The nation's need for more physicians has resulted in the development of several new medical schools and the enlargement of those already well-established. This expansion of medical education has created a great demand for faculty and has placed into much prominence the contribution of the medical educator. It has also focused attention on a field of endeavor that is called medical education, as if that were a discipline of itself. This attention has, unfortunately, distracted some administrators from remembering that membership in a faculty depends first on scholarship in a specific fundamental or clinical discipline and that there can be no faculty-supervised education where there are no faculty scholars. This oversight has given rise to a new pulse of enthusiasm for educators per educators and has created what might be termed "medical educational chic."
The demand for faculty is great. State and federal legislators hear all the time from their