Skip to main content

Articles

Page 53 of 123

  1. China is experiencing major medical education reforms that include establishing national training standards, standards for health professionals, and advanced health delivery system requirements. Graduate medic...

    Authors: Xiaoning Zhang, Chong Li, Cailing Yue, Xue Jiang, Junli Cao and Olle ten Cate
    Citation: BMC Medical Education 2021 21:266
  2. Professional reasoning provides a firm basis for the development of teaching and assessment strategies to support the acquisition of skills by healthcare students. Nevertheless, occupational therapy educators ...

    Authors: Luis-Javier Márquez-Álvarez, José-Ignacio Calvo-Arenillas, Estíbaliz Jiménez-Arberas, Miguel-Ángel Talavera-Valverde, Ana-Isabel Souto-Gómez and Pedro Moruno-Miralles
    Citation: BMC Medical Education 2021 21:264
  3. Competency-based education has been shown to enhance clinical skills, improve patient care, and reduce number of complications resulting in a better return on investments. Residents constitute an important wor...

    Authors: Claus Hedebo Bisgaard, Svein Aage Rodt, Peter Musaeus, Jens Aage Kølsen Petersen and Sune Leisgaard Mørck Rubak
    Citation: BMC Medical Education 2021 21:262
  4. Role modeling has been significantly considered in medical education in recent decades. In the clinical course, students learn necessary skills and accordingly their professional identity is formed by observin...

    Authors: Elaheh Mohammadi, Azim Mirzazadeh, Hooman Shahsavari and Amir Ali Sohrabpour
    Citation: BMC Medical Education 2021 21:261
  5. Graduating from medical school and beginning independent practice appears to be a major transition for medical students across the world. It is often reported that medical graduates are underprepared for indep...

    Authors: Chung-Hsien Chaou, Shiuan-Ruey Yu, Yu-Che Chang, Shou-De Ma, Hsu-Min Tseng, Ming-Ju Hsieh and Ji-Tseng Fang
    Citation: BMC Medical Education 2021 21:260
  6. Between 2008 and 2013, the West African Health Organisation (WAHO) conducted a series of post-graduate capacity building in research methodology in West Africa. This work evaluated the contribution of these tr...

    Authors: Issiaka Sombié, Sophie Fatoumata Bamouni, Donmozoun Télesphore Somé, Ermel Johnson and Jude Aidam
    Citation: BMC Medical Education 2021 21:259
  7. The clinical learning environment (CLE) influences students’ achievement of learning outcomes and the development of their professional behaviors. However, CLEs are not always optimal for learning because of c...

    Authors: Malin Sellberg, Per J. Palmgren and Riitta Möller
    Citation: BMC Medical Education 2021 21:258
  8. The COVID-19 pandemic has required governments around the world to suspend face-to-face learning for school and university students. Colleges of pharmacy are faced with the challenge of training students in ho...

    Authors: Omar A. Almohammed, Lama H. Alotaibi and Shatha A. Ibn Malik
    Citation: BMC Medical Education 2021 21:257
  9. Between 2013 and 2018 Pacific College of Health and Science (formerly Pacific College of Oriental Medicine) trained faculty and developed curriculum in evidence informed practice (EIP), with support from a gra...

    Authors: Belinda J. Anderson, Saikaew Dudla, Paul R. Marantz, Benjamin E. Kligler, Brent D. Leininger and Roni Evans
    Citation: BMC Medical Education 2021 21:256
  10. United States Medical Licensing Examination Step 1 will transition from numeric grading to pass/fail, sometime after January 2022. The aim of this study was to compare how program directors in orthopaedics and...

    Authors: Frederick Mun, Alyssa R. Scott, David Cui, Erik B. Lehman, Seongho Jeong, Alia Chisty, Paul J. Juliano, William L. Hennrikus and Eileen F. Hennrikus
    Citation: BMC Medical Education 2021 21:255

    The Correction to this article has been published in BMC Medical Education 2021 21:543

  11. Grant funding often drives innovative programming in efforts to enhance diversity in biomedical fields, yet strategies for sustainability of grant-funded biomedical intervention are not well understood. Additi...

    Authors: Krystle Palma Cobian and Hector V. Ramos
    Citation: BMC Medical Education 2021 21:254
  12. More and more female residents enter postgraduate medical training (PGMT). Meanwhile, women are still underrepresented in academic medicine, in leadership positions and in most surgical specialties. This sugge...

    Authors: Maud Kramer, Ide C. Heyligers and Karen D. Könings
    Citation: BMC Medical Education 2021 21:253
  13. Breast cancer is the most common cancer among women and the second leading cause of cancer death globally. Since early diagnosis is crucial to reducing mortality, high levels of knowledge regarding general inf...

