Multidisciplinary Approach to Health

Changing Models and the Proliferation of Jargon

With an ageing population and the increasing prevalence of complex chronic conditions the, demands on the health system continue to grow. Governments and service providers are continuously being challenged to improve client care, particularly through the use of evidence based practice (Jessup, 2007).  Of particular importance is the need to provide services in the most cost effective and efficient way, while ensuring staff satisfaction remains high to support the retention of quality staff.

An increase in the number of different terms and language used to describe newly created models and approaches is associated with the growth and expansion of alternative models of service delivery. There is a lack of consistency and shared understanding of these terms, concepts and models and therefore a clear need to develop a common language and understanding.

Defining the terms

The following is taken from A Report on Multidisciplinary Approaches in Public Health,   a response by the New Zealand Ministry of Health in 2005 following discussions about multidisciplinary approaches in health care which identified "that interpretations of multidisciplinary models as related to health were subject to considerable variability."  

The development and operation of a multidisciplinary model is made up of the variously named multidisciplinary teams (MDTs), interdisciplinary teams (IDTs), interprofessional teams (IPTs) and collaborative teams.It is clear from the literature and from reported practice that individuals and institutions use the terms multidisciplinary teams (MDTs), interdisciplinary teams (IDTs), interprofessional teams (IPTs) and collaborative teams interchangeably and that while there is a separation of terms there is not one clearly identified definition for either.

According to Carpenter the difference between MDTs and IDTs relates to the number of professions involved in a given team. Multidisciplinary teams become 'multi' when more than two professions are involved; if only two are involved the team is an IDT. The 2005 report also notes that MDTs work on the same issue/problem, but that their constituent disciplines operate with considerable independence, whereas IDTs have a much higher degree of collaboration between the representatives of the disciplines (Zeiss & Gallagher-Thompson, 2003). Such diverse interpretations highlight the difficulty in reaching consensus when defining the terms.

Policy and Multidisciplinary Care in Australia

The Australian Primary Health Care Research Institute undertakes research into primary healthcare policy and practice.  The institute has released some key findings around Multidisciplinary Teams and coordinated care which may help inform your understanding around the use of this term.  Additional resources can be found on their website. 

Interprofessional Learning, Education and Practice

Interprofessional Learning, Education and Practice (IPL, IPE, and IPP) have emerged as contemporary strategies to appropriately train and equip professionals to work effectively in the health sector. It is becoming more evident that interdisciplinary partnerships, understanding, and cooperation can lead to better health outcomes for clients.

The Centre for the Advancement of Interprofessional Education, (CAIPE, UK) defines
Interprofessional Education as "when two or more professions learn with, from and about each other to improve collaboration and the quality of care".

The ACT Health Interprofessional Learning Project (IPL) began in 2005 and provides valuable information for anyone interested in the development of clinical education for health professionals. The project aims to positively influence both health care delivery and the education of future health professionals.

The ACT IPL Project states that Interprofessional Learning, Education and Practice:

Is about:

• Promoting safety and quality of care for our patients and clients
• Cultivating patient and client centred care
• Strengthening the positions of the individual health care disciplines
• Respecting and supporting each other as health professionals to deliver collaborative care
• Sharing knowledge, responsibility and learning together
• Informing each other about our health professional roles through interprofessional education
• Evolving health systems and health workforces to meet the changing needs of our patients and clients
• Being inclusive and supportive of all health professionals

Is Not About:

• Bulk education for all health professionals
• Saving money
• Competition between health professionals
• Blending health professionals into generic workers

ACT IPL Project Related Documents and Literature:

IPL Clinical Education Literature Review

The value, governance and context of interprofessional learning and practice IPL background discussion paper 1

Interprofessional practice IPL Background discussion paper 2

Interprofessional relations IPL background discussion paper 3

Clinical Education and Placements IPL background discussion paper 4