Multiprofessional education at the undergraduate level—the Linkoping model

Abstract

A model for undergraduate multiprofessional health education (MPE) is described. A ten-week introductory study period is shared by all the six health education programmes in Linköping: nurses, occupational therapists, physicians, physiotherapists, laboratoy technologists and supervisors of social services in community care. The programme was introduced in 1986, with problem-based learning (PBL) as the common educational principle for all programmes. The experience after fifteen terms, with more than 4,000 students, is ovemhelmingly positive; in this respect there is little difference between the different programmes. The teachers also are positive but have to be involved and taught early about planning and implementation in order to secure their optimal co-operation. MPE is continued throughout the curriculum by means of theme days, shared seminars, patient sessions and team training. Undergraduate MPE is thus feasible and is recommended as part of the re-orientation of health curricula for the 21st century, in combination with PBL. Education for improved team function is likely to improve the quality of health care delivery. A positive attitude to co-operation will favour later teamwork and the continuance of multiprofessional education after qualification and graduation.