Publishing Policies

Students and trainees in the health professions can submit Viewpoint papers on any aspect of medical education, in particular, suggestions on how to improve medical education, or perspectives on new technologies, applications and approaches.

Blended learning combines strategies such as web-based or mobile learning with conventional learning

See also: Public Health Training, Education and Capacity Building [Section Id: 563]

"Professional identity development is a recurring and adaptive process; personal identity that is constructed by one’s internal values and morals molds and projects into the formation of the professional self, which encompasses role expectations and professional ethics. For medical education, facilitating the strengthening of physician identity and internalizing physician values bring confidence into clinical practice and creates humanistic, compassionate, and ethical physicians" (Ruan B, Yilmaz Y, Lu D, Lee M, Chan TM. Defining the Digital Self: A Qualitative Study to Explore the Digital Component of Professional Identity in the Health Professions. J Med Internet Res 2020;22(9):e21416 URL: http://www.jmir.org/2020/9/e21416/) 

See also: Health Informatics Education and Training [Section Id: 884]

Peer learning is defined as “people from similar social groupings, who are not professional teachers, helping each other learn, and by so doing, learning themselves” (Topping K. Peer-Assisted Learning First Edition. New Jersey: Lawrence Erlbaum Associates Publishers; 2009)

Related Themes/E-Collections:
ChatGPT and Generative Language Models in Medical Education 
Artificial Intelligence
Natural Language Processing
Chatbots and Conversational Agents
Virtual Patients

Related Journal: 
JMIR AI

For corrigenda that are discretionary and a result of author-oversight (e.g. corrections in the affiliation etc) we charge a $190 processing fee to make changes in the original paper and publish an erratum.Please submit a correction statement (text similar to http://www.jmir.org/2015/3/e76/) at https://mededu.jmir.org/author/submit/1 under the section "Discretionary Corrigenda".

This section lists all substantive corrections, additions or changes made to articles and reviews subsequent to their first publication in the journal. Corrigenda are usually submitted by the corresponding author of the original article, or the section editor. Published papers are considered "final", thus JMIR makes corrections to published papers only in exceptional circumstances. Note that while we do not charge to correct errata that are the responsibility of the publisher, we charge a $190 fee for discretionary corrigenda and addenda (please submit a correction under that section, if it is the authors' responsibility/decision to correct or add information to an already published article).

Research Letters present new, early, or preliminary research findings. The text should use standard research headings of Introduction, Methods, Results, and Discussion and should be no longer than 750 words, with a maximum of 10 references and 2 tables or figures. The APF for Research Letters accepted after peer review is lower than the standard APF.

Section created 01-Aug-23 to address gap across portfolio relevant to interprofessional education (IPE) and team care, which is relevant for clinicians, health professionals, and educational professionals in advancing the science of interdisciplinary learning and care. This can also be seen as multidisciplinary, interdisiplinary, or team learning and care. Few curricular interventions involve multiple disciplines learning, working, and collaborating together, so this section is intended to address this gap. [TL]