Although educational development is traditionally conducted in interdisciplinary groups, there is a growing need for subject-specific pedagogical training. This chapter explores the relations between interdisciplinary and subject-specific educational development within the context of medical education. Two examples are presented. The first is an introductory course in medical didactics at the University of Bergen aiming to enhance pedagogical competence amongst medical education faculty members. The course uses a flipped classroom approach, and is comprised of interactive teaching seminars, peer-group mentoring and a scholarship of teaching and learning assignment. The second example is facilitator training in medical simulation at the Medical Simulation Center at St. Olavs Hospital, Trondheim University Hospital. Simulation is used in health education to train students and healthcare professionals in practical skills, communication, and teamwork. Facilitator training focuses on the educator role of facilitator in simulation-based teaching and includes principles such as experiential learning, psychological safety, and debriefing. The advantages and challenges of interdisciplinary versus subject-specific pedagogical training are discussed. Undoubtedly, there is a demand for subject-specific pedagogy in medical education, strengthening the competencies of medical educators and adapting more general higher education pedagogical principles to the field. We argue that successfully bridging interdisciplinary and subject-specific pedagogy would benefit both areas.