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  1. ECGs are often taught without clinical context. However, in the clinical setting, ECGs are rarely interpreted without knowing the clinical presentation. We aimed to determine whether ECG diagnostic accuracy wa...

    Authors: Charle André Viljoen, Rob Scott Millar, Kathryn Manning, Julian Hoevelmann and Vanessa Celeste Burch
    Citation: BMC Medical Education 2021 21:417
  2. The aim of the study was to analyze the perception of dental faculties students regarding the complete transition to distance-based education (DE) and the adaptation of this educational strategy, due to Covid-...

    Authors: Paola Di Giacomo and Carlo Di Paolo
    Citation: BMC Medical Education 2021 21:414

    The Correction to this article has been published in BMC Medical Education 2021 21:528

  3. Medical students’ propensity to develop mental morbidity has been described for decades but remains unresolved. To assess student mental health person-centred and longitudinally, we have been investigating a c...

    Authors: Ann-Kathrin Schindler, Sabine Polujanski and Thomas Rotthoff
    Citation: BMC Medical Education 2021 21:413
  4. Empathy is a well-established facet of clinical competency that research suggests is associated with enhanced medical student well-being. Since little is known about empathy and well-being before students enter m...

    Authors: Kelly Rhea MacArthur, Clare L. Stacey, Sarah Harvey and Jonathan Markle
    Citation: BMC Medical Education 2021 21:412
  5. With the onset of the COVID-19 pandemic at the beginning of 2020, the crucial role of hygiene in healthcare settings has once again become very clear. For diagnostic and for didactic purposes, standardized and...

    Authors: Susanne Katharina Heininger, Maria Baumgartner, Fabian Zehner, Rainer Burgkart, Nina Söllner, Pascal O. Berberat and Martin Gartmeier
    Citation: BMC Medical Education 2021 21:410

    The Correction to this article has been published in BMC Medical Education 2021 21:440

  6. Low health literacy underpins health inequality and leads to poor adherence to medical care and higher risk of adverse events and rehospitalization. Communication in plain language, therefore, is an essential ...

    Authors: Doron Sagi, Sivan Spitzer-Shohat, Michal Schuster, Ligat Daudi and Mary Catharine Joy Rudolf
    Citation: BMC Medical Education 2021 21:407
  7. Quality human resources constitute an essential pillar of an effective health system. This paper analyzes the outcomes of blended learning for post-Ebola capacity strengthening of health professionals in Guinea.

    Authors: Tamba Mina Millimouno, Alexandre Delamou, Karifa Kourouma, Jean Michel Kolié, Abdoul Habib Béavogui, Sara Roegiers, Marlon Garcia, Carlos Kiyan Tsunami, Stefaan Van Bastelaere, Wim Van Damme and Thérèse Delvaux
    Citation: BMC Medical Education 2021 21:406
  8. Curriculum viability is determined by the degree to which quality standards have or have not been met, and by the inhibitors that affect attainment of those standards. The literature reports many ways to evalu...

    Authors: Rehan Ahmed Khan, Annemarie Spruijt, Usman Mahboob, Mohamed Al Eraky and Jeroen J. G. van Merrienboer
    Citation: BMC Medical Education 2021 21:405
  9. Virtual radiography provides students with an opportunity to practise their clinical skills in patient positioning and evaluating radiographic images. The purpose of this pilot study was to introduce Projectio...

    Authors: Madeleine Shanahan, Tom Molyneux and Dein Vindigni
    Citation: BMC Medical Education 2021 21:404
  10. The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergrad...

    Authors: Xiaolan Li, Yanbo Shan, Yangjingwen Liu, Yingwen Lin, Lin Li, Zhengmei Lin, Shuheng Huang and Yun Hong
    Citation: BMC Medical Education 2021 21:403
  11. Standardised assessment is key to structured surgical training. Currently, there is no consensus on which surgical assessment tool to use in live gynaecologic surgery. The purpose of this review is to identify...

