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Health Professions Education Advancements and Innovations—International Perspectives
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Health Professions Education Advancements and Innovations—International Perspectives

A special issue of International Medical Education (ISSN 2813-141X).

Deadline for manuscript submissions: 26 January 2026 | Viewed by 2491

Special Issue Editors

Dr. Douglas McHugh

E-Mail Website
Guest Editor
Department of Medical Sciences, Frank H. Netter MD School of Medicine, Quinnipiac University, North Haven, CT 06473, USA
Interests: health professions education；asynchronous and blended learning; competency-based learning; self-regulated learning; active learning; visual design and teaching interactions; multimedia and teaching interactions; spaced retrieval enhanced learning; intrinsic motivation and learner engagement; qualitative educational research
Special Issues, Collections and Topics in MDPI journals
Dr. Anthony Payne

E-Mail Website
Guest Editor
Department of Medical Sciences, Frank H. Netter MD School of Medicine, Quinnipiac University, North Haven, CT 06473, USA
Interests: health professions education; medical education; medical student education; global healthcare education

Special Issue Information

Dear Colleagues,

Health profession education (HPE) stands at the forefront of ensuring excellence in healthcare delivery worldwide. HPE is a field of study and practice that focuses on the methods and approaches used to train and educate individuals in various health professions. These professions typically include medicine, nursing, pharmacy, dentistry, public health and allied health professions such as physical therapy, occupational therapy, etc. HPE encompasses a wide range of topics and skills. This Special Issue aims to explore diverse international perspectives on the advancements and innovations in HPE, highlighting how institutions from different countries and cultures are adapting educational strategies to meet global healthcare challenges and enhance cross-border collaboration in health education. This Special Issue will feature research articles, reviews, brief reports, case reports or commentaries that touch on one of the following domains within HPE:

  1. Curriculum development and design;
  2. Teaching and learning methods;
  3. Assessment and evaluation;
  4. Interprofessional education;
  5. Clinical and professional competence;
  6. Research in health education;
  7. Continuing professional development;
  8. Leadership and administration in health education.

HPE is a critical field because the quality of healthcare delivery significantly depends on the quality of education and training that health professionals receive. It is a dynamic field, continually evolving with advancements in medical knowledge, healthcare technologies and educational methodologies. This Special Issue intends to serve as a broad platform for authors from around the globe to contribute scholarly discourse, sharing groundbreaking ideas and research that propel HPE forward, ultimately contributing to the overarching goal of advancing healthcare delivery and patient outcomes.

Dr. Douglas McHugh
Dr. Anthony Payne
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Medical Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • medical education
  • health profession education
  • clinical training
  • basic science education
  • undergraduate medical education
  • graduate medical education
  • curriculum development
  • teaching methods
  • educational assessment
  • interprofessional education
  • clinical competence
  • professional competence
  • health education research
  • educational leadership
  • global healthcare education challenges
  • cross-border collaboration in health education

