One 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.¹ 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 re-examining 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?”¹

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:

• report model curricula;

• encourage studies that engage students and trainees in improvement initiatives;

• publish reviews of topics that might serve lecturers and tutors;

• offer case reports of learning from errors and near misses;

• report strategies for engaging teachers and tutors in quality improvement topics; …