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As any field evolves, so do journals' expectations from authors. As Artificial Intelligence (AI) usage in Health Professions Education (HPE) has evolved, Medical Teacher's expectations have changed, and previously-accepted paper types are now routinely rejected. This commentary gives some guidance for authors currently submitting AI in HPE papers to Medical Teacher. [ABSTRACT FROM AUTHOR]

MedEdPublish has been launched as a repository of ideas and an e-library for papers relating to education in the health professions that have not previously been published. In line with the move to open access publication, the e-library provides an easy-to-search, open access resource that addresses both a mismatch between papers meriting publication and the space available in established journals, and problems with the traditional approach to peer reviewing by an editorial board and two or three selected reviewers. It is argued that with advances in technology, the time is right to look at a fresh approach to quality control that involves the wider education community. [ABSTRACT FROM AUTHOR]

A list of the top rated papers according to the Association for Medical Education in Europe (AMEE) for June through July 2017 is presented.

The article lists several top-rated Association for Medical Education in Europe (AMEE) MedEdPublish Papers for April 2017, including "Life Sciences in an Integrated Curriculum: Starting the Conversation" by B. Jennings and I. Keenan, "An Innovative Otolaryngology Resident Boot Camp" by E. Kiffel et al, and "Using Concept Maps to Create Meaningful Learning in Medical Education" by B. Daley, S. Durning, and D. Torres.

The article lists studies and papers rated highly by AMEE MedEdPublish, an open access online journal, covering topics such as curriculum development, feedback in medical education, and sociology in British medical education curricula.

Information is provided on papers published in September 2017 that achieved an average rating of three stars and above from a review panel and readers of the electronic journal AMEE MedEdPublish.

The article lists papers published in August 2016 to the AMEE MedEdPublish electronic journal, which launched in June 2016, including "An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners," "A 50-year Odyssey in Medical Education," and "Learning to Learn and Teaching to Learn."

Students' inappropriate use of ChatGPT is a concern. There is also, however, the potential for academics to use ChatGPT inappropriately. After explaining ChatGPT's "hallucinations" regarding citing and referencing, this commentary illustrates the problem by describing the detection of the first known Medical Teacher submission using ChatGPT inappropriately, the lessons that can be drawn from it for journal editors, reviewers, and teachers, and then the wider implications if this problem is left unchecked. [ABSTRACT FROM AUTHOR]

The American Medical Association formed the Accelerating Change in Medical Education Consortium through grants to effect change in medical education. The dissemination of educational innovations through scholarship was a priority. The objective of this study was to explore the patterns of collaboration of educational innovation through the consortium's publications. Publications were identified from grantee schools' semi-annual reports. Each publication was coded for the number of citations, Altmetric score, domain of scholarship, and collaboration with other institutions. Social network analysis explored relationships at the midpoint and end of the grant. Over five years, the 32 Consortium institutions produced 168 publications, ranging from 38 papers from one institution to no manuscripts from another. The two most common domains focused on health system science (92 papers) and competency-based medical education (30 papers). Articles were published in 54 different journals. Forty percent of publications involved more than one institution. Social network analysis demonstrated rich publishing relationships within the Consortium members as well as beyond the Consortium schools. In addition, there was growth of the network connections and density over time. The Consortium fostered a scholarship network disseminating a broad range of educational innovations through publications of individual school projects and collaborations. [ABSTRACT FROM AUTHOR]

The authors identify and describe strategies for success in writing for publication, including how to choose an educational research topic, define the question and choose the correct design, know the anatomy of a research paper, write each of the sections, optimize the writing before publication, choose a journal, and respond to editors and reviewers. The research question should be focused, modest, and achievable given the constraints of the setting, significant, and appropriately imbedded in the available literature. The choice of methods is determined by the nature of the educational research question and should conform to ethical standards. Specific strategies for writing include starting where it is easiest to do so, spontaneously and uncritically writing the first paragraphs through, minimizing external impediments to the work, and knowing how each section of a manuscript is routinely structured. All papers require a number of revisions with careful attention to accuracy and detail as well as to specific requirements of the target journal before submission. Authors should respond positively, not defensively, and in detail to all of the editor's and reviewers' suggestions for revision. Writing for success is therefore a disciplined and systematic process following prescribed steps, which, although hard work, is rewarding. [ABSTRACT FROM AUTHOR]

