Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development is a peer-reviewed open access journal devoted to the publishing of timely information on medical education practices and development including basic science, clinical, and postgraduate medical education. Please see the Aims and Scope tab for further information.
This journal is a member of the Committee on Publication Ethics (COPE).
- Indexed in: PubMed Central, DOAJ, ESCI.
- Published by SAGE since 2016.
- An expert and prestigious Editorial Board.
- Publication is subject to payment of an article processing charge (APC).
Submission information
Submit your manuscript today at https://mc.manuscriptcentral.com/meded.
Please see the Submission Guidelines tab for more information on how to submit your article to the journal.
Open access article processing charge (APC) information
The APC for this journal is currently $2,800 USD.
The article processing charge (APC) is payable when a manuscript is accepted after peer review, before it is published. The APC is subject to taxes* where applicable. Please see further details here.
Contact
Please direct any queries, quoting the journal name, Journal of Medical Education and Curricular Development, to Zoe.Gooden@sagepub.com.uk.
*Tax-exempt status can be indicated by providing appropriate registration numbers when payment is requested. Please see further details here.
Journal of Medical Education and Curricular Development focuses on publishing timely information on medical education practices and development of novel curricular practices. In addition, it provides access to recent articles intended to help educators in the evaluation of curriculum development and recent advances in instructional methods, individualized learning practices, and of student and faculty assessment.
The journal focuses on of medical education and curricular development, including basic science, clinical, and postgraduate medical education. Articles will be considered for publication that assess novel ways to improve upon existing curricula, designing of new curricular materials to engage students more effectively, effectiveness of large didactic lecture formats versus small group learning for teaching effectiveness, the value of independent learning assessments on education, and methods to improve effective teaching in the classroom. Specific areas that the journal focuses on include:
- Innovative approaches to teaching and learning in large and small group formats.
- Novel assessment and evaluation of knowledge, skills, and attitudes towards professional education.
- Professional education and development including development of CME, online courses, and internet based learning exercises.
- The integration of basic science and clinical curriculum development and teaching.
- Effectiveness of independent learning as a tool in medical education.
- Effectiveness of team-based learning as a tool in medical education.
- The role of problem-based learning in medical education.
- The interrelationship between basic science curricula and clinical science curricula
| Mildred López -Cabrera, PhD | Instituto Mexicano del Seguro Social, Health Education Coordination, Mexico City, Mexico |
| Hana M. Abualadas, MD | Mercer University School of Medicine, Georgia, USA |
| Mohamed Ahmed PhD | Suez Canal University, Ismailia, Egypt |
| Jørgen Elefsen Nystrup PhD | WFME, Roskilde, Denmark |
| Helena Prior Filipe, MD, MMEd | West Lisbon Hospitals Center (CHLO). Hospital de Egas Moniz; Egas Moniz Center for Interdisciplinary Research (CiiEM), Portugal |
| Samuel R. Franklin, PhD | Department of Neuroscience, University of Kentucky, College of Medicine, Lexington, KY, USA |
| Matthew Gwee PhD | Yong Loo Lin School of Medicine, University of Singapore, Singapore |
| May Hamza MB BCh, MSc, MD | Ain Shams University, Cairo, Egypt |
| Tracey Hiller PhD | University of Alberta, Edmonton, Alberta, USA |
| Amy Holthauser PhD | University of Louisville School of Medicine, Louisville, Kentucky, USA |
| Sandra L. Hrometz RPh, PhD, BCGP | Manchester University, Indiana, USA |
| Larry Hurtubise MA | The Ohio State University College of Medicine, Columbus, Ohio, USA |
| Harold Lehmann PhD | Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA |
| Moira Maley PhD | The Rural Clinical School of Western Australia (Albany), University of Western Australia, Albany, Western Australia, Australia |
| Aaron McGuffin PhD | Marshall University Joan C. Edwards School of Medicine, Huntington, West Virginia, USA |
| Veronica Michaelsen PhD | George Washington University School of Medicine, Washington, D.C., USA |
| Kevin Moynahan PhD | University of Arizona College of Medicine, Tucson, Arizona, USA |
| Deborah Murdoch Eaton PhD | The Medical School, University of Sheffield, UK |
| Gamela Nasr PhD | Suez Canal University, Ismailia, Egypt |
| Hirotaka Onishi MD, MHPE, PhD | International Research Center for Medical Education, University of Tokyo, Japan |
| Linda Perkowski PhD | College of Medicine Central Michigan University, Mt Pleasant, Michigan, USA |
| Gary Rogers PhD | Deakin University, Australia |
| Norma Saks PhD | Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA |
| Mark Scweitzer, MD | Wayne State University, Michigan, USA |
| Daniel Skinner, Ph.D | Ohio University, Ohio, USA |
| Goh Poh Sun, MBBS | Department of Diagnostic Radiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS), Singapore |
| Hollie Swanson PhD | University of Kentucky, Kentucky, USA |
| Nu Viet Vu PhD | University of Geneva Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), Geneva, Switzerland |
| Jonathan J. Wisco PhD | Brigham Young University, Provo, Utah, USA |
Manuscript submission guidelines can be accessed on Sage Journals.