Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in interprofessional contexts.

The findings provide an awareness of cancer pain experienced by older patients and their family caregivers within the wider context of ongoing relationships, increased patient morbidity and other losses common in the aged.

Interdisciplinary health science and interprofessional healthcare are distinct yet intertwined fields that are driven by a similar challenge: Complex health problems that are too broad or multifaceted to be solved through the logic of a single discipline. A few factors distinguish them from other interdisciplinary areas, however, including (1) their foci—cancer, diabetes, infectious disease and so forth—which are quite literally matters of life and death; and (2) that they are generally carried out by teams of collaborating specialists, so issues of interpersonal dynamics, negotiation, and collaborative learning are especially important. “Health Research, Practice and Education” defines and critically reviews the two fields. More specifically, it compares their differing approaches to a number of emerging issues: stakeholder engagement and transdisciplinarity, the complexity of human health, the development of more sophisticated theories of collaboration and teamwork, practical conditions that support collaboration and teamwork, and finally, issues of evaluation and measurement.

No abstract