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

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27 pages, 346 KiB  
Article
Integration of Immunology in a Systems-Based Osteopathic Medical Curriculum
by Zian Shabbir, Layla Mazdeyasnan, Naila Iqbal, Samuel Kadavakollu, Mahboob Qureshi and Reena Lamichhane-Khadka
Int. Med. Educ. 2024, 3(3), 257-283; https://doi.org/10.3390/ime3030021 - 1 Aug 2024
Viewed by 977
Abstract
Immunology is an important component of the medical curriculum. It provides a foundation for understanding the cellular and molecular processes by which the body protects itself from external substances and the immunological responses that contribute to the development of many illnesses. The inclusion [...] Read more.
Immunology is an important component of the medical curriculum. It provides a foundation for understanding the cellular and molecular processes by which the body protects itself from external substances and the immunological responses that contribute to the development of many illnesses. The inclusion of immunology in an osteopathic medical curriculum is essential to understanding the body’s defense systems as well as the alignment of osteopathic concepts with immunology. By encompassing innate and adaptive immunity, immunology reflects the interconnectedness of the body’s systems and the foundation for self-regulation inherent in osteopathy. A problem facing medical educators is determining how to facilitate students’ learning of immunological concepts in a way that will help them retain and apply the material throughout their clinical years and beyond. This paper aims to provide an immunology education framework designed to effectively integrate immunology topics across the preclinical courses of an osteopathic medical curriculum. Drawing insights from an extensive review of the literature and current medical curricula, we propose an integrative curriculum model that broadly incorporates fundamental concepts of immunology across multiple disciplines and systems-based courses horizontally as well as vertically over the preclinical years using clinical presentations and laboratory findings and further connecting them to osteopathic principles. This integrative curriculum will augment medical students’ understanding of immunology, making them better able to connect core concepts with clinical applications and enhance their application of immunological concepts in osteopathic patient care in alignment with the NBOME guidelines. Using the proposed integrative medical curriculum may better prepare medical students for providing holistic medical care and guidance to their future patients. Full article
(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)
22 pages, 762 KiB  
Article
Impact of Global Health Scholarship Programs in the Faculty of Medicine at Mbarara University of Science and Technology
by Jonans Tusiimire, Miriam Josephine Nakiwala, Brian Turigye, Daphine Ansiimire, Annet Kembabazi, Stephen Asiimwe and Joseph Ngonzi
Int. Med. Educ. 2024, 3(3), 190-211; https://doi.org/10.3390/ime3030017 - 24 Jun 2024
Viewed by 587
Abstract
In recognition of the critical role of residency programs in narrowing healthcare inequalities, Global Health scholarships were introduced at Mbarara University of Science and Technology (MUST) in 2011. Since then, at least 154 postgraduate students in priority programs have benefited. We conducted an [...] Read more.
In recognition of the critical role of residency programs in narrowing healthcare inequalities, Global Health scholarships were introduced at Mbarara University of Science and Technology (MUST) in 2011. Since then, at least 154 postgraduate students in priority programs have benefited. We conducted an online cross-sectional survey to examine how the scholarships and beneficiaries have impacted MUST and the community. Fifty (50) beneficiaries, representing 32.5%, responded, of whom 36 (72%) were alumni. Most respondents were males (n = 30; 60%) pursing Master of Medicine (n = 29; 58%) or Master of Nursing Science (n = 20; 40%) programs. The scholarship schemes included First Mile (n = 29; 58%), Kayanja (n = 12; 24%), Paiko (n = 5; 10%) and Seed (n = 4; 8%). The majority of the scholarships supported both tuition and research fees (n = 41; 82%), the rest being partial. Career advancement was undertaken by eight (16%) of the scholars in the form of fellowships (n = 3; 6%), other masters (n = 3; 6%) and PhDs (n = 3; 6%), with some students having attained a combination of these. All scholars belonged to at least one health professional association. Over 88% (n = 32) of the alumni and 28% (n = 4) of the students were employed. The majority of those employed were in the public sector (n = 24; 66.7%), mainly the health sector (n = 18; 50%), academia (n = 14; 38.9) or both (n = 4; 11.1%). There was a high impact on health care provision, undergraduate training and research carried out by the scholars both during training and post-graduation. High levels of career satisfaction, scholarship impact and academic program relevance were reported. The findings provide insights on how low-fund specialty scholarships can have a far-reaching impact on local training, health care and research in low- and middle-income countries. Full article
(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)
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Review

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15 pages, 1832 KiB  
Review
Transforming a Psychiatry Curriculum: Narrative Review of Essential Elements
by Lillian Ng, Alisha Vara, Ashwini Datt, David B. Menkes, Nicholas R. Hoeh, Kiri Prentice and Frederick Sundram
Int. Med. Educ. 2024, 3(3), 316-330; https://doi.org/10.3390/ime3030024 - 16 Aug 2024
Viewed by 403
Abstract
Introduction: In this narrative review, we identified concepts related to the process of transforming a psychiatry curriculum for New Zealand medical students. Method: A literature search was performed on four databases (Embase, Medline, PsycInfo, and Scopus) for articles related to curriculum [...] Read more.
Introduction: In this narrative review, we identified concepts related to the process of transforming a psychiatry curriculum for New Zealand medical students. Method: A literature search was performed on four databases (Embase, Medline, PsycInfo, and Scopus) for articles related to curriculum development in psychiatry, including relevant aspects of culture and technology. Results: Ninety-three articles met the inclusion criteria. Three main themes were identified: the needs of learners; curriculum frameworks that optimise learning; and the role of technology. The key features of an effective psychiatry curriculum are the extent to which it integrates with other disciplines, develops key competencies, supports authentic learning, and promotes cultural safety. Conclusions: Transforming curricula is an iterative process that prioritises learners’ needs, establishes psychiatry within the teaching context, integrates learning evidence, and responds to the changing demands of society. The findings from this review apply to medical curricula more generally: a well-integrated specialist curriculum, in this case psychiatry, enables medical students to build essential competencies and depends upon effective collaboration with stakeholders, attention to cultural safety, and incorporating technology into the teaching context. Full article
(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)
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