Training and certification of teachers and trainers: the professionalization of medical education

Economic constraints, profound changes in the healthcare system and insuffi cient educational expertise have gripped medical education. The objective o f this study was to review professionalization of medical education and to contribute to an elaboration of a conceptual framework for understanding re forms. We developed a concept map based on information retrieved by searchi ng the Medline/Knowledge Finder and the Cochrane Library databases. The des criptors used for the searches were 'certification, credentialing, educatio n, faculty medical, quality assurance health care, research, staff developm ent, teaching'. The endpoints for the study were: frequency, quality of stu dies and propositional content with regard to professionalization for devel oping a concept map. Thirty-one relevant studies were found in Medline. The Cochrane Library search returned no relevant studies. The evidence of the few studies was weak. The literature-derived concept map shows that faculty development is a prerequisite for certification leading to professionaliza tion. Other related variables were resource allocation, intrinsic motivatio n to learn, educational research, study time, financial policy, organizatio nal and staff development, and new specialized roles such as clinician-educ ator. It is concluded that professionalizsation of medical education is nee ded. This der cit underscores the need for conceptually sound research appr oaches. The concept of intrinsic motivation explains how to comply with sci entifically based standards, thus fostering professionality. Approaches fac ilitating compliance, such as evidence-based learning, potentially professi onalize the practice of medical education. Novel approaches such as quality management and best evidence medical education could professionalize medic al education.