Celebrating 40 years ofMedical Teacher: As the “last man standing” I look back to help us look forward

Abstract

Medical education as a domain for research and development has transitioned from being largely ignored during the first 20 of the past 60 years, through a slow growth phase, to rapid acceleration during the last 2 decades. By introducing the use and potential of "edumarkers," we can see that medical education as a focus of scholarly pursuits was absent to minimal before recent decades, and we can identify trends and questions that deserve further exploration. Concern and recommendations: Only a small subset of the large population assigned to instruct health professions learners actually conducts and responds to medical education scholarship. I raise several questions as possible guides to the future for those of us who are devoted to enhancing educational processes and outcomes for learners who are expected to help prevent and manage the health challenges faced by the world's people.

Health professions education scholarship: The emergence, current status, and future of a discipline in its own right

“…In 2020, the estimated number of authors contributing to the 12 issues of this same journal has about tripled. A different proxy of growth is shown in Figure 3, comparable to graphs presented by Jason in 2018 22 . The combined words "medical" and "education" in journal article titles shows a 10‐fold increase in less than 50 year (data from Google Scholar; and note that such titles only cover a small minority of articles in the domain).…”

How supervisor trust affects early residents’ learning and patient care: A qualitative study

“…Initial studies of entrustment focused on supervisors’ perspectives [ 4 – 7 ], but more recently, the discussion around trust has shifted to trainees’ perspectives [ 8 – 10 ]. For medical students, supervisor trust supports the scaffolding that generates opportunities for clinical learning and participation [ 11 ].…”