Multiprofessional Education in the Undergraduate Health Professions Curriculum: Observations from Adelaide, Linköping and Salford

Abstract

Multiprofessional education (MPE) in the undergraduate curriculum is making slow progress in the UK and could learn from good practice in Scandinavia and Australia. This paper provides a comparative overview of how three educational institutions sought to incorporate MPE and highlights both similarities and differences in approach. The common perception emerging is that to be successful the curriculum must develop in students skills associated with collaborative teamwork and this is best achieved where they work towards common educational goals which are professionally relevant. A comparison is made of curriculum content, methods of learning, assessment and credit value within the degree. The authors identify a range of approaches to each and identify some future agendas that educational providers must address if MPE in the undergraduate curriculum is to succeed.

Key Words:

• Core curriculum
• credit value
• multiprofessional education
• shared learning