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Gerontology and geriatrics are inherently multidisciplinary fields, incorporating a variety of perspectives, yet little systematic thought has been devoted to exploring the implications of this diversity for educational programs that are interdisciplinary in nature. This paper suggests a standard nomenclature for the use of the terms 'multidisciplinary', 'interdisciplinary', 'interprofessional' and 'team-based' to describe programs; considers the different structural or institutional levels within which these programs may be developed; explores the implications of various contextual settings such as acute care, long term care, community-based, and health promotion programs; summarises the kinds of changes in cognitive and value-related dimensions of professional practice that are the hallmarks of interdisciplinary programs; and, finally, suggests a set of criteria for achieving truly interdisciplinary education.
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Phillip G. Clark (1993) studied this question.
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