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Renewed interest in the development of interdisciplinary training programs for geriatric health care teams has been sparked by a number of recent reports. However, new models of interdisciplinary gerontological team training are needed which incorporate the principles of community setting, client empowerment, functionality, and networking. Within the academic setting, however, several barriers mediate against the development of such programs. These include the epistemology of interdisciplinary inquiry, curricular considerations, and the provision of administrative and academic resources. A service/learning model offers the potential for overcoming such barriers. The major features and benefits of such a model are discussed in the present article.
Clark et al. (Thu,) studied this question.