Interprofessional and Interdisciplinary Learning: An Exploration of Similarities and Differences

Introduction

Advocates of interprofessional learning frequently claim that it is distinct from interdisciplinary learning. D’Amour, Ferrada-Videla, San Martin Rodriguez and Beaulieu (2005) argue that the two concepts are rarely clearly defined and are used rather loosely, causing conceptual confusion, which is well recognized. Gilbert (2005) is resolute that interdisciplinary is not synonymous with interprofessional learning. Notwithstanding inherent concerns for those who wish to promote interprofessional education and claim that such ambiguity is not helpful, we critically examine the arguments in the context of the functioning and development of the Centre for Interprofessional e-learning (CIPeL). The CIPeL is a Centre for Excellence in Teaching and Learning (CETL) funded by the Higher Education Funding Council for England (HEFCE) in the United Kingdom. Although its remit has been to enhance interprofessional learning amongst health and social care professionals in the first instance, there is a sound rationale for dissemination across other disciplines. Extending the Centre’s work into areas such as geography, environmental management, business management and engineering brings into sharp relief the contextual, conditional and contested nature of collaborative learning and teaching across boundaries.

An equally pressing concern stemming from inquiry into wider disciplinary areas as well as the interprofessional literature has been for the coherence of this book. We have worried about, “Should we provide a glossary?” “Should we attempt to standardize the labels used?” “Would we expose ourselves to the risk of widespread criticism if we allowed authors to use their own chosen terms and stayed true to the author’s usage?”. Clearly we needed to gain a greater depth of understanding of the issues and concerns before making an informed choice as to our strategy.

This chapter provides a firm rationale for variance in the use of terminology and therefore a major signpost for the chapters to follow. Readers will notice that authors use various labels, to describe initiatives that bring students together to ‘learn with, from and about each other’ (CAIPE, 1997). They will also recognize a great variation in the extent to which interprofessional or interdisciplinary learning is embedded in curricula and in the ways in which e-learning is used as a medium. To set the scene for chapters to follow, this chapter begins by discussing a variety of definitions in common usage. We conclude that in fact, interprofessional and interdisciplinary learning, both of which endeavour to promote collaborative and integrative learning and despite subtle differences, meet with comparable challenges with regard to implementation. By exploring both interprofessional and interdisciplinary learning across a wide range of contexts we conclude by providing insight into the antecedents of successful initiatives, elements of which will recur in the chapters to follow.