Section Editors

  • Amy Blue, University of Florida
  • Trevor Lambert, Oxford University
  • Matthias Siebeck, University of Munich
  • Tim Wilkinson, University of Otago

Deputy Section Editors

  • Clare Delany, The University of Melbourne

Executive Editor

  • Fernando Marques, Biomed Central


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  • Image attributed to: Flickr user Department of Foreign Affairs and Trade

    Team-based learning in a low-income setting

    The inclusion of Team-Based Learning methods in a medical curriculum is a feasible and effective solution to provide high-quality medical education in resource-limited settings.

    BMC Medical Education 2014, 14:63
  • Image attributed to: Schoonheim et al

    Distance education in a virtual world

    The use of virtual world settings can accomodate distance learners through virtual world text, visuals, and voice, and allows them to return to the unique environment at a later time to continue learning.

    BMC Medical Education 2014, 14:36
  • Image attributed to: Tulane Public Relations Flickr

    Communication assessment in UK medical schools

    A variety of assessment methods are being used to measure communication skills in medical schools in the UK, and these methods target the different components of clinical communication skills acquisition.

    BMC Medical Education 2014, 14:10
  • Image attributed to: iuvalladolid Creative Commons

    Teaching LGBT health to health students

    LGBT Health related topics need to be incorporated to health sciences education curricula in order for students to provide competent care to LGBT patients

    BMC Medical Education 2013, 13:174
  • Image attributed to: from Figure 2

    Reducing mental illness stigma in students

    Psychiatric education can decrease the stigma of mental illness found in medical students with contact, knowledge, and attention to process playing key educational roles.

    BMC Medical Education 2013, 13:141



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BMC Medical Education is an open access, peer-reviewed journal that considers articles in relation to the training of healthcare professionals, including undergraduate, postgraduate and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.

It is journal policy to publish work deemed by peer reviewers to be a coherent and sound addition to scientific knowledge and to put less emphasis on interest levels, provided that the research constitutes a useful contribution to the field.

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ISSN: 1472-6920