Untitled

Abstract

A historical review was conducted to examine the advances made, nationally and internationally, in interdisciplinary health professional education since the mid-1960s. One hundred and nineteen articles were reviewed and divided by decade into the following subheadings: models, courses, communication/group process issues, and international perspectives. Twenty-seven articles, categorized as models, defined the conceptual field, described curriculum and program development, or provided a framework for evaluation. Thirty-two articles dealt with interdisciplinary courses, focusing on objectives, content areas, or innovative methods. Nine articles contributed content on interdisciplinary communication and group process issues, from which guidelines were abstracted. Fifty-one articles contributed an international perspective, leading to the recognition that interdisciplinary health professional education, practice, and research is a global movement.

Conference Report: 9th Annual International Conference SWAAC ELSO, 2023 and 12th Annual National Conference ECMO Society of India, Ludhiana, India, 10th–12th March, 2023

“…3 SWAAC ELSO 2023 was an exceptional model of international interdisciplinary education and research, in which several recent advances, technological innovations, and medical findings were presented, reviewed, and commented. 4 Several constructive scientific debates were collected and moderated by professional experts in the field of critical care and ECMO. The success of the conference was measured by the participant's feedback and several suggestions were collected from the participants of the conference for future improvement.…”

Exploring medical students’ early experiences of interacting with the multi-disciplinary team (MDT): A qualitative study

“…In order to prepare students in becoming the next generation of doctors, students need to be introduced to a wide range of health professionals during their education, and universities must incorporate interdisciplinary experiences into their curriculum (Hall and Weaver, 2001). Different healthcare students working together during their education and training, the concept of 'shared learning', is an effective way of fostering a greater understanding and respect of different roles, and improving interprofessional communication and teamwork (Lavin et al, 2001;Pitout et al, 2016).…”

Students Involvement in Interdisciplinary Development of Innovative Health Solutions: A Swot Analysis

“…Research demonstrates that health professionals working collaboratively can positively address current health challenges, strengthening the health system and improving health outcomes (Farrell, Luptak, Supiano, Pacala, & De Lisser, 2018;Manias, 2018). Joining together information from different backgrounds, sharing professional expertise and achieving shared understanding enables the production of new and more sophisticated knowledge (Lavin et al, 2001). Beyond impacting research results, interdisciplinarity and collaboration influence the individual social learning processes (individual learning), social capital outcomes (ability to interact, interpersonal connectivity, shared understanding) and human capital outcomes (new knowledge).…”

“…In this way, applying collaborative work principles in health care professions is easier when professionals have the opportunity to experience this paradigm as students, during academic training (Pollard, 2008;WHO, 2010). For that students must contact with a wide range of health professionals, their roles, participate in planned interdisciplinary experiences and merge in a health school that models effective interdisciplinary collaboration that allows discovering, constructing and transforming knowledge (Lavin et al, 2001). Collaboration, the 21 st century trend, is a collective process from the beginning where all group members are jointly involved for task performance (Roselli, 2016).…”