This study examines interdisciplinary practices in the development a blended learning approach to Simulation Based Medical Education (B-SBME). The project team included an emergency medicine consultant, two health care professionals/simulation facilitators, an educational researcher, and an educational research student.
The terms, multi- and inter-disciplinary, are often used interchangeably. Whilst in multi-disciplinary projects members of different disciplines “work together on a joint project in a complimentary fashion with little interaction between disciplines,” in interdisciplinary projects “disciplines interact and learn from each other” (Land, 2012, p.178). In interdisciplinary projects there are “methodological and epistemological boundary crossings, disciplinary concepts become integrated” creating opportunities for “emergence of novel perspectives” (Parchoma & Keefer, 2012, p.501).