Multi-professional Education: Definitions and Perspectives

  • Tony Leiba
Part of the Nurse Education in Practice book series (NEP)


Do we need multi-professional education? In answering this question one might make the observation that it is increasingly difficult to meet the needs of individuals in modern society, as fragmented services of specialists and experts struggle and are seldom successful in solving interrelated problems. For example, a child with medical problems not only needs healthcare but may also need help from social carers and educationalists.


Social Care Social Care Professional Client Participation Fragmented Service National Health Service Executive 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Access to Health Reports Act 1990. London: HMSO.Google Scholar
  2. Access to Medical Reports Act 1988. London: HMSO.Google Scholar
  3. Access to Personal Files Act 1987. London: HMSO.Google Scholar
  4. Areskog, N (1988) The need for multi-professional health education in undergraduate studies, Medical Education, 22, 251–2.CrossRefPubMedGoogle Scholar
  5. Areskog, N and Lundh, L (1987) The Health University of Linkoping, Sweden, EMPE newsletter 1, 1–3.Google Scholar
  6. Areskog, N (1992) The New Medical Education at the Faculty of Health Sciences, Linkouping University — a challenge for both stu-dents and teachers, Scandinavian Journal of Social Medicine, 2, 1–4.Google Scholar
  7. Areskog, N (1994) Multiprofessional education at the undergraduate level. In Soothill, K, Mackay, L and Webb, C (eds), Interprofessional Relations in Health Care. London: Edward Arnold.Google Scholar
  8. Baldwin, D C (1982) The British are coming: some observations on health care teams in Great Britain. In Pisaneschi, J (ed.), Interdisciplinary Health Team Care: Proceedings of the Fourth Annual Conference, Lexington, Kentucky: Centre for Interdisciplinary Education, University of Kentucky.Google Scholar
  9. Barclay Report (1982) Social Workers: Their Roles and Tasks, London: Bedford Square Press.Google Scholar
  10. Barr, H (1996) Ends and Means in Interprofessional Education: Towards a Typology, Education for Health, 9, 341–52.Google Scholar
  11. Baxter, C (1992) Providing care in a multi-racial society. In Thompson, T and Mathias, P (eds), Standards in Mental Handicap: Keys to competence. London: Bailliere Tindall.Google Scholar
  12. Biggs, S (1993) User participation and interprofessional collaboration in community care, Journal of Interprofessional Care, 7(2), 151–60.CrossRefGoogle Scholar
  13. Butler-Sloss, E (1988) Report of the Inquiry into Child Abuse in Cleveland, 1987, Cm413, London: HMSO.Google Scholar
  14. Calman, K (1994) Working Together: teamwork, Journal of Interprofessional Care, 8(1), 95–9.CrossRefGoogle Scholar
  15. Casto, M (1994) Interprofessional work in the USA: education and practice. In Leathard, A (ed.), Going Interprofessional, Working Together for Health and Welfare. London: Routledge.Google Scholar
  16. Cherasky, M (1949) The Montefore Hospital home care programme, American Journal of Public Health, 39, 29–30.Google Scholar
  17. Clarke, P G (1993) A typology of multidisciplinary education in gerontology and geriatrics: are we really doing what we say we are?, Journal of Interprofessional Care, 7(3), 217–27.CrossRefGoogle Scholar
  18. Department of Health (1989a) Working for Patients, Education and Training. Working Paper 10. London: HMSO.Google Scholar
  19. Department of Health (1989b) Caring for People in the Community: Community Care in the next Decade and Beyond. Cm849. London: HMSO.Google Scholar
  20. Department of Health (1996a) Primary Care Delivering the Future. London: HMSO.Google Scholar
  21. Department of Health (1996b) The National Health Service with Ambitions. London: HMSO.Google Scholar
  22. Department of Health (1997) The new NHS. NHS White Paper, London: HMSO.Google Scholar
