This paper begins by questioning the ideologically sanguine assumption that
'multidisciplinary education' is, by definition, a 'good thing'. The fact
that this is so widely assumed to be the case is, it is suggested, linked i
n part to the considerable conceptual confusion surrounding the use of term
s. The paper then outlines the way in which these terminological uncertaint
ies created some methodological problems at the beginning of the research p
roject reported here. The salient differences between 'inter' and 'multidis
ciplinary' educational initiatives are then examined. The authors move on t
o consider the appropriateness of applying the 'evidence-based' paradigm to
the impact of a particular educational initiative on patient outcome. They
conclude by presenting the findings from a two-year evaluation of the perc
eived effectiveness of multidisciplinary education in health care, which wa
s funded by the Department of Health.