Abstract

Teaching and learning across the primary -secondary care interface is more described than actually carried out. As such it could be said this mirrors patient care across the same interface. We argue that for very good reasons generalists and specialists could do a lot more learning together than they currently do. If they did this, patient care, particularly integrated care, would be significantly advanced. We describe some examples of how it can be done well and suggest ways in which such learning might be more generally achieved. We suggest not only that those who learn together work better together, but also that they innovate health care more.