ABSTRACT
The World Organization of Family Doctors' commitment for primary care to meet the sustainable development goals will depend on how well training across the continuum of medical education adjusts to meet changing health care demands. Never has it been more important to critically look, using robust research methodology and judicious application of theoretical frameworks, at how primary care education is delivered. Studies of educational interventions focusing only on student reaction fail to produce the generalisable knowledge needed to inform stakeholders and disseminate findings widely. As health care becomes progressively community-based, primary care is the obvious context for experiential, transformational learning. Systems and processes vary widely across geography, demography and economy. The success of future education research depends on interprofessional collaboration developing a critical mass across countries and regions. Raising the profile of academic primary care to learners is key to attracting the brightest and best students into a career in family medicine.
