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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 www.mededpublish.org

 

Current Provision of Understanding Hearing Loss Training in UK and Ireland Medical Schools (Published 2012)

The extent of training provision medical professionals receive to understand hearing loss issues is unknown. This paper suggests that training medical professionals to understand hearing loss issues should be an important component within the medical curriculum.

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Medical Students’ perceptions of small group teaching: A Qualitative study (Published 2012)

The objectives of this study is to highlight the perceptions of medical students of the advantages and disadvantages of small group teaching in the college of medicine, King Saud University, Riyadh, Saudi Arabia

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The Working in Health Access Programme (WHAP): impact on school leaving exam results and applications to Medicine (Published 2012)

Pupils from backgrounds of socio-economic deprivation are less likely to apply to study medicine than those from more affluent backgrounds. This study investigates if those with potential can be identified &exposed to awareness raising activities enhancing their likelihood of success in this field.

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Procedural Certification Program: Enhancing Resident Procedural Teaching Skills (Published 2012)

Residents are frequently asked to supervise bedside procedures. This study aims to evaluate the effectiveness of the Procedural Certification Program in improving residents’ procedural teaching skills.

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Problem-based learning: a novel approach to ACGME core competencies (Published 2012)

Problem Based Learning (PBL) has been heavily studied in undergraduate medical education but its use in graduate medical education (GME) lacks rigorous study and review. This narrative review outlines the outcomes of PBL.

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