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How interdisciplinary teams can create multi-disciplinary education: the interplay between team processes and educational quality Medical Education Volume 41 Issue 11 Page 1059-1066, November 2007
Context Many undergraduate medical education programmes offer integrated multi-disciplinary courses, which are generally developed by a team of teachers from different disciplines. Research has shown that multi-disciplinary teams may encounter problems, which can be detrimental to productive co-operation, which in turn may diminish educational quality. Because we expected that charting these problems might yield suggestions for addressing them, we examined the relationships between team diversity, team processes and course quality.
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