The educational attributes and responsibilities of effective medical educators

Charles J. Hatem, Nancy S. Searle, Richard Gunderman, N. Kevin Krane, Linda Perkowski, Gordon E. Schutze, Yvonne Steinert

Research output: Contribution to journalArticle

37 Scopus citations


Of the many roles that the academic-educator may fulfill, that of teacher is particularly challenging. Building on prior recommendations from the literature, this article identifies the skill set of teachers across the medical education continuum-characteristics of attitude and attributes, knowledge, and pedagogic skills that permit effective teaching to be linked with effective learning and understanding. This examination which characterizes teachers' attitudes, knowledge, and'skills serves to reemphasize the centrality of teaching within medical education, provides direction for faculty and institutions alike in the discharge of academic responsibilities, and makes educational accountability clear. This listing of teacher attitudes and responsibilities was vetted in 2009 by medical education leaders from across North America during a national conference on faculty development.A set of recommendations concerning faculty development issues for medical teachers is offered. The recommendations are intended to establish an academic culture in medical education that values and rewards-academically and fiscally-those centrally committed to the role of teacher. The challenges of defining skills, developing and funding programs, and ongoing evaluation must be faced to achieve success in teaching throughout medical education, now and in the future. Faculty members, fellow learners, and patients deserve no less.

Original languageEnglish (US)
Pages (from-to)474-480
Number of pages7
JournalAcademic Medicine
Issue number4
StatePublished - Apr 2011

ASJC Scopus subject areas

  • Education

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    Hatem, C. J., Searle, N. S., Gunderman, R., Krane, N. K., Perkowski, L., Schutze, G. E., & Steinert, Y. (2011). The educational attributes and responsibilities of effective medical educators. Academic Medicine, 86(4), 474-480.