This article is a critical reflection on an evaluation of ‘multidisciplinary’ education in health care. The author questions the appropriateness of the topographical and anthropological metaphors commonly used to describe ‘barriers’ to multidisciplinary education and practice. She suggests that there are limits to the extent to which cohesive practice is feasible; or ‘multidisciplinary’ education desirable. She argues that these are systemic and unrelated to ‘territorialism’ or ‘tribalism’. Moreover, they can be more adequately explained by reference to notions of openness, closure, autonomy, self‐reference, circularity, interdependence and indeterminacy. The rationale for the development of multidisciplinary education within the context of changing patterns in health care delivery is also explored.