Abstract
In this issue of Medical Education, Rangel and colleagues provide an insightful review of scholarship within our discipline by examining a number of highly cited articles using critical discourse analysis (REF). The highly cited articles were found to focus on three content areas: the use of problem-based-learning (PBL) and simulation as innovative pedagogies, and the assessment of knowledge, skills and attitudes. Across all three areas, the authors report a “general preoccupation with achieving efficiency [that] may paradoxically jeopardise the ability of medical schools to address the contextual needs of students, teachers and patients”. This conclusion raises two pertinent questions: why does scholarship in medical education seem preoccupied with efficiency and can we defend the quest for efficiency?
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