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AMEE MedEdPublish

AMEE MedEdPublish (ISSN 2312-7996) is an e-journal which offers an easy-to-search open access resource of papers relevant to the field of medical education with peer review following publication.

Here you can search for Volume 1-4 papers. Volume 5 onwards will be available on the AMEE MedEdPublish website.

If you wish to submit an article to AMEE MedEdPublish please visit the website


The acceptability of general practice registrars as teachers: an exploratory study (Published 2014)

Vertical integration of teaching is seen as a key response to increasing number of learners in general practice. This exploratory study of GP registrar teaching in regional general practices in the state of Tasmania, Australia investigates the nature and extent of teaching.

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Problem based learning (PBL): tutor perception of group work and learning (Published 2014)

This paper reports a survey on how PBL is perceived by tutors.

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Survey on European postgraduate medical assessments by the Council for European Medical Specialty Assessments (UEMS-CESMA) (Published 2014)

In 2007, the Council for European Medical Specialty Assessments (UEMS-CESMA) was created. This article discusses one of the major aims of UEMS-CESMA, the harmonisation of standards of assessment within European postgraduate medical assessments.

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Integration of a Simulation-based Educational Model in the Medical Virology Curriculum: A Special Reference to the Recently Identified Middle East Respiratory Syndrome-Coronavirus (MERS-CoV) (Published 2014)

The process of infection with different infectious agents is not fully understood. This report suggests a simulation model to teach the epidemiology of epidemic infectious diseases with emphasis on the newly discovered Middle East Respiratory Syndrome-coronavirus (MERS-CoV).

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Delineating simulation-based learning, problem-based learning, and standardized patient instructional approaches (Published 2014)

Many studies compare simulation to other instructional approaches. However, each approach emphasizes different aspects of learning and can be applied to different objectives. Medical teachers should avoid making facile comparisons and research should move beyond comparative studies.

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