The multiple and complex needs of the elderly require interdisciplinar
y collaboration among many different professionals to provide comprehe
nsive care. As a result, educators must develop interdisciplinary prog
rams and learning experiences that address educational needs and facil
itate a better understanding of the various roles and expertise of pro
viders from many fields. Using the framework of a program evaluation m
odel, the Charting the Outcomes of Educational and Clinical Approaches
model, this article addresses the outcomes and effects of an interdis
ciplinary approach to continuing gerontological education used by one
summer institute on gerontology. Over its 12-year history, this instit
ute has attracted more than 2,600 participants from many professions a
nd occupations The interdisciplinary approach of the Summer Institute
has been evident in its planning committees, the delivery of diversifi
ed programs by a variety of providers, the facilitation of informal ne
tworking among registrants, and the organization of group discussions
that bring together professionals and learners from different discipli
nes to communicate and collaborate on mutual concerns regarding aging
issues One theme on case management, which addressed policy and practi
cal issues related to service delivery for the elderly, was presented
by representatives from academia government, the nonprofit service sec
tor, and consumers do an audience of providers from various fields inc
luding business, gerontology, health promotion, nursing occupational t
herapy, psychology, recreation, social work, and sociology. The succes
s of the interdisciplinary approach to gerontological education used b
y the institute has helped to establish McMaster University as a Canad
ian leader in this field of continuing education.