    Authors: Louise Inkeri Hennings, Jette Led Sørensen, Jane Hybscmann and Jeanett Strandbygaard
    Citation: BMC Medical Education 2021 21:402
  12. As United States (US) medical students suffer higher rates of depression and anxiety than the general population, the wellness of medical students is particularly salient. One definition describes wellness as ...

    Authors: Louis Nikolis, Andrea Wakim, William Adams and Prempreet Bajaj DO
    Citation: BMC Medical Education 2021 21:401
  13. Advocacy is a core component of medical professionalism. It is unclear how educators can best prepare trainees for this professional obligation. We sought to assess medical students’ attitudes toward advocacy,...

    Authors: Susan Chimonas, Maha Mamoor, Anna Kaltenboeck and Deborah Korenstein
    Citation: BMC Medical Education 2021 21:399
  14. The purpose of this study is to understand the influencing factors of Chinese college students’ satisfaction with online teaching and psychological pressure on learning during the novel coronavirus epidemic.

    Authors: Liang Yu, Long Huang, Hao-ru Tang, Na Li, Ting-ting Rao, Die Hu, Yu-feng Wen and Liu-xia Shi
    Citation: BMC Medical Education 2021 21:397
  15. The current study aimed to evaluate the previously unexplored correlation between undergraduate medical students’ attendance during their surgical clerkship and their academic performance. It also aimed to exp...

    Authors: Hamdi Al Shenawi, Rami Yaghan, Amer Almarabheh and Noor Al Shenawi
    Citation: BMC Medical Education 2021 21:396
  16. Reflective writing provides an opportunity for health professionals and students to learn from their mistakes, successes, anxieties, and worries that otherwise would remain disjointed and worthless. This syste...

    Authors: Giovanna Artioli, Laura Deiana, Francesco De Vincenzo, Margherita Raucci, Giovanna Amaducci, Maria Chiara Bassi, Silvia Di Leo, Mark Hayter and Luca Ghirotto
    Citation: BMC Medical Education 2021 21:394
  17. The coronavirus disease (COVID-19) brought several challenges in medical education. The aim of our study was to investigate whether virtual distance trainings (VDT) organized during the COVID-19 pandemic at ou...

    Authors: Enikő Kovács, András Kállai, Gábor Fritúz, Zsolt Iványi, Vivien Mikó, Luca Valkó, Balázs Hauser and János Gál
    Citation: BMC Medical Education 2021 21:393
  18. Despite its long-established importance, diagnostic reasoning (DR) education has suffered uneven implementation in medical education. The Clinical Problem Solvers (CPSolvers) podcast has emerged as a novel strate...

    Authors: Gregory M. Ow, Lindsey C. Shipley, Saman Nematollahi and Geoffrey V. Stetson
    Citation: BMC Medical Education 2021 21:392
  19. Narrative medicine (NM) is an approach involving narrative skills and is regarded as a model for medical humanism and effective medical practice. This study aims to explore how NM impacts medical trainees’ lea...

    Authors: Chien-Da Huang, Chang-Chyi Jenq, Kuo-Chen Liao, Shu-Chung Lii, Chi-Hsien Huang and Tsai-Yu Wang
    Citation: BMC Medical Education 2021 21:391
  20. Technological advances have previously been hailed as a new dawn in Higher Education, with the advent of ‘massive open online courses’ (MOOCs) and online learning. Virtual platforms have potential advantages s...

    Authors: P. E. Brewer, M. Racy, M. Hampton, F. Mushtaq, J. E. Tomlinson and F. M. Ali
    Citation: BMC Medical Education 2021 21:390
  21. Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part...

    Authors: Yayoi Shikama, Yasuko Chiba, Megumi Yasuda, Maham Stanyon and Koji Otani
    Citation: BMC Medical Education 2021 21:389
  22. Conventional classroom lectures continue to represent a major component of the dental education system to ensure optimum delivery of knowledge. Certain number of students are less compliant and likely to skip ...

