Turn up the heat on health professions education.

O ne year ago we posed three questions to address the potential contribution that QSHC might make to increase the momentum for healthcare quality improvement and patient safety. In response to an invitation to comment, this journal’s readers submitted dozens of responses that have served to guide the work of the journal. It is worth reexamining the three original questions one year later in the perspective of those comments. We start in this issue by revisiting the question: ‘‘How can QSHC serve to heighten awareness of the knowledge for improvement and safety for the next generation of health profession students and trainees?’’ QSHC received many comments and recommendations from readers that address how the journal might contribute more effectively to health professions education. Themes from these comments included the following. QSHC should: