The recommendations contained in this guide are derived from a two-year qualitative study of perceptions of multidisciplinary education in health care, funded by the Department of Health. The study was conducted by a multidisciplinary team at the Scottish Council for Research in Education (SCRE), the School of Health at the University of East Anglia, and the Centre for Medical Education at the University of Dundee. Interviews were conducted with course organizers and students, and with health professionals in two contrasting clinical settings: general medical practice and accident and emergency medicine. The evidence suggests that multidisciplinary education is neither an easy, nor a cheap option. It needs to be adequately resourced; the rationale for its development needs to be made explicit to both staff and students; and clear and achievable objectives need to be set for each stage. It requires careful planning throughout, and there should be adequate reflection upon the relative advantages and disadvantates of its inclusion at pre- and post-registration levels respectively. Finally, its success will ultimately depend upon the support and commitment of all staff involved.
Pirrie, A., Wilson, V., Harden, R. M., & Elsegood, J. (1998). AMEE Guide No. 12: Multiprofessional education: Part 2 - promoting cohesive practice in health care. Medical Teacher, 20(5), 409-416. https://doi.org/10.1080/01421599880481