The exponential growth of the systematic review methodology within health has been mirrored within medical education, allowing large numbers of publications on a topic to be synthesized to guide researchers and teachers. The robust, transparent and reproducible search methodologies employed offer scholarly rigor. The scope and scale of many reviews in education have only been matched by the size of the commitment needed to complete them and occasional lack of utility of reports. As such, we have noticed a growth in reviews across journals in the field that have questions that are more focused in scope. The authors propose 12 tips for performing a focused review in the right settings for the right reasons and discuss why such "focused reviews" may be more beneficial in those circumstances. Focused reviews allow researchers to formulate answers to specific local issues that have explicit utility of findings. Such reviews are equipped to identify what works for specific groups in specific circumstances and even question how and why this may occur. An additional impact of a focused approach can be a rapid turnaround. This article explains the purpose and benefits of focused review and provides guidance on how to produce them. [ABSTRACT FROM AUTHOR]

Participatory evaluation involves a partnership between program evaluators and stakeholders. This paper provides tips for planning and conducting a participatory evaluation of a medical education program. The tips highlight the need to recognize the importance of judgment in participatory evaluation, assess the appropriateness of participatory evaluation for the setting, determine a predominant stream of participatory evaluation, and select stakeholders for participation carefully. The tips also suggest that one should initiate participation at the program planning stage, engage a participatory evaluator, develop an evaluation framework, associate participatory evaluation with more than just qualitative methods, and use technology to facilitate participation. Furthermore, the tips illuminate that while individuals can use participatory evaluation to build evaluation capacity, it is important that they use three dimensions (i.e. control of decision-making, stakeholder selection, depth of participation) for determining the level of “participatory-ness,” as well as publish and reflect on their use of participatory evaluation. [ABSTRACT FROM PUBLISHER]

Introduction: With research playing a vital role in improving clinical practice, it is important that medical students understand the role of research and submitting articles for publication. Therefore, the aim of this study was to ascertain the experience, motivation and attitude of publishing of medical students. Methods: A cross-sectional survey of British medical students from seven medical schools in the United Kingdom. Results: Seventy-two of 515 had submitted an article for publication with a total of 124 articles being submitted. The main motivation to publish was for career progression. For the students that had not published, not having an opportunity to perform research was felt to be the main barrier. Only 49% of students had taken part in a research or audit project. Sixty-two percent of students stated they were not encouraged by the seniors to participate in research projects. From 515 medical students, only 88 students had submitted an article for a scientific meeting. Conclusions: Students have a positive attitude towards publishing and they feel it is important. However, it is clear that students require and would welcome education in writing papers and abstracts, skills that they will need in their postgraduate careers. [ABSTRACT FROM AUTHOR]

Several studies have highlighted the insufficient inclusion of cultural diversity in medical schools' curricula and the extent of health inequalities highlighted by the COVID-19 pandemic. This study aimed to critically review a range of GMC publications to identify the inclusion of cultural diversity topics in their guidelines, as according to recent studies, doctors are inadequately prepared to serve a diverse population. Twenty-four relevant GMC publications were analysed. An inductive thematic analysis was conducted to review the content of the guidelines; and discourse analysis was used to critically understand the linguistics used whilst also considering the cultural and social context. The GMC publications primarily focused on discouraging discrimination and promoting equality. Themes around diversity in medical practice were less commonly covered. There was considerable internal inconsistency across the guidelines. Guidelines aimed at medical schools and medical students were more likely to consider cultural diversity issues compared to those intended for doctors. Cultural diversity teaching can only be as effective as the policy that drives it. Despite the inclusion of cultural diversity issues in GMC guidelines, this study suggests considerable ambiguity in how these issues are represented and understood. The guidelines require careful revision and should be written to reduce the likelihood of variable interpretation, thereby promoting better cultural diversity inclusion in medical schools' curricula, and consequently better patient care. [ABSTRACT FROM AUTHOR]

The article presents 2013 and 2014 news on medical education. The 16th Ottawa Conference/12th Canadian Conference on Medical Education will take place in Ottawa, Canada on April 25-29, 2014. The Association of Faculties of Medicine of Canada has launched a challenge to all medical students and residents to help develop a public health learning tool. The 2014 conference of the Association for Medical Education in Europe will be held in Milan, Italy on August 30-September 3.

