ReviewAcademic medicine : journal of the Association of American Medical Colleges2025
A State-of-the-Art Review of the Historical Evolution of the Graduate Medical Educator Role.
Review in Academic medicine : journal of the Association of American Medical Colleges, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
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Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThe role of the medical educator has evolved from being simply an educator of a learner apprentice to many different roles, such as mentor, assessor, and role model. This study examines how the conceptualization of the role of medical educators in graduate medical education (GME) has evolved over time.
methodThe authors conducted a state-of-the-art literature review to explore (1) the current conceptualization of the roles of medical educators in GME, (2) how this conceptualization came to be, and (3) how we might revise this conceptualization to advance future work. The authors searched Scopus in May 2023 and selected sentinel articles broadly adopted in the medical education literature (24 journals) and then cross-checked the search strategy in Web of Science. The search was updated in both databases in March 2025. No time limits were imposed on the searches. The authors screened 4,468 articles from Scopus, 2,571 from Web of Science, and 82 from hand search.
resultsFrom 1972 to March 2025, 30 roles appeared across the 55-article corpus. The germinal years showed educators as learner-centered role models. Transition points included (1) 1990s (broadening of educator roles relevant to professional development), (2) early 2000s (roles focused on society at large), and (3) 2010s (multiple tensions for the expanding roles of today's educator).
conclusionsThe conceptualization of GME educators has expanded greatly over time. Reconciling, supporting, and anticipating roles will be important as GME educators continue to adapt to society's evolving needs, with implications for essential faculty development initiatives.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.