Multidisciplinary education: some issues and concerns

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.