In a previous review of wound care education, the author explored the challenges of providing multidisciplinary teaching and learning (Holloway, 2014). The author concluded that there needs to be recognition of the strengths different professional groups can offer and improved collaboration between clinicians, industry, wound care organisation and Higher Education Institutions to facilitate better multidisciplinary team working. The notion of reactive versus proactive education was also explored and the supposition was that both approaches are needed (Holloway, 2014). This follow-up article will present a re-appraisal of the evidence as well as a discussion of pan-European initiatives in relation to developing wound care curricula.