    Authors: Hlma Ismail, Mosa Shibani, Hanaa Wael Zahrawi, Ali Fouad Slitin, Mhd Amin Alzabibi, Fatema Mohsen, Humam Armashi, Aliaa Bakr, Khaled Turkmani and Bisher Sawaf
    Citation: BMC Medical Education 2021 21:251
  14. Acquisition of Basic Surgical Skills (BSS) are essential for medical students. The objective was to determine it’s fidelity impact.

    Authors: Alejandro Rafael Gonzalez-Navarro, Alejandro Quiroga-Garza, Adriana Sharai Acosta-Luna, Yolanda Salinas-Alvarez, Javier Humberto Martinez-Garza, Oscar de la Garza-Castro, Jorge Gutierrez-de la O, David de la Fuente-Villarreal, Rodrigo Enrique Elizondo-Omaña and Santos Guzman-Lopez
    Citation: BMC Medical Education 2021 21:250
  15. Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teach...

    Authors: Nerea Fernández Ros, Felipe Lucena, Mercedes Iñarrairaegui, Manuel F. Landecho, Patricia Sunsundegui, Carlota Jordán-Iborra, Iñigo Pineda, Jorge Quiroga and Jose Ignacio Herrero
    Citation: BMC Medical Education 2021 21:249
  16. With the emergence of the new coronavirus pandemic (COVID-19), distance learning, especially that mediated by information and digital communication technologies, has been adopted in all areas of knowledge and ...

    Authors: Nayze Lucena Sangreman Aldeman, Keylla Maria de Sá Urtiga Aita, Vinícius Ponte Machado, Luiz Claudio Demes da Mata Sousa, Antonio Gilberto Borges Coelho, Adalberto Socorro da Silva, Ana Paula da Silva Mendes, Francisco Jair de Oliveira Neres and Semíramis Jamil Hadad do Monte
    Citation: BMC Medical Education 2021 21:248
  17. Since the onset of the COVID-19 pandemic, many higher education and health centers have faced challenges. Educational leaders have tried to manage the new situation, but the human infrastructure was not ready ...

    Authors: Ali Asghar Hayat, Mohmmad Hasan Keshavarzi, Soolmaz Zare, Leila Bazrafcan, Rita Rezaee, Seyed Aliakbar Faghihi, Mitra Amini and Javad Kojuri
    Citation: BMC Medical Education 2021 21:247
  18. Undergraduate medical education recognises that patient feedback is potentially valuable for student learning and development as a component of multi-source feedback. However greater exploration of how patient...

    Authors: Jennifer Barr, Kathryn Ogden, Iain Robertson and Jenepher Martin
    Citation: BMC Medical Education 2021 21:246
  19. Access to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middle-inco...

    Authors: Joseph Lune Ngenzi, Richard E. Scott and Maurice Mars
    Citation: BMC Medical Education 2021 21:245
  20. The SARS-CoV-2 (COVID-19) pandemic is a global event with unprecedented impact on individuals and communities around the world. The purpose of this study is to use a modified photo-elicitation methodology to e...

    Authors: M. Dworkin, T. Akintayo, D. Calem, C. Doran, A. Guth, E. M. Kamami, J. Kar, J. LaRosa, J. C. Liu Jr., I. N. Pérez Jiménez and R. Frasso
    Citation: BMC Medical Education 2021 21:244
  21. Interprofessional learning (IPL) is a key challenge in Malaysia in incorporating the current profession-specific medical education into the interprofessional learning curriculum. Safe practices would be enhanc...

    Authors: Saraswathy Thangarajoo, A. M. Rosliza, Sivalingam Nalliah, Jalina Karim, Shamarina Shohaimi, S. Ramasamy and S. Amin-Nordin
    Citation: BMC Medical Education 2021 21:243
  22. Shortages of qualified health workers have been a global concern, especially in developing countries. China also faces this dilemma, which hinders the development of public health services. Senior high school ...

    Authors: Chaoqun Yang, Xuerui Jin, Ji Yan, Junkai Zhang, Canyu Chen, Yaqing Cheng, Jialin You and Guoying Deng
    Citation: BMC Medical Education 2021 21:242
  23. It is currently not known how many trainees leave vascular surgery, and their reasons for doing so are unclear. This paper is the first to publish the number of UK trainees leaving the training programme and i...

