Focusing on health education as its context, this article considers the question of how to equip students with strategies to identify and resist misinformation. In doing so, it confronts a key problem for health services nationally and globally, which is the problem of entrenched compartmentalisation. The relationship between these two key issues is explored with reference to a workshop on health misinformation. The workshop was designed through co-creation with researchers in education and was trialled with foundation-level students studying biomedical science and pharmacology. Feedback from participating students included that the workshop provided valuable aspects of interdisciplinary learning that they felt were 'missing' from their education to date. The article concludes by discussing the opportunity for science education in schools and colleges to address and potentially head off problems that persist beyond school and that are recognised to need urgent attention in health discourse.