Early experiences of interdisciplinary learning: A framework for professional learning for the future?

P. M. Rutter, L. Bayliss-Pratt

Research output: Contribution to journalArticlepeer-review


Background: It is recognised that no one profession has the expertise to respond adequately to the complexity of modern day patient care. It is therefore necessary to expose healthcare students to situations where they can work with other professional groups and share knowledge. An interdisciplinary week was devised at the University of Wolverhampton to allow students this interaction but in the controlled environment of a purpose built clinical skills centre. Aim: To bring together and expose four different healthcare professional groups to simulated clinical scenarios in order to engender greater awareness of each groups' role within a healthcare team. Methods: Surveys pre and post the interdisciplinary week. Results: Most students prior to studying their respective courses had an appreciation for the work their role would entail, although over two-thirds of students stated they had subsequently changed their opinion since starting their course. The concept of shared learning was positively received by all professional groups. Conclusion: The week allowed different professional groups to learn from each other and afforded them an opportunity to gain a greater understanding of each other's role.

Original languageEnglish
Pages (from-to)144-151
Number of pages8
JournalPharmacy Education
Issue number2
Publication statusPublished - 2010


  • Interdisciplinary learning
  • Interprofessional learning
  • Nursing
  • Pharmacy
  • Physician assistant


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