    Authors: Waleed A. Alamoudi, Azza F. Alhelo, Soulafa A. Almazrooa, Osama M. Felemban, Nada O. Binmadi, Nada A. Alhindi, Sarah A. Ali, Sara K. Akeel, Sana A. Alhamed, Ghadah M. Mansour and Hani H. Mawardi
    Citation: BMC Medical Education 2021 21:388

    The Correction to this article has been published in BMC Medical Education 2021 21:427

  23. Clinical placement models that require students to relocate frequently can cause stress, which may impact the student experience and development of work-readiness skills. A blended placement, where placements ...

    Authors: Narelle T Greenlees, Sabrina W. Pit, Lynda J Ross, Jo J McCormack, Lana J Mitchell and Lauren T. Williams
    Citation: BMC Medical Education 2021 21:387
  24. History courses are “required” elements among the didactic elements of the medical and pharmacy curricula in many schools around the world. The aim of this study was to develop consensus-based aims, contents, ...

    Authors: Ramzi Shawahna
    Citation: BMC Medical Education 2021 21:386
  25. Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical educ...

    Authors: Lei Huang, Angela Pei-Chen Fan, Na Su, Jessica Thai, Russell Olive Kosik and Xudong Zhao
    Citation: BMC Medical Education 2021 21:385
  26. An increasing number of medical trainees across specialties desire and expect Global Health (GH) experiences during training. It is useful for residency programs to know the impact that offering GH opportuniti...

    Authors: Caitlin Kaeppler, Peter Holmberg, Reena P. Tam, Kelsey Porada, Shanna D. Stryker, Kate Conway and Charles Schubert
    Citation: BMC Medical Education 2021 21:384
  27. New medical graduates are significantly unprepared to manage acutely unwell patients due to limited first-hand clinical exposure in the undergraduate curriculum. Supporting undergraduate learning in the acute ...

    Authors: Charlotte Hayden, Jedd Raidan, Jonathan Rees and Abhishek Oswal
    Citation: BMC Medical Education 2021 21:383
  28. Face-to-face feedback plays an important role in health professionals’ workplace learning. The literature describes guiding principles regarding effective feedback but it is not clear how to enact these. We ai...

    Authors: Christina E. Johnson, Jennifer L. Keating, Michelle Leech, Peter Congdon, Fiona Kent, Melanie K. Farlie and Elizabeth K. Molloy
    Citation: BMC Medical Education 2021 21:382
  29. Despite a rapid rise of use of social media in medical disciplines, uncertainty prevails among healthcare professionals for providing medical content on social media. There are also growing concerns about unpr...

    Authors: Shaista Salman Guraya, Salman Yousuf Guraya and Muhamad Saiful Bahri Yusoff
    Citation: BMC Medical Education 2021 21:381
  30. Cardiac auscultation remains an efficient and accessible diagnostic tool, especially in resource-limited countries where modern diagnostic devices like cardiac ultrasound are expensive and difficult to access....

    Authors: Fred-Cyrille Goethe Doualla, Georges Bediang and Chris Nganou-Gnindjio
    Citation: BMC Medical Education 2021 21:380
  31. Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaborati...

    Authors: Eva Hammar Chiriac, Endre Sjøvold and Alexandra Björnstjerna Hjelm
    Citation: BMC Medical Education 2021 21:379
  32. Among Chinese medical students, there is a high prevalence of mental health-related issues and low empathy. Effective strategies to improve this situation are lacking. This study aims to investigate the effica...

    Authors: Rong Rong, Wei Chen, Zihao Dai, Jingli Gu, Weiying Chen, Yanbin Zhou, Ming Kuang and Haipeng Xiao
    Citation: BMC Medical Education 2021 21:378
  33. In High-income countries, many academic institutions are using E-learning during COVID 19 Pandemic. However, in limited-resource countries, like Sudan, shifting towards E-learning requires many adjustments to ...