    Authors: Eleanor Atkins, Sandhir Kandola, Frances Kent and Olivia McBride
    Citation: BMC Medical Education 2021 21:241
  24. This study outlines key aspects of professional development among health professionals in low- and middle-income countries (LMIC). LMICs need support in developing their continuing medical education, and non-t...

    Authors: Ruhija Hodza-Beganovic, Peter Berggren, Karin Hugelius and Samuel Edelbring
    Citation: BMC Medical Education 2021 21:240
  25. Early involvement of students in research processes is an important step in professional development and can increase the academic output of the university. Previous studies indicate low research involvement a...

    Authors: Eric Mugabo, Lotta Velin and Richard Nduwayezu
    Citation: BMC Medical Education 2021 21:239
  26. Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic cl...

    Authors: Annette Burgess, Elie Matar, Chris Roberts, Inam Haq, Lucy Wynter, Julian Singer, Eszter Kalman and Jane Bleasel
    Citation: BMC Medical Education 2021 21:238
  27. Healthcare professionals outside of medicine (HCPs), including nurses, midwives and allied health professionals, are increasingly involved in research for patient benefit. Their challenge is to negotiate inter...

    Authors: J. A. Deane and G. Clunie
    Citation: BMC Medical Education 2021 21:236
  28. Antimicrobial stewardship (AMS) programs are usually limited in resources and scope. Therefore, wider engagement of hospital pharmacists in reviewing antimicrobial orders is necessary to ensure appropriate pre...

    Authors: Sharmila Khumra, Andrew A. Mahony, Phillip J. Bergen, Amy T. Page and Rohan A. Elliott
    Citation: BMC Medical Education 2021 21:235
  29. Contrastive learning is known to be effective in teaching medical students how to generate diagnostic hypotheses in clinical reasoning. However, there is no international consensus on lists of diagnostic consi...

    Authors: Yuka Urushibara-Miyachi, Makoto Kikukawa, Masatomi Ikusaka, Junji Otaki and Hiroshi Nishigori
    Citation: BMC Medical Education 2021 21:234
  30. Previous studies show that teachers can feel disturbed by alarming cases brought up by students during their teaching activities. Teachers may feel uncertain about how to deal with these cases, as they might f...

    Authors: Amalia Muhaimin, Maartje Hoogsteyns, Raditya Bagas Wicaksono, Adi Utarini and Derk Ludolf Willems
    Citation: BMC Medical Education 2021 21:233
  31. Psychiatry and Family Medicine residents frequently see patients with comorbid mental and physical disorders. Little is known about the difference in knowledge of Psychiatry residents and Family Medicine resid...

    Authors: Jiangbo Ying, Jinhui Wan, Kang Sim, Ee-Jin Darren Seah and Mythily Subramaniam
    Citation: BMC Medical Education 2021 21:232
  32. Burnout syndrome is a frequent syndrome related to people that feel a deterioration in their daily activities due to highly demandant psychological requirements in their workplaces. Within last decades, this s...

    Authors: Javier Gil-Calderón, Jéssica Alonso-Molero, Trinidad Dierssen-Sotos, Inés Gómez-Acebo and Javier Llorca
    Citation: BMC Medical Education 2021 21:231
  33. Relationships with patients are seen as the core component of establishing the quality of patient-centred care and promoting patients’ autonomy and relevant use of services. A clinical learning environment tha...

    Authors: Arja Suikkala, Leena Timonen, Helena Leino-Kilpi, Jouko Katajisto and Camilla Strandell-Laine
    Citation: BMC Medical Education 2021 21:230
  34. Medical students show varying clinical practical skills when entering their final year clinical clerkship, which is the final period to acquire and improve practical skills prior to their residency. We develop...

    Authors: Felix Behling, Isabella Nasi-Kordhishti, Patrick Haas, Joey Sandritter, Marcos Tatagiba and Stephan Herlan
    Citation: BMC Medical Education 2021 21:229
  35. The purpose of this study is to evaluate the mini-Clinical Evaluation Exercise (mini-CEX) as a formative assessment tool among undergraduate medical students, in terms of student perceptions, effects on direct...

    Authors: Susanne Skjervold Smeby Martinsen, Torvald Espeland, Erik Andreas Rye Berg, Eivind Samstad, Børge Lillebo and Tobias S. Slørdahl
    Citation: BMC Medical Education 2021 21:228
  36. Diagnostic errors have been attributed to cognitive biases (reasoning shortcuts), which are thought to result from fast reasoning. Suggested solutions include slowing down the reasoning process. However, slowe...

