Educational research and development in health professions education has suffered in recent years in regard to federal support as concerns about health manpower have declined. This article expresses the belief that educational research and development has the potential to influence the quality of health care, but that the public perception of its influence is weak. Some of the literature on quality of care implies that cognitive factors in educating health professionals may be less important than the personal qualities of the professionals and the appropriateness of their practice experience to present needs. The implications of this perspective on thefuture agenda of health professions education research and development are discussed.
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