Publishing Policies

Section Policies

Virtual Patients

Open Submissions
Indexed
Peer Reviewed


Reviews in Medical Education

Open Submissions
Indexed
Peer Reviewed


Viewpoint and Opinions on Innovation in Medical Education

Open Submissions
Indexed
Peer Reviewed


Tutorials in Medical Education

Open Submissions
Indexed
Peer Reviewed


Continuing Medical Education (CME) for Doctors

Open Submissions
Indexed
Peer Reviewed


Continuing Medical Education (CME) for Allied Health Professionals

Open Submissions
Indexed
Peer Reviewed


Undergraduate Education for Future Doctors

Open Submissions
Indexed
Peer Reviewed


Undergraduate Education for Allied Health Professionals

Open Submissions
Indexed
Peer Reviewed


Graduate and Postgraduate Education for Health Professionals

Open Submissions
Indexed
Peer Reviewed


Testing and Assessment in Medical Education

Open Submissions
Indexed
Peer Reviewed


Undergraduate Education for Future Healthcare Professionals

Open Submissions
Indexed
Peer Reviewed


Specialist Training for Doctors

Open Submissions
Indexed
Peer Reviewed


Student/Learners Perceptions and Experiences with Educational Technology

Open Submissions
Indexed
Peer Reviewed


Design of Educational Technology

Open Submissions
Indexed
Peer Reviewed


Preliminary Experiences with New Educational Technology

Open Submissions
Indexed
Peer Reviewed


Evaluation of Medical Education

Open Submissions
Indexed
Peer Reviewed


New Methods and Approaches in Medical Education

Open Submissions
Indexed
Peer Reviewed


New Resources for Medical Education

Open Submissions
Indexed
Peer Reviewed


Proposals

Open Submissions
Indexed
Peer Reviewed


Training Tools for Medical Students

Open Submissions
Indexed
Peer Reviewed


Mobile Approaches to Medical Education

Open Submissions
Indexed
Peer Reviewed


Massive Open Online Courses (MOOC)

Open Submissions
Indexed
Peer Reviewed


Social Media in Medical Education

Open Submissions
Indexed
Peer Reviewed


Models and Frameworks in Medical Education

Open Submissions
Indexed
Peer Reviewed


Research Training

Open Submissions
Indexed
Peer Reviewed


Communities of Practice

Open Submissions
Indexed
Peer Reviewed


Simulation

Open Submissions
Indexed
Peer Reviewed


Medical Education in the Developing World and Resource-Poor Settings

Open Submissions
Indexed
Peer Reviewed


Virtual Reality and Augmented Reality in Medical Education

Open Submissions
Indexed
Peer Reviewed


Comparison of Different Teaching Modalities

Open Submissions
Indexed
Peer Reviewed


Students' Corner

Open Submissions
Indexed
Peer Reviewed

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.



Highschool and Early Career Education for Future Healthcare Professionals

Open Submissions
Indexed
Peer Reviewed


Dental Education and Training for Dentists and Dental Students

Open Submissions
Indexed
Peer Reviewed


Blended Learning

Open Submissions
Indexed
Peer Reviewed

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



Letters to the Editor

Open Submissions
Indexed
Peer Reviewed


Training for Public Health Professionals and Epidemiologists

Open Submissions
Indexed
Peer Reviewed


Professional Identity Development

Open Submissions
Indexed
Peer Reviewed

"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/



Health Professionals' Training in eHealth, Digital Medicine, Medical Informatics

Open Submissions
Indexed
Peer Reviewed


Quality of Medical Educational and Instructional Material

Open Submissions
Indexed
Peer Reviewed


Peer-Learning in Medical and Health Education

Open Submissions
Indexed
Peer Reviewed

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)



Artificial Intelligence (AI) in Medical Education

Open Submissions
Indexed
Peer Reviewed


Discretionary Corrigenda

Open Submissions
Indexed
Peer Reviewed

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".



Corrigenda and Addenda

Open Submissions
Indexed
Peer Reviewed

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).



Editorial

Open Submissions
Indexed
Peer Reviewed


Short Paper

Open Submissions
Indexed
Peer Reviewed


Research Letter

Open Submissions
Indexed
Peer Reviewed

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.



Interprofessional Education and Team Care

Open Submissions
Indexed
Peer Reviewed

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]



Commentary

Open Submissions
Indexed
Peer Reviewed

A commentary is published alongside other articles published in JMIR Publications journals. Commentaries are typically invited. Unsolicited commentaries may be considered at the discretion of the editor. They may or may not be peer-reviewed. Articles submitted as a commentary should offer thoughtful criticism of published work, drawing from evidence, expertise, and/or additional perspectives.