This AMEE guide provides a robust framework and practical strategies for health professions educators to enhance their writing skills and engage in successful scholarship within a collaborative writing team. Whether scholarly output involves peer-reviewed articles, book chapters, blogs and online posts, online educational resources, collaborative writing requires more than the usual core writing skills, it requires teamwork, leadership and followership, negotiation, and conflict resolution, mentoring and more. Whilst educators can attend workshops or courses to enhance their writing skills, there may be fewer opportunities to join a community of scholars and engage in successful collaborative writing. There is very little guidance on how to find, join, position oneself and contribute to a writing group. Once individuals join a group, further questions arise as to how to contribute, when and whom to ask for help, whether their contribution is significant, and how to move from the periphery to the centre of the group. The most important question of all is how to translate disparate ideas into a shared key message and articulate it clearly. In this guide, we describe the value of working within a collaborative writing group; reflect on principles that anchor the concept of writing as a team and guide team behaviours; suggest explicit strategies to overcome challenges and promote successful writing that contributes to and advances the field; and review challenges to starting, maintaining, and completing writing tasks. We approach writing through three lenses: that of the individual writer, the writing team, and the scholarly product, the ultimate goal being meaningful contributions to the field of Health Professions Education. [ABSTRACT FROM AUTHOR]

Stepping into the world of research can be an overwhelming task, especially for those with relatively little experience, such as medical students. This article aims to provide students with tips for writing and publishing in all fields. The 12 tips are as follows: (1) find your why; (2) play to your strengths and be realistic; (3) be well read; (4) revisit missed opportunities; (5) talk to the doctors around you; (6) broaden your horizons; (7) get to grips with the submission process early; (8) pay attention to the details; (9) remember that submission is not the end; (10) the process can't be rushed; (11) consider the alternative paths to presenting research; (12) start writing. This writing is derived from personal experience with supporting evidence and is not designed to be encyclopaedic, simply a reference to help students alleviate any concerns and begin their own journey into the world of research. [ABSTRACT FROM AUTHOR]

The article offers the opinion that doctors and medical researchers who enjoy research but do not enjoy writing should be paired up with doctors and medical researchers who do like writing. Topics discussed include the editing that is required for medical and other forms of writing, the attending of writing workshops, and examples of individuals who had spent years on research and then spent years delaying the writing of anything.

Objective: Given that often the quality of journals is based on its editors, the objective of this study was to describe quantitatively the profiles of members of editorial boards (MEBs) of presumed predatory journals. Methods: The following information was retrieved from 1015 editors taken from journals listed in Beall's list: country, university, position, and degree. The Scopus website was used to identify the number of citations, documents, and h-index. Results: Presumed open access predatory journals are including all types of profiles as their MEBs, which include fake and unqualified editors, but mostly very high-qualified scientists who are professors, medical doctors and/or had a PhD. MEBs were located in 74 different countries, most had an affiliation in the United States of America (USA) (44.4%). The median of publications per editor was 43, number of citations 664 and h-index 14. Conclusions: The results dispute the common belief that it is possible to identify predatory journals by checking their editorial boards. Scientists should not rely on the editors to determine if a journal is predatory. If an author has doubt, the editors should be contacted. [ABSTRACT FROM AUTHOR]

The authors share 12 practical tips on creating effective titles and abstracts for a journal publication or conference presentation. When crafting a title authors should: (1) start thinking of the title from the start; (2) brainstorm many key words, create permutations, and ask others for input; (3) strive for an informative and indicative title; (4) start the title with the most important words; and (5) wait to finalize the title until the very end. When writing the abstract, authors should: (6) wait until the end to write the abstract; (7) copy and paste from main text as the starting point; (8) start with a detailed structured format; (9) describe what they did; (10) describe what they found; (11) highlight what readers can do with this information; and (12) ensure that the abstract aligns with the full text and conforms to submission guidelines. [ABSTRACT FROM AUTHOR]

