Research and scholarship in medical education have had a poor press, perhaps deservedly so. Our work had been criticized as too often atheoretical, [1] methodologically weak, [1, 2, 3, 4] irrelevant [4] and inaccessible to educators at the coal face [2]. It is too often underfunded, [1, 2, 5, 6] and we have been described as institutionally and professionally insular [1, 4]. In many ways our response to these charges has been admirable. We have had clearly articulated calls to enhance the quality of our outputs from leaders in the field, [7] trenchant debate [3, 8, 9, 10] and measured contributions as to exactly what ‘quality’ in research into medical education might be [11, 12].
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