Abstract
PURPOSE: The role of the medical educator has evolved from being simply an educator of a learner apprentice to many different roles, such as mentor, assessor, and role model. This study examines how the conceptualization of the role of medical educators in graduate medical education (GME) has evolved over time. METHOD: The authors conducted a state-of-the-art literature review to explore (1) the current conceptualization of the roles of medical educators in GME, (2) how this conceptualization came to be, and (3) how we might revise this conceptualization to advance future work. The authors searched Scopus in May 2023 and selected sentinel articles broadly adopted in the medical education literature (24 journals) and then cross-checked the search strategy in Web of Science. The search was updated in both databases in March 2025. No time limits were imposed on the searches. The authors screened 4,468 articles from Scopus, 2,571 from Web of Science, and 82 from hand search. RESULTS: From 1972 to March 2025, 30 roles appeared across the 55-article corpus. The germinal years showed educators as learner-centered role models. Transition points included (1) 1990s (broadening of educator roles relevant to professional development), (2) early 2000s (roles focused on society at large), and (3) 2010s (multiple tensions for the expanding roles of today's educator). CONCLUSIONS: The conceptualization of GME educators has expanded greatly over time. Reconciling, supporting, and anticipating roles will be important as GME educators continue to adapt to society's evolving needs, with implications for essential faculty development initiatives.