E-ISSN 2146-8354
 

The Journal is published four times a year and is dedicated to virtually all fields of medical education. All of related studies, case, letter, original opinion and educational theories are acceptable. The journal welcomes valuable papers of medical education.

2019, Vol: 9, Issue: 4


J Contemp Med Edu

    Original Research

  • Do Supervised Learning Events reflect clinical competency and support ‘Trainee in Difficulty’ identification? Physician Trainees’ perceptions.
    Andrew Tomkins, Cathy Sherratt, Mumtaz Patel,
    J Contemp Med Edu. 2019; 9(4): 75-86
    » Abstract » PDF» doi: 10.5455/jcme.20190705075510

  • Why UK Junior Doctors Defer Postgraduate Training.
    Gareth Huw Jones , Melanie Dowling, Shirley Remington, Jeremy Brown,
    J Contemp Med Edu. 2019; 9(3): 66-74
    » Abstract » PDF» doi: 10.5455/jcme.20190325094530

  • Educational Strategies

  • Anatomy Education in Nigeria: Challenges and Prospects
    Terkuma Chia, Oluwatosin Imoleayo Oyeniran
    J Contemp Med Edu. 2019; 9(3): 61-65
    » Abstract » PDF» doi: 10.5455/jcme.20190531113058

  • Original Research

  • Three-dimensional printed flexor tendon repair simulator promotes medical student surgical interest
    Michael K. Boyajian, Reena Bhatt, Joseph W. Crozier, Loree K. Kalliainen, Albert S. Woo,
    J Contemp Med Edu. 2019; 9(2): 53-60
    » Abstract » PDF» doi: 10.5455/jcme.20190530124640

  • A brief video intervention to improve medical students’ attitudes toward prisoners
    Laura A Shinkunas, Christian M Simon, Helen A Schartz deceased , Laurel J Lyckholm,
    J Contemp Med Edu. 2019; 9(2): 46-52
    » Abstract » PDF» doi: 10.5455/jcme.20190412051932

  • PASS/FAIL GRADING IN MEDICAL SCHOOL AND IMPACT ON RESIDENCY PLACEMENT
    Brittany Ange, Juliann McBrayer, Daniel Calhoun, Antonio Gutierrez de Blume, Paul Wallach, Elena Wood, Andria Thomas
    J Contemp Med Edu. 2019; 9(2): 41-45
    » Abstract » PDF» doi: 10.5455/jcme.20190122073051

  • Technical Note

  • Health Professions Education in the 21st Century: A contextual Curriculum Framework for Analysis and Development
    Adetunji Obadeji,
    J Contemp Med Edu. 2019; 9(1): 34-40
    » Abstract » PDF» doi: 10.5455/jcme.20181212085450

  • Original Research

  • The impact of early exposure to standardized patient interviews on communication skills among pre-clinical BA/MD students: A mixed methods study
    Edwin Kraemer, Nathan Driskill, Angellar Manguvo, Jennifer Quaintance,
    J Contemp Med Edu. 2019; 9(1): 21-33
    » Abstract » PDF» doi: 10.5455/jcme.20190104081441

  • Educational Technologies

  • Learning by Teaching: Role of ‘ Peer Assisted Learning’ in medical education
    Kashinath Garkal, Anjali Shete, Nanda Somwanshi
    J Contemp Med Edu. 2019; 9(1): 17-20
    » Abstract » PDF» doi: 10.5455/jcme.20181210033401

  • Original Research

  • Evaluation of effectiveness of Integrative Clinical Case Based Modules learning when compared to the traditional curriculum with Didactic Lectures
    Jessica Dasari, Niharika Anand, Sayanth Raj, Imran Shareef Syed, Jagan Nadipelly,
    J Contemp Med Edu. 2019; 9(1): 12-16
    » Abstract » PDF» doi: 10.5455/jcme.20181210075944

  • Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies
    Flemmings Fishani Ngwira, Mary Kamwaza, Sufyan Rashid, Grace Boby, Grace Kadzakumanja,
    J Contemp Med Edu. 2019; 9(1): 1-11
    » Abstract » PDF» doi: 10.5455/jcme.20181013060753

  • A Computer-supported Collaborative Learning Environment in Medical Education: The Importance for Educators to Consider Medical Students’ Motivation.
    Willem Koops, Cees van der Vleuten
    J Contemp Med Edu. 2018; 8(1): 10-17
    » Abstract » PDF» doi: 10.5455/jcme.20180328022926

  • Computer-supported Collaborative Learning by medical students
    Willem Koops, Cees van der Vleuten, Luc Snoeckx
    J Contemp Med Edu. 2018; 8(1): 1-9
    » Abstract » PDF» doi: 10.5455/jcme.20180311124334

  • Factors affecting Objective Structured Clinical Examination scores of final year medical students in the evaluation of Focused Assessment with Sonography for Trauma
    Sornsupha Limchareon, Puwich Charoenchue, Jitraporn Intrarak,
    J Contemp Med Edu. 2018; 7(2): 42-46
    » Abstract » PDF» doi: 10.5455/jcme.20180723025612» Cited: 1

  • Short Communication

  • Assessing Patient Ownership in clerkships: An exploratory study of student and clerkship directors’ perceptions
    Tasha R Wyatt, Sarah C Egan, Elena Wood
    J Contemp Med Edu. 2018; 7(2): 38-41
    » Abstract » PDF» doi: 10.5455/jcme.20180613062630» Cited: 1

  • Review Article

  • Choosing Primary Care as a Profession: A Systematic Review
    McKinley Thomas, Jeff Jones
    J Contemp Med Edu. 2018; 7(2): 28-37
    » Abstract » PDF» doi: 10.5455/jcme.20180625062031

  • Original Research

  • Gender-based perception of undergraduate medical students at King Abdulaziz University towards use of simulation-based learning in pediatrics
    Khouloud Abdulrhman Al-Sofyani
    J Contemp Med Edu. 2018; 7(2): 21-27
    » Abstract » PDF» doi: 10.5455/jcme.20180526101034

  • Efficacy of SNAPPS in critical thinking and better understanding by dental undergraduates in Oral Medicine
    SUWARNA DANGORE- KHASBAGE, SUNITA VAGHA, RAHUL BHOWATE
    J Contemp Med Edu. 2018; 7(1): 13-20
    » Abstract » PDF» doi: 10.5455/jcme.20180107012322

  • Educational Strategies

  • Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness
    Kenneth D. Royal
    J Contemp Med Edu. 2018; 7(1): 10-12
    » Abstract » PDF» doi: 10.5455/jcme.20170726074821

  • Original Research

  • Evaluating the Learning Experience of Web-Conferenced Case Based Learning
    Peter Nicklen, Jennifer L Keating, Stephen Maloney
    J Contemp Med Edu. 2018; 7(1): 1-9
    » Abstract » PDF» doi: 10.5455/jcme.20170819111733



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