AMEE guide No. 12: Multiprofessional education: Part 1 - effective multiprofessional education: a three-dimensional perspective

• Published in: Medical teacher Vol. 20; no. 5; pp. 402 - 408
• Main Author: HARDEN, R. M.
• Format: Journal Article
• Language: English
• Published: London Informa UK Ltd 01-09-1998; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Curricula; Curriculum Development; Education; Educational Environment; Educational Strategies; Foreign Countries; Graduate Study; Great Britain; Health professionals; Higher Education; Learning; Learning Strategies; Medical Education; Medical schools; Multiprofessional education; Professional Training; Science Education; Undergraduate Study; United Kingdom (Great Britain)
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/01421599880472

The question with multiprofessional education is not whether it is effective or not. Rather it is in what circumstances can this important educational strategy be made effective? Multiprofessional education can be viewed as a threedimensional model. The extent to which the approach to multiprofessional education adopted matches the context for the learning and the curriculum goals provides an indication of the success of developments in this area. Approaches to multiprofessional education can be described as 11 steps in a continuum with uniprofessional education at one end of the spectrum and transprofessional education at the other. The three-dimensional model offers a tool which can facilitate the planning and implementation of multiprofessional education. It is useful also for analysing and evaluating case studies in the field of multiprofessional education.