A journal as catalyst: <i>Academic medicine</i> and the recognition of the clinician-educator

This commentary reflects on the role that Academic Medicine, as a journal, has played in being a catalytic force in the transformation of the professional role of clinician-educators. The clinician-educator has emerged from a marginal position within academic medicine to a recognized and essential core faculty role. Academic Medicine has published work that articulated the structural barriers to integrating clinician-educators into academic medical centers. The journal has also served as a platform for naming, examining, and addressing the challenges faced by this group. Early scholarship in this area discussed tensions related to recognition, promotion, career development, and professional identity formation. This work has helped to reframe these issues as organizational and systemic rather than individual faculty shortcomings. As the literature evolved, Academic Medicine emphasized solutions, including playing a role in reimagining promotion systems, using its platform to articulate broader definitions of scholarship. Previous work has highlighted disparities in advancement and recognition and created space to discuss communities of practice, collaboration, and the collective work of educating clinicians. The growth of the clinician-educator path is also reflected in the creation of faculty development programs, dedicated training tracks, and educational academies, all while other specialty and medical education journals have also expanded conversations about promotion, career advancement, and educational scholarship across disciplines. This journal has been a venue to clearly highlight clinician-educators as central to the academic mission. The trajectory from marginalization to leadership for the clinician-educator reflects a sustained contribution that continues to evolve in response to emerging challenges, such as competency-based education and technological change. Academic Medicine has functioned as both a mirror and an engine of progress, helping clinician-educators move from the margins of academic medicine to a position of influence and importance.