  23. Day, M (1994) Racial Discrimination: Professional Implications, Journal of Interprofessional Care, 8(2), 135–40.CrossRefGoogle Scholar
  24. d’Ivernois, J F (1987) The Faculty of Medicine of Bobigny University Paris Nord, EMPE newsletter, 1, 1–3.Google Scholar
  25. Frederick, C (1995) A holographic approach to holism, Journal of Interprofessional Care, 9(1), 9–15.CrossRefGoogle Scholar
  26. Goble, R (1994) Multi-professional education in Europe. In Leathard, A (ed.), Going Interprofessional: Working Together for Health and Welfare. London: Routledge.Google Scholar
  27. Harden, R M (1998) AMEE guide No. 12: Multi-professional education: part 1 — effective multi-professional education: a three-dimensional perspective, Medical Teacher, 20(5), 402–8.CrossRefGoogle Scholar
  28. Hearn, J (1982) Notes on patriarchy, professionalism and the semi-professions. Sociology, 16(2), 184–202.CrossRefGoogle Scholar
  29. Horder, J (1996) The Centre of the Advancement of Interprofessional Education, Education for Health, 9(3), 397–400.Google Scholar
  30. Hugman, R (1991) Power in the Caring Professions. London: Macmillan Press, now Palgrave.CrossRefGoogle Scholar
  31. J M Consulting (1998) Review of Nurses, Midwives and Health Visitors Act 1997. consulting document, Bristol: J M Consulting Ltd.Google Scholar
  32. Leathard, A (1992) Interprofessional developments at South Bank Polytechnic, Journal of Interprofessional Care, 6(1), 17–23.CrossRefGoogle Scholar
  33. Leathard, A (1994) Going Interprofessional: Working Together for Health and Welfare. London: Routledge.CrossRefGoogle Scholar
  34. Leathard, A (1997) Interprofessional Education and the Medical Profession: The Changing Context in Britain, Education for Health, 10, 359–70.Google Scholar
  35. Leiba, T (1994) Interprofessional approaches to mental health. In Leathard, A (ed.), Going Interprofessional: Working Together for Health and Welfare. London: Routledge.Google Scholar
  36. Meyer, J (1993) Participation in care: A challenge for multi-disciplinary teamwork, Journal of Interprofessional Care, 7(1), 57–66.CrossRefGoogle Scholar
  37. Ovretveit, J (1997) How patient power and client participation affects relations between professions. In Mathias, P and Thompson, T (ed.), Interprofessional working for health and social care, London: Macmillan — now Palgrave.CrossRefGoogle Scholar
  38. Parsell, G and Bligh, J (1998) Interprofessional Learning, Post-graduate Medical Journal, 74, 89–95.CrossRefGoogle Scholar
  39. Pirrie, A, Wilson, V, Harden, R M and Elsegood, J (1998) AMEE Guide No. 12: Multiprofessional education: Part 2 — promoting cohesive practice in health care, Medical Teacher, 20(5), 409–16.CrossRefGoogle Scholar
  40. Pittilo, R M and Ross, F M (1998) Policies for Interprofessional Education: Current trends in the UK, Education for Health, 11, 285–95.Google Scholar
  41. Schon, D A (1992) The crisis of professional knowledge and the pursuit of an epistemology of practice, Journal of Interprofessional Care, 6(1), 48–65.CrossRefGoogle Scholar
  42. Spencer, M H (1987) Impact of Interprofessional Education on Subsequent Practice, Theory and Practice, 26(2), 134–40.CrossRefGoogle Scholar
  43. Steinberg, D (1992) Informed consent: Consultation as a basis for collaboration between disciplines and between professionals and their patients, Journal of Interprofesional Care, 6(1), 57–66.Google Scholar
  44. Szasz, G (1969) Interprofessional Education in the Health Sciences, Milbank Memorial Fund Quarterly, 47, 449–75.CrossRefPubMedGoogle Scholar
  45. World Health Organisation (1988) Learning together to work together for health. Geneva: WHO.Google Scholar

Copyright information

© Tony Leiba 2002

Authors and Affiliations

  • Tony Leiba

There are no affiliations available

Personalised recommendations