Four real education programs illustrate the vicissitudes of interdisciplinary education. Five essential factors are (1) interdisciplinary education must be a primary program goal consistent with other major goals; (2) controlling educational authorities must be committed to it; (3) it may have to exist outside the main academic structure because of its inherent conflict with that structure; (4) honesty, trust, and respect are essential to the interdisciplinary endeavor; and (5) resources must be sufficient for interdisciplinary as well as traditional education. These factors are not often present, so that interdisciplinary education will exist as research and demonstration programs that support those dedicated to this approach and contribute to others by example. They require independence, academic support, selfdirection, and adequate and stable resources.

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Support for geriatric and interdisciplinary education has increased recently for philosophical, clinical, and economic reasons. In medical education programs, trainees, and funding (mostly federal and university) has increased. However, programs are largely elective, reach few medical trainees, are carried by few and junior faculty, and are peripheral because of their novelty and unstable funding. The range of geriatric education is illustrated. Nonmedical health professions also have increased geriatric education, and are more likely to make it required and pervasive, led by more senior faculty. But they, too, face the lack of trained educators, negative faculty and student attitudes, and lack of funding and institutional support. The future of geriatric education is mixed, with an increase in social recognition and support, but with uncertain public funding and reluctant acceptance by conservative clinical schools and professions.Interdisciplinary education in geriatrics is supported by the complexity of the health needs of the aged and the multiplicity of health disciplines and treatments involved. Several studies and support programs encourage interdisciplinary education. However, it runs counter to traditions, vested interests, and educational structure. It also raises social and environmental issues in pofessional practice that highlight limitations in competence and that conflict with conservative political philosophies. For the future, the recognition of the importance of comprehensive and integrated health care will support education for more collaboration among disciplines. However, it is unlikely that strong vested interests in disciplinary autonomy will allow truly interdisciplinary education to expand beyond a few model programs. Several examples are described.

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