Clarifying the Instructional Role of Faculty in Medical and Health Professions Programs

Many medical educators appear to struggle with their educational identity. Most all faculty will agree that their job is to provide the best instruction (training) possible to students. However, a large contingent of faculty will also agree that they have a responsibility to both their institution and their profession to essentially serve as gatekeepers of the curriculum by attempting to distinguish the most able from the least able students. In fact, many calls from graduate medical education encourage such behaviours. Unfortunately, this dual-purpose identity increases the risk of causing significant harm to both instructional effectiveness and student learning. This article discusses the philosophical differences in assessment approaches and challenges educators to consider the question Is it my job to sort talent, or develop talent? and respond appropriately with one s teaching and assessment practices.