Where is the next generation of medical educators?
To the Editor: The arguments put forward by Hu and colleagues for recognition of medical education as a specialty are persuasive, especially considering current national requirements for accreditation to ensure delivery of high-quality programs.1
In recent decades, medical educationalists have flooded journals and other publications with articles (Box). Many have resulted from, and led to, innovative educational programs. Unlike other areas of scientific research, however, the true impact of these educational programs may only be appreciated after 10 years.2 Such research needs to be done to demonstrate the effectiveness of educational interventions.
Medical educators need to prove to the community that they have clearly improved the quality of both teaching and learning, and their graduate doctors. Very few education providers assess the quality of the clinical care their graduates provide, instead using evaluation of the course as a surrogate marker, which can be modified by successful statistical manipulation of data.3 This evaluation needs to be done by external organisations such as colleges of postgraduate training, and…