即经济学、管理学、伦理学、心理学和法学）的视角。此外，为了实现更可持续的社会状态，文化世界观需要改变，跨学科合作对于实现这一目标至关重要（Sterling，2010）。文献中普遍认为，跨学科学习和教学可以通过开发创造性和创新性的问题解决方法，支持学生充分应对复杂的 21 世纪挑战（Howlett 等，2016；Spelled 等，2009；Warburton， 2003）。跨学科学习有可能改变学生的观点（Howlett et al., 2016; Wals & Jickling, 2002）。尽管人们普遍支持跨学科学习在高等教育中的重要性，但关于跨学科学习的具体成果和影响的实证证据却滞后（Falcus et al., 2019; Filipe et al., 2018; Jones, 2010; Newell, 1992;诺伊等人，2017）。正如文献中提到的（Newell，1992），跨学科教育的主张很少得到除了轶事、印象和先验推理之外的任何东西的支持。21 世纪人们越来越关注跨学科研究的定义和实施（Huutoniemi 等，2010），但迄今为止，高等教育领域的研究尚未为有助于理解……的跨学科方法提供实证支持。文献中普遍认为，跨学科学习和教学可以通过开发创造性和创新性的问题解决方法，支持学生充分应对复杂的 21 世纪挑战（Howlett 等，2016；Spelled 等，2009；Warburton， 2003）。跨学科学习有可能改变学生的观点（Howlett et al., 2016; Wals & Jickling, 2002）。尽管人们普遍支持跨学科学习在高等教育中的重要性，但关于跨学科学习的具体成果和影响的实证证据却滞后（Falcus et al., 2019; Filipe et al., 2018; Jones, 2010; Newell, 1992;诺伊等人，2017）。正如文献中提到的（Newell，1992），跨学科教育的主张很少得到除了轶事、印象和先验推理之外的任何东西的支持。21 世纪人们越来越关注跨学科研究的定义和实施（Huutoniemi 等，2010），但迄今为止，高等教育领域的研究尚未为有助于理解……的跨学科方法提供实证支持。文献中普遍认为，跨学科学习和教学可以通过开发创造性和创新性的问题解决方法，支持学生充分应对复杂的 21 世纪挑战（Howlett 等，2016；Spelled 等，2009；Warburton， 2003）。跨学科学习有可能改变学生的观点（Howlett et al., 2016; Wals & Jickling, 2002）。尽管人们普遍支持跨学科学习在高等教育中的重要性，但关于跨学科学习的具体成果和影响的实证证据却滞后（Falcus et al., 2019; Filipe et al., 2018; Jones, 2010; Newell, 1992;诺伊等人，2017）。正如文献中提到的（Newell，1992），跨学科教育的主张很少得到除了轶事、印象和先验推理之外的任何东西的支持。21 世纪人们越来越关注跨学科研究的定义和实施（Huutoniemi 等，2010），但迄今为止，高等教育领域的研究尚未为有助于理解……的跨学科方法提供实证支持。