    Authors: Mohamed Daffalla-Awadalla Gismalla, Mohamed Soud Mohamed, Omaima Salah O Ibrahim, Moawia Mohammed Ali Elhassan and Mohamed NaserEldeen Mohamed
    Citation: BMC Medical Education 2021 21:377
  34. Online learning is an attractive option for educators, especially as means of overcoming the challenges posed by the global pandemic. Although it is best to evaluate student readiness prior to commencement of ...

    Authors: Harikrishnan Ranganathan, Devinder Kaur Ajit Singh, Saravana Kumar, Shobha Sharma, Siew Kuan Chua, Nabilah Binti Ahmad and Kamalambal Harikrishnan
    Citation: BMC Medical Education 2021 21:376
  35. Low back pain (LBP) is a condition with a high global prevalence, which is getting health professionals’ attention, including physiotherapists as they must have the skills to provide treatment that increases t...

    Authors: Carolina Sandoval-Cuellar, Margareth Lorena Alfonso-Mora, Adriana Lucia Castellanos-Garrido, Angélica del Pilar Villarraga-Nieto, Ruth Liliana Goyeneche-Ortegón, Martha Lucia Acosta-Otalora, Rocío del Pilar Castellanos-Vega and Elisa Andrea Cobo-Mejía
    Citation: BMC Medical Education 2021 21:375

    The Correction to this article has been published in BMC Medical Education 2021 21:423

  36. The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetti...

    Authors: Meike Schleiff, Elizabeth Hahn, Caroline Dolive, Lillian James, Anant Mishra and Bhakti Hansoti
    Citation: BMC Medical Education 2021 21:374
  37. Academic reading and writing are seen as self-evident literacy competences in most contemporary higher educations, however, whether students also are introduced to professional literacy of relevance for dentis...

    Authors: Viveca Lindberg, Sofia Louca Jounger, Maria Christidis and Nikolaos Christidis
    Citation: BMC Medical Education 2021 21:373
  38. The undergraduate five-year MBChB programme at the University of Glasgow has a high volume of pathology teaching integrated into the course. The ability to better understand what pathology is taught and when, ...

    Authors: Ryan Clark, Sarah Bell, Jennifer Roccisana, Karin A. Oien and Sharon F. Sneddon
    Citation: BMC Medical Education 2021 21:371
  39. No consensus exists on whether medical students develop towards more deep (DA) or surface learning approaches (SA) during medical training and how this impacts learning outcomes. We investigated whether subgro...

    Authors: Giovanni Piumatti, Sissel Guttormsen, Barbara Zurbuchen, Milena Abbiati, Margaret W. Gerbase and Anne Baroffio
    Citation: BMC Medical Education 2021 21:370
  40. Service satisfaction ratings from clients are a good indicator of service quality. The present study aimed to investigate the impact of communication skills and self-efficacy training for healthcare workers on...

    Authors: Hossein Shahnazi, Marzieh Araban, Mahmood Karimy, Mansooreh Basiri, Ali Ghazvini and LAR Stein
    Citation: BMC Medical Education 2021 21:369
  41. Appropriate training of health professionals has been recommended to increase organ donation rates. Some studies have shown insufficient knowledge among medical students. This survey aims to describe their kno...

    Authors: Philippe Robert, Félix Bégin, Sasha Ménard-Castonguay, Anne-Julie Frenette, Hector Quiroz-Martinez, François Lamontagne, Emilie-Prudence Belley-Côté and Frédérick D’Aragon
    Citation: BMC Medical Education 2021 21:368
  42. Dyad learning has been shown to be an effective tool for teaching procedural skills, but little is known about how dyad learning may impact the stress, anxiety, and cognitive load that a student experiences wh...

    Authors: Eduardo F. Abbott, Torrey A. Laack, Lauren K. Licatino, Christina M. Wood-Wentz, Paul A. Warner, Laurence C. Torsher, James S. Newman and Katie M. Rieck
    Citation: BMC Medical Education 2021 21:367

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