B, Dow boldt and D. Tamlyn medical programs, written tests and papers, clinical practice, and case studies were frequently used to evaluate the cognitive domain of learning. In the United Kingdom, only nursing programs used written tests or papers and cases studies, with medical programs reporting relying exclusively on clinical practice to evaluate cog ve learn ing. Methods to evaluate the affective domain of learn in nursing programs frequently included discussion and obser vation during clinical practice, and less often attitude and death anxiety measurement For medical programs, only discussion and clinical practice were reported to be used to evaluate student learning in the affective area Consistent with earlier findings from Dickin son et al. (1992) many programs used professionals from their own discipline to teach classes. Eighty-nine percent of nursing programs in Canada and 83% of nursing programs in the United Kingd om most fr quently used nursing faculty members to teach death and dying content. Similarly, 100% of the respondents from medical pro grams in Canada and the United Kingdom used medical staff most frequently Sixty-five percent of nursing schools in the U nited Kingdo and 83% of medical schools in Canada stated that they used interdisciplinary approach to death education; con versely, only 33% of Canadian nursing programs and U.K. medical programs indicated that an interdisciplinary approach was used espondents identified the benefits of an interdisciplinary approach to death education as including enhanced opportuni ties for interprofessional communication and problem solving the develop ment of broader persp ectives around theoretical and philosophical issues, the promotion of team work and collab ora ive practice, and demonstration of a holistic model of care Limitations of an interdisciplinary approach included a loss of depth and contin-uity of content, role confusion, and organiza tional and financial problems associated with using team members from diverse backgroundsm e d ic al p ro gram s, writte n te sts an d p ape rs, c lin ical p ractice , an d case stud ie s we re fre qu e n tly use d to e valuate th e cogn itive do m ain o f le arn in g . In th e Un ite d Kin gdo m , o n ly n u rsin g p ro gram s u se d writte n te sts o r p ap e rs an d case s stu d ie s, with m e d ic al p ro g ram s re p o rtin g re lyin g e xclu sive ly o n clin ic al p ractic e to e valu ate co g - n itive le ar n in g. Me th od s to e valu ate th e affe ctive d o m ain o f le arn - in g in n ursin g p rog ram s fre qu en tly in clude d discussion an d o bser- vatio n d u rin g c lin ic al p ractice , an d le ss o fte n attitu d e an d d e ath an xie ty m e asure m e n t. For m e dical p ro gram s, o n ly discu ssio n an d c lin ic al p r ac tic e we re re p o rte d to b e u s e d to e valu ate stu d e n t le ar n in g in th e affe ctive area. P rofessio n a l B a ckgro u n d of F a cu lty Co n siste n t with e a rlie r fin d in g s fro m Dic k in so n e t al. ( 1992) , m an y p ro g ram s u se d p ro fe ssio n als fro m th e ir o wn d is c ip lin e to te ach c lasse s. Eigh ty-n in e p e rce n t o f n ursin g prog ram s in Can ad a an d 83% o f n u rsin g p ro g ram s in th e Un ite d Kin gd o m m o st fre - q u e n tly u se d n u rsin g facu lty m e m b e rs to te ach d e ath an d d yin g c o n te n t. Sim ilarly, 100% o f th e re sp o n d e n ts fro m m e d ic al p ro - g ram s in Can ad a an d th e Un ited Kin gd om use d m ed ical staff m o st fre que n tly. Sixty-five p e r c e n t o f n u rsin g sch o o ls in th e Un ite d Kin gd o m an d 83% o f m e d ic al sch o o ls in Can ad a state d th at th e y u s e d an in te rd is cip lin ar y ap p ro ach to d e ath e d u c atio n ; co n ve rs e ly, o n ly 33% o f Can ad ian n u rsin g p ro g ram s an d U.K. m e d ical p ro g ram s in d ic ate d th at an in te rd is c ip lin ar y ap p ro ach was u s e d . Re sp o n d e n ts id e n tifie d th e b e n e fits o f an in te rd is c ip lin ar y ap p ro ach to d e ath e d u catio n as in c lu d in g e n h an c e d o p p o rtu n i￾tie s f o r in te rp ro fe ssio n al co m m u n ic atio n an d p r o b le m so lvin g , th e d e ve lop m e n t o f bro ad e r pe rsp e ctive s aro u n d th e o re tical an d p h ilo so p h ical issu e s, th e p ro m o tio n o f te am wo rk an d co llab o ra￾tive p r ac tic e , an d d e m o n str atio n o f a h o listic m o d e l o f c are . Lim itatio n s o f an in te rd isc ip lin ar y ap p r o ach in c lu d e d a lo ss o f d e p th an d co n tin -u ity o f co n te n t, ro le co n fu sio n , an d o rg an iza￾tion al an d ® n an cial problem s associate d with usin g te am m e m bers fro m d ive rse back g ro un ds. 184 B . D o w n e-W am bold t a n d D . Ta m lyn