Starting in 2024 to date, eight publications in the special series Building Excellence into Medical and Health Professional Education Programs in Medical Teacher have highlighted elements that define and evidence excellence across the domains of curriculum development, assessment, student engagement, faculty development, simulation, innovation, social accountability, and international collaboration. This commentary concludes the series by identifying critical cross-cutting features of the published articles, positioning excellence as an institutional ethos grounded in alignment of mission, cultures, and practices. Specifically, excellence is developmental, context responsive, and demonstrated through implementation, outcomes, and sustained impact. The AMEE ASPIRE-to-Excellence framework provides a constructive, globally informed roadmap for continuous quality improvement, supporting institutions in advancing equitable, socially responsive, and future ready education to meet evolving professional and societal needs.
Khan et al. (Fri,) studied this question.