Standards for medical educators

Context In the current UK socio‐political climate of mounting regulation of professional practice, a debate on the topic of standards amongst medical teachers seems timely. The role of teacher is increasingly recognised as a core professional activity for all doctors and one that cannot be left to chance, aptitude or inclination. As a consequence, faculties have developed a plethora of teacher training programmes for medical teachers. But what is good medical teaching? Unless we know what it is, how can we develop it? One possible approach is to develop clear and comprehensive standards, defining what we mean by competent or effective clinical teaching. Methods In this article we have evaluated and compared two models of standards for clinical educators. The first is the outcome‐based approach developed at Dundee Medical School and the second is the scholarship model devised initially by Boyer and then elaborated by Glassick and Fincher et al. The key features of both models are briefly described and their comparative strengths and problematic aspects explored. Conclusion Both models offer interesting and stimulating ideas and together they provide an instructive contrast. They make a valuable contribution to the ongoing process of improving the provision of medical education.