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Editor’s note: The opinions expressed in this editorial do not necessarily reflect the opinions of the AAMC or its members. This issue of Academic Medicine is devoted to an exciting set of research reports, reviews, and commentaries selected for publication from more than 60 submissions as part of our ongoing collaboration with the Research In Medical Education (RIME) program.1–17 The topics are wide-ranging—experiences of moral distress among trainees, interprofessional team leadership, assessment and feedback during training, and the role of arts and humanities in professional identity formation, to name just a few. As in the past, each of these published articles will be presented and discussed as part of the RIME program at Learn Serve Lead 2024: The AAMC Annual Meeting, which takes place this month. RIME’s work highlights creativity and quality in education scholarship and communicates the importance of medical education inquiry to stakeholders throughout academic medicine, such as institutional leaders, promotions committee members, and learners. RIME articles elevate issues of concern to medical education in a timely manner. Such attention can lead to dialogue, consensus, and advances in the field. RIME also supports the professional development of medical education scholars. Manuscripts submitted for consideration by the RIME Program Planning Committee receive written feedback from reviewers and committee members, and service on the RIME committee itself is a valuable learning experience and opportunity for leadership in medical education and academic medicine. In celebrating RIME’s 60th anniversary in 2021, members of the RIME Program Planning Committee conducted a survey of past RIME chairs to better understand how RIME has helped advance medical education research.18 The past chairs recognized RIME as a catalyst for medical education research, strengthening the rigor and impact of medical education research, developing a community of scholars, and supporting academic career development. They also identified as priorities the need for greater innovation and translation of medical education research to practice. They welcomed new activities and collaborations, such as faculty mentorship initiatives and support for educators pursuing advanced degrees in education.18 Each year leaders on the RIME committee prepare a commentary, published as part of the RIME collection, that addresses a way to improve medical education research in academic medicine. In 2012, RIME leaders called for a more intentional, strategic, and inclusive effort. Medical education research requires an intellectual structure, a framework into which seemingly random studies can come together to improve learning and practice. The challenge before us is to look forward and develop a well-laid plan to further the field of medical education research nationally and internationally.19 For this year’s commentary, Sukhera and colleagues1 similarly challenge the field of academic medicine to do work that will improve learning and practice. They encourage medical education researchers to think beyond rigor, relevance, and utility in their work and to find ways to generate new knowledge that is readily—and will actually be—used. Drawing upon insights from implementation science, the authors call upon medical education researchers to mobilize toward actionable, scalable, impactful scholarship. Over the years, Academic Medicine has partnered with RIME to publish 30 journal supplements; RIME collections have also appeared in our regular issues in October 2012, October 2013, and November 2014. The editorial teams of Academic Medicine and our AAMC sister journal, MedEdPORTAL, have also been fortunate to benefit from the service of members of the RIME community, such as manuscript authors, creators of curricular and education resources, and expert reviewers. Authors of RIME articles have been featured on the Academic Medicine Podcast, which further increases the reach of the scholarly contributions. Academic Medicine also was pleased to collaborate with the leadership of RIME in 2022 when it launched its mentorship program for early and underrepresented faculty scholars, a program that has evolved to become MedEdSCHOLAR.20 This year, we are pleased to feature the RIME articles and commentaries in this issue of Academic Medicine. This decision reflects our continued strong support for the work of the RIME planning committee, RIME authors, and the broader RIME community in furthering medical education scholarship.