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The postmodern enterprise, with its foundationlessness, fragmentariness, constructivism, and neopragmatism challenges interdisciplinarity. This paper discusses functional specialization and interdisciplinary method which provides a basis for interdisciplinary collaboration. In functional specialization, successive stages in the process of coming to know are distinguished. These stages correspond to Lonergan's four levels of consciousness, namely experiencing the data, coming to understanding through addressing questions which arise from the data, and judgment about which hypothesis best fits the data. Authenticity, which involves genuine attentiveness, intelligence, reasonableness, and responsibility, guides the appropriate attitude in interdisciplinary work.

To determine the long-term impact of a teaching curriculum in family dynamics, a case-control study of community physicians was done. The case group consisted of physicians who were exposed to the teaching curriculum during their residency. Two control groups were used. One group consisted of physicians who trained at the same time as the case physicians, but in a different program. The second group was made up of physicians who had been practising for seven or more years. Information was collected by mailed questionnaire. Questions related to the attitudes and behaviors of the physicians toward families in their practices. Demographic information was also obtained on years of practice and training and time of certification.Family physicians are in an ideal position to work with families and couples and can make significant contributions to family health. Physicians need not actually work with whole families in counseling to do this, although at times they do need to meet with more than one family member at a time. By understanding family dynamics, and by adopting a family systems approach to medicine (i.e., the family as the unit of care when appropriate), the physician can be more effective in understanding, managing, and preventing health problems, both physical and emotional.Despite this great potential, training in the skills necessary to maximize this role has been slow in being adopted (11). A small number of programs in Canada and the United States have been described in the literature, but outcome studies have not yet been published (1-7, 12, 13).

This qualitative study uses data from students, teachers and administrators to deepen our understanding of conflict in medical education, its nature and its consequences.