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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 is available on the MedEdPublish website

Medical Students Participation for Developing Professional Identity (Published 2015)

Participation is a learning process essential for developing professional identity. This qualitative study explores the forms of participation conducted by medical students with a focus on getting to know, interacting, practising, reflecting, and convincing.

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Measuring the Iceberg Quantifying the hidden and informal curriculum in clinical rotations using the Hidden Informal Curriculum Assessment Tool (HICAT), (Published 2015)

The study aimed to develop and validate an instrument- the Hidden Informal Curriculum Assessment Tool (HICAT) to quantify both the frequency of positive and negative aspects of the hidden / informal curriculum and the “impact factor” of these experiences for medical students.

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Gaming to Enhance Students’ Patient-Safety Skills: Evaluation of Air Medic Sky One (Published 2015)

This paper aimed to evaluate the effects of a patient safety game the aim of which was to reduce preventable adverse events in health care through educational game-playing, on satisfaction, knowledge and self-efficacy.

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Developing Core Competencies for Naturopathic Medicine Programs in North America: AANMC Core Competencies of the Graduating Naturopathic Student (Published 2015)

A set of universally accepted core competencies is needed for naturopathic students. In 2012 AANMC's Council of Chief Academic and Clinical Officers (CCACO), convened to develop these competencies. This paper presents the AANMC approved document and discusses the group's process.

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Global Health Faculty Competency Checklist for US Medical School and Family Medicine Residencies: Development and Initial Validation (Published 2015)

Literature reviews show little written on the competencies needed for US faculty who teach global health to US medical students. In this paper the authors adopt Srinivasan’s ten teaching competency domains for global health teaching in the medical school and residency settings.

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