    Authors: J. Staal, J. Alsma, S. Mamede, A. P. J. Olson, G. Prins-van Gilst, S. E. Geerlings, M. Plesac, M. A. Sundberg, M. A. Frens, H. G. Schmidt, W. W. Van den Broek and L. Zwaan
    Citation: BMC Medical Education 2021 21:227
  37. In Japan, between 2010 and 2020, there were two post-graduate training curricula for post-graduate medical education, as follows: comprehensive rotation programmes (CRPs), which require rotation in at least se...

    Authors: Saki Muroya, Sachiko Ohde, Osamu Takahashi, Joshua Jacobs and Tsuguya Fukui
    Citation: BMC Medical Education 2021 21:226
  38. Enhancing medical students’ practice of patient-centered care is a goal of medical schools. In addition to exploring the demographic and academic factors of the students, it is necessary to identify other atti...

    Authors: Minjung Lee and Jungjoon Ihm
    Citation: BMC Medical Education 2021 21:225
  39. Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our...

    Authors: Jiska A. Patiwael, Anje H. Douma, Natalia Bezakova, Rashmi A. Kusurkar and Hester E. M. Daelmans
    Citation: BMC Medical Education 2021 21:224
  40. Entrustable professional activities (EPAs) in competency-based, undergraduate medical education (UME) have led to new formative workplace-based assessments (WBA) using entrustment-supervision scales in clerksh...

    Authors: Severin Pinilla, Alexandra Kyrou, Stefan Klöppel, Werner Strik, Christoph Nissen and Sören Huwendiek
    Citation: BMC Medical Education 2021 21:223
  41. Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundamen...

    Authors: Ikuo Shimizu, Yasushi Matsuyama, Robbert Duvivier and Cees van der Vleuten
    Citation: BMC Medical Education 2021 21:222
  42. The Covid pandemic and associated lockdown forced medical schools globally not only to deliver emergency remote teaching, but to consider alternative methods of high stakes assessment. Here we outline our appr...

    Authors: Jenny Blythe, Nimesh S. A. Patel, Will Spiring, Graham Easton, Dason Evans, Egle Meskevicius-Sadler, Hassan Noshib and Heather Gordon
    Citation: BMC Medical Education 2021 21:221
  43. Interprofessional practice (IPP) has been shown to contribute to quality service provision and improved health outcomes. This knowledge has led to the integration of interprofessional education into course cur...

    Authors: Leigh Moore and Narelle Campbell
    Citation: BMC Medical Education 2021 21:220
  44. This study assessed the impact of distance cataract surgical wet laboratory training on surgical competency of ophthalmology residents at a tertiary-level ophthalmic training center in Trujillo, Peru.

    Authors: Amelia Geary, Qing Wen, Rosa Adrianzén, Nathan Congdon, R. Janani, Danny Haddad, Clare Szalay Timbo and Yousuf M. Khalifa
    Citation: BMC Medical Education 2021 21:219
  45. There is an increasing shortage of primary care physicians in the U.S. The difficult task of addressing patients’ sociocultural needs is one reason residents do not pursue primary care. However, associations b...

    Authors: Sara Abrahams, Eun Ji Kim, Lyndonna Marrast, Omolara Uwemedimo, Joseph Conigliaro and Johanna Martinez
    Citation: BMC Medical Education 2021 21:218
  46. Student Interest Group in Neurology (SIGN) chapters across the medical schools in the United States provide opportunities for medical students to participate in clinical, research, and service activities in ne...

    Authors: Rohit Gummi, Ross Smith and Raghav Govindarajan
    Citation: BMC Medical Education 2021 21:217
  47. The COVID-19 pandemic resulted in a transformation of clinical care practices to protect both patients and providers. These changes led to a decrease in patient volume, impacting physician trainee education du...

    Authors: Sunny S. Lou, Charles W. Goss, Bradley A. Evanoff, Jennifer G. Duncan and Thomas Kannampallil
    Citation: BMC Medical Education 2021 21:216

Annual Journal Metrics

  • 2022 Citation Impact
    3.6 - 2-year Impact Factor
    3.9 - 5-year Impact Factor
    1.792 - SNIP (Source Normalized Impact per Paper)
    0.914 - SJR (SCImago Journal Rank)

    2023 Speed
    41 days submission to first editorial decision for all manuscripts (Median)
    191 days submission to accept (Median)

    2023 Usage 
    6,205,310 downloads
    3,103 Altmetric mentions 

Peer-review Terminology

  • The following summary describes the peer review process for this journal:

    Identity transparency: Single anonymized

    Reviewer interacts with: Editor

    Review information published: Review reports. Reviewer Identities reviewer opt in. Author/reviewer communication

    More information is available here

Sign up for article alerts and news from this journal