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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

 

The place of podcasting in Physiotherapy skills based education (Published 2015)

Video podcasts are increasingly used by a range of healthcare students. This article considers the existing literature regarding podcasting in medical education and contemplates the implications of the use of mobile technologies for the acquisition of clinical skills in the physiotherapy curriculum.

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Twelve Tips for Medical Education Reform (Published 2015)

A review of the literature reveals that there are some commonly used practices of medical education reform, though there is no one-size-fits-all formula. The tips in this paper outline a practical multifaceted approach to reform in medical education.

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Evidencing and Promoting Excellence Closing the feedback loop in Peer Review (Published 2015)

It is becoming increasingly important that teachers and educators accumulate a balanced evaluation of teaching performance and educational roles (Marshall, 2004). Peer review is widely regarded as a critical component of this process. This papers re-examines the peer review process.

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Peer Observation of Clinical Teaching A Guide (Published 2015)

This article reviews the literature on peer observation of teaching (POT). The paper describes the differing models and stages of POT schemes and explores common benefits and challenges that clinical educators should consider when designing and implementing POT.

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Student perceptions on the introduction of training in diagnostic laboratory techniques in an African school of medicine (Published 2015)

Diagnostic laboratory support is a critical component of successfully addressing the challenges posed by high rates of communicable and non-communicable diseases in sub-Saharan Africa. The aim of this study was to explore the value of teaching students diagnostic laboratory techniques.

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