Even if unaware of these Latin roots, all doctors are teachers. Some physicians may carry that literal title during interactions with students, residents, fellows, and peers. However, all physicians are teachers for their patients, and much of the success of that relationship depends on effective teaching. Given the ubiquity of this role, it is ironic that few physicians are formally trained to be educators. Moreover, in a discipline that generally requires that research of the highest standard be used to guide professional activities, the evidence base for medical education remains dominated by anecdote, limited observational studies, and intermediate outcomes.^1-3

There are well-recognized barriers to improving research in medical education,² including methodological challenges, curricular constraints, and financial pressures combined with limited funding. Study designs can parallel those used in clinical science,¹ but there are unique problems in the . . . [Full Text of this Article]