If medical education was a discipline, she would have five core competencies

Abstract

To date, many medical schools define medical educators by who they teach rather than the quality of their engagement with learners. In addition, evidence suggests that a traditional terminal degree may not satisfy the developmental needs of educators engaged in competency based medical education. Perhaps, medical educators require additional competencies. This personal view introduces five competencies that enliven the way in which medical educators engage in career paths, recruitment, performance assessment, compensation, and professional development.

Note on contributor

Constance R. Tucker, PhD, is the Assistant Dean for Faculty Development at Virginia Commonwealth University School of Medicine in Richmond, VA. Constance provides leadership and supports the instructional and professional development of educators in pre-clinical, clinical, and graduate medical education. Her research interests explore medical educator competencies, motivation, educational persistence, and cognition of health professions students.