ABSTRACT

INTRODUCTION Contemporary health professional education is designed, delivered, reviewed and evaluated within a complex system of standard setting, licensing and accreditation. Today’s health professional educator requires an in-depth understanding of the graduate outcomes and competency expectations of employers, professional bodies, accrediting authorities, regulators and others from which to deploy evidence-based educational practice strategies. Th e health professional educator also requires an understanding of the higher education, medico-legal, health service and professional systems in which their programme is taught and quality affi rmed. Th e challenge for health professional educators is in ensuring the delivery of evidence-based learning and teaching practices within this context.