The author shares twelve practical tips on how to navigate the process of getting a manuscript published. These tips, which apply to all fields of academic writing, advise that during the initial preparation phase authors should: (1) plan early to get it out the door; (2) address authorship and writing group expectations up front; (3) maintain control of the writing; (4) ensure complete reporting; (5) use electronic reference management software; (6) polish carefully before they submit; (7) select the right journal; and (8) follow journal instructions precisely. Rejection after the first submission is likely, and when this occurs authors should (9) get it back out the door quickly, but first (10) take seriously all reviewer and editor suggestions. Finally, when the invitation comes to revise and resubmit, authors should (11) respond carefully to every reviewer suggestion, even if they disagree, and (12) get input from others as they revise. The author also shares detailed suggestions on the creation of effective tables and figures, and on how to respond to reviewer critiques. [ABSTRACT FROM PUBLISHER]

Clinician Educators' (CEs) focus on patient care and teaching, yet many academic institutions require dissemination of scholarly work for advancement. This can be difficult for CEs. Our division developed the Clinician-Educator Mentoring and Scholarship Program (CEMSP) in an effort to assist CEs with scholarship, national reputation, recognition, promotion and job satisfaction. The key components are salary-supported director and co-director who coordinate the program and serve as overall mentors and link CEs and senior faculty, and a full-time Senior Research Coordinator to assist with all aspects of scholarship, a close relationship with the General Internal Medicine (GIM) Methods Core provides advanced statistical support. Funding for the program comes from GIM divisional resources. Perceived value was evaluated by assessing the number of manuscripts published, survey of faculty regarding usage and opinion of CEMSP, and a review of faculty promotions. Although impossible to attribute the contributions of an individual component, a program specifically aimed at helping GIM CE faculty publish scholarly projects, increase participation in national organizations and focus on career progression can have a positive impact. [ABSTRACT FROM AUTHOR]

This section offers news briefs related to medical and healthcare profession education as of October 2012. Topics reported include the opening of Essential Skills in Medical Education (ESME) online courses starting April 8, 2013, the offering of MedEdWorld webinars, and the addition of 12 universities to the Coursera online learning platform.

Background: It is desirable to use a methodological approach of the highest scientific quality when planning and conducting valid research. However, several studies have shown that the biostatistical and epidemiological knowledge of academically active health care professionals is far below the desired level. Aim: To outline an approach to conducting a postgraduate course in clinical study design and study protocol writing. Method: We offer 12 tips based on critical reflection of our experience of conducting and continuously improving a course in study design repeatedly over several years, combined with evidence from the literature on pedagogical approaches. Result: The tips are organized in chronological order so that a course director will be able to develop a similar course. Conclusion: Combining the results of our critical reflection with evidence from the literature has allowed us to develop a successful approach to running courses in study design and study protocol writing. We hope that our extensive experience in conducting this course, as reflected by the 12 tips, will support and inspire others planning similar courses. [ABSTRACT FROM AUTHOR]

Background: Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication. Aims: The goal of this initiative was to assist faculty members write about their educational innovations. Method: Twenty-four faculty members participated in this intervention, which consisted of a half-day workshop, three peer writing groups, and independent study. We assessed the impact of this intervention through post-workshop evaluations, a one-year follow-up questionnaire, tracking of manuscript submissions, and an analysis of curriculum vitae. Results: The workshop evaluations and one-year follow-up demonstrated that participants valued the workshop small groups, self-instructional workbook, and peer support and feedback provided by the peer writing groups. One year later, nine participants submitted a total of 14 manuscripts, 11 of which were accepted for publication. In addition, 10 participants presented a total of 38 abstracts at educational meetings. Five years later, we reviewed the curriculum vitae of all participants who had published or presented their educational innovation. Although the total number of publications remained the same, the number of educationally-related publications and presentations at scientific meetings increased considerably. Conclusions: A faculty development workshop and peer writing group can facilitate writing productivity and presentations of scholarly work in medical education. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the hidden purpose of predatory pay-to-publish journals and how to prevent them from victimizing unknowing individuals like inexperienced medical students and promotion-aspiring faculty. Topics include the reasons why authors publish to said journals like open-access/better visibility of publications, low-quality research, and quick publication of their articles, and the need for authors to refrain from partnering with the said publications.

A letter to the editor is presented discussing the British Foundation Programme Office (UKFPO), where finalist medical student apply for junior doctor posts.

A letter to the editor is presented which is concerned with research which was conducted to investigate the research publication habits of nurse trainees.