Fragmentation within interprofessional work. A result of isolationism in health care professional education programmes and the preparation of students to function only in the confines of their own disciplines

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Abstract
This paper proposes that the planners of initial health care professional education programmes could help to address the problems of conflict and fragmentation in interprofessional work by offering learning opportunities that will facilitate the role development of students to that of team member. The argument is supported on two accounts. Firstly, by review of the literature describing and attempting to account for aspects of conflict in teamwork. Secondly, by presenting the findings of a larger study about the process of teamwork failure and the attitudes and behaviours which are counterproductive to interdisciplinay functioning. The study was concerned with the optimum use of shared learning and with educators' responsibility to prepare students for current practice. It is suggested that the shaping of appropriate attitudes is as important as the development of teamwork behaviours and skills.