The role of collaborative/shared learning in nursing, midwifery, and visiting nurse education in the United Kingdom was explored to identify the qualities and skills needed by practitioners to work effectively in multiprofessional contexts and establish the fit between the knowledge and skills needed in multiprofessional practice and the teaching and learning occurring in educational preparation. The main data collection activities were as follows: (1) in-depth case studies of 6 multiprofessional teams in different clinical settings; (2) a survey of all U.K. higher education institutions running or planning initial or continuing education courses for health and social care professionals; (3) interviews with 14 trust managers; and (4) interviews with representatives of a sample of professional bodies. The study established a lack of congruence between the knowledge needed to function effectively in multiprofessional teams and most current education provision. A critical need for new models of shared learning was identified. An example model based on the clinical case study material was presented. The following were among the model's key elements: (1) incremental development of communication, teamwork, and other key skills; (2) content that is clinically relevant, patient-focused, and case/scenario based; and (3) emphasis on interaction and problem solving. (Contains 20 tables/figures and 120 references.) (MN)