EDITORIAL
Medical education
Developing the scholarship of medical educators: a challenge in the present era of change
1 Medical Education Unit, The University of Leeds, Leeds, UK
2 School of Medicine, The University of Leeds, UK
Correspondence to:
Correspondence to:
Dr John Sandars
Medical Education Unit, The University of Leeds, 20 Hyde Terrace, Leeds LS2 9LN, UK; j.e.sandars@leeds.ac.uk
Medical education is in an era of rapid change. The main driver appears to be a desire to improve the quality of medical education, but how can this be achieved?
| The first 150 words of the full text of this article appear below. |
The aim of scholarship of teaching and learning can be simply stated as making transparent the process by which the educator has made learning possible.1 Schulman has extended this definition to include the essential aspects of professionalism, pragmatism and policy.2 Professionalism is the most important reason for engaging in the scholarship of teaching and learning. In this aspect of scholarship, expertise is recognised and respected by individuals and organisations that are both internal and external to the profession of medical education. Pragmatism reflects the art and craft of the medical educator. This aspect includes instructional knowledge, such as knowing how to develop teaching materials, construct assessments or lead groups. Policy is an inherent part of medical education and all medical educators are enmeshed in webs of national and local policy that direct how education should be delivered.
The Academy for Medical Educators is currently recruiting foundation members (
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This article has been cited by other articles:
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Walsh, K., Sandars, J.
(2008). Competing interests and research in medical education. Postgrad. Med. J.
84: 113-114
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