Toward a Conceptual Framework for Developing Interdisciplinary Teams in Gerontology

Abstract Interdisciplinary education is growing in prominence in gerontology and geriatrics, and much descriptive material on a variety of programs is available. It is now critical to develop conceptual clarity about how interprofessional educational programs should be designed and implemented. This paper outlines such a frame-work. First, interdisciplinary team education is presented as a fundamental form of experiential learning. Second, the epistemology of interdisciplinary learning is analyzed, especially team development as a sequence of cognitive stages. Third, the central role played by values in interprofessional and client/professional relationships is explored. Finally, specific techniques to stimulate skill and knowledge acquisition essential to the interdisciplinary team are suggested.