How do you define high-quality education research?

M erriam-Webster defines quality as a degree of excellence. What is left unstated is how degree and excellence are defined. Does this suggest that the quality of medical education research, like beauty, lies in ‘‘the eye of the beholder?’’ Can we measure quality objectively and consistently or is it subjective and contextual, varying with the type of research question, reviewers’ judgments, or quality indices applied? Do these factors capture the aspects of quality that you, our readers, value? We pose these questions for your consideration as you read the following review papers published in this issue of the Journal of Graduate Medical Education (JGME).