.Entrustable Professional Activities (EPAs) have transformed health professions education by focusing on learners’ readiness to perform clinical tasks independently. However, as much emphasis is placed on entrusting learners, the equally critical question arises: can we confidently entrust medical teachers—the mentors of future health professionals—with fostering competence, professionalism, and ethical practice? This paper explores the emerging concept of “Entrustable Medical Teachers” (EMT), advocating for systematic frameworks to assess and certify medical teachers’ educational competencies beyond clinical expertise.Teaching in health professions requires specialized skills such as curriculum design, learner assessment, feedback delivery, and educational leadership. Without clear standards and ongoing evaluation, the quality and effectiveness of mentorship may be compromised, potentially impacting learner progression and patient safety. Recent developments in EPAs frameworks tailored for medical educators identify core teaching activities that institutions can use to ensure faculty competence and accountability.Embedding entrustability in faculty development represents a paradigm shift from traditional informal teaching models towards rigorous, competency-based preparation and continuous professional growth. This approach aligns with modern educational trends emphasizing transparency, quality assurance, and cultural accountability in training environments.EMT is not only about clinical knowledge transmission but also about cultivating ethical, professional role models who guide learners safely and effectively. Recognizing and validating the entrustability of medical teachers provides a foundation to enhance educational outcomes and, ultimately, patient care.This paper calls for the integration of EMT frameworks into faculty development, ensuring that those who educate future health professionals are as rigorously prepared and trusted as